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This paper presents a brief review of the state of technical education in Rwanda based on a study conducted in 2007, with pertinent recommendations. The background of technical education in the country is appreciated first, and then followed up with a situational analysis. Thereafter, a 5-year implementation project plan proposal, to address the identified shortcomings, needs, and expectations of government is advanced. The need to raise access to post tronc commun (post O-Level) technical training is addressed within this proposal with a specific interest to increase the capacity and range of programmes running in the existing [Ecole Technique Officiel] ETOs, and the introduction of new ETOs where deemed necessary. The establishment and sustenance of a good quality technical education system is also given consideration in this proposal for effective and efficient rehabilitation of existing physical facilities and the purchase of new and appropriate training equipment. Simultaneously, considerations for increasing the number of technical teachers in the system to a determined optimum level while setting minimum acceptable qualifications for technical teachers are advanced. Implementation of this proposal is expected to contribute greatly to the continuous development of a labour pool with skills that are relevant to and adequate for the needs of the economy.

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The purpose of a Teacher Education programme is to produce quality teachers, especially teachers that can perform the task of teaching effectively and deliver the purpose of the National Education Philosophy, consequently leading to a sustainable [technical and vocational education and training] TVET Teacher Education programme. One aspect that contributes to the sustainability of a programme is the curriculum. The curriculum has to be able to react with the changes [taking] place in the workplace especially for a developing country like Malaysia. Hence, this study was carried out to explore the criteria for the sustainable curriculum of TVET Teacher Education programmes in Malaysia. A qualitative research approach was used for this study, and semi-structured interviews were conducted with 10 experts. Utilising this approach allowed the researcher to focus on experts' knowledge and experiences based on the issues explored. Data were analysed using thematic analysis with pencil and paper, while Microsoft Excel was used as a tool for data keeping. The study identified five main criteria for sustainability which includes (i) specialization; (ii) work-based design; (iii) dynamic; (iv) interactive teaching and learning, and (v) international syllabus. It is expected that the outcome of this study will contribute towards the sustainability of TVET Teacher Education programmes in Malaysia thus improving the quality of TVET graduates to achieve the national goal of becoming a high-income nation.

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Self-initiated professional development (SI-PD) has gained much attention lately due to increasing concern on the effectiveness of teachers' professional development practice. It is also one of Ministry of Education (MOE) agenda in Malaysia Education Blueprint (MEB) 2013-2025 to transform continuous professional development (CPD) by increasing self-initiated professional development (SI-PD) from 16 percent to 60 percent and reducing ministry-led professional development by the year of 2025. Specifically, the aim of this study was to explore the elements required in self-initiated professional development (SI-PD) framework for [technical and vocational education and training] TVET teachers in vocational colleges according to experts' consensus. Fuzzy delphi method (FDM) was used as a tool in this study to explore the elements and data presented here were a part of a larger study which explored SI-PD among TVET teachers in vocational colleges. Nineteen experts were involved consisting of MOE officers, lecturers from universities and teacher training institutions who have at least 5 years of experience in teachers' professional development and TVET. Based on the data analysis, the defuzzification values for all elements exceeded the minimum value 33.6 and therefore, the findings conclusively suggested that the experts have consensually agreed that there are ten elements required in self-initiated professional development (SI-PD). The ranking of the elements based on experts' consensus was listed as follows, (1) industrial attachment opportunity, (2) attitude, (3) understanding, (4) collaborative environment, (5) school administrators' role, (6) strategy, (7) readiness, (8) autonomy, (9) reward and (10) professional development system. The findings were used to design self-initiated professional development (SI-PD) framework for TVET teachers in vocational colleges. This study also promotes the suitability of Fuzzy Delphi Method as a current research tool in the field of research on professional development. The proposed SI-PD elements can underpin TVET teachers' professional learning and support the cultivation of self-directed learning (SDL) which then enable changes in their teaching and learning practice to be more meaningful and effective.

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The development of wireless and mobile technologies has contributed to the use of mobile devices as a teaching medium in teaching and learning process. Mobile learning or m-learning is a recent e-Learning environment. Unlike traditional learning settings, it has been introduced as a digital learning technology leading to new types of learning through the availability of mobile devices. The purpose of this study is to explore mobile learning elements based on competency-based education (CBE) in technical and vocational education (TVET) field. A qualitative study has been done on the six experts which were an expert in competency based education field. The experts were chosen based on specific qualities to obtain the most relevant data via semi-structured interview. The transcribed interview data were analyzed by using thematic analysis using Atlas.ti software to produce elements and matrix tables related to appropriate elements. Based on the qualitative results, eight elements were formed: students, teachers, content, learning design, learning activity, learning environment, technology and assessment. The study generates the implementation framework to utilize the mobile device as a supporting element in teachers instruction and to improve student competency. In conclusion, the development of mobile learning framework provides better understanding and essential for the future of education.

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Issues on crime and unemployment among ex-inmates contribute to recidivism in the country even though they were given technical and vocational [education and training] (TVET) and entrepreneurship training program by the prison authority. Therefore, the purpose of this study was to identify the perception of inmates in prison on the effectiveness of TVET and entrepreneurship training program. The design of the study used in this study was a method of review with a quantitative approach. Data was collected using a set of questionnaires and analyzed using statistical package software for the Social Science (SPSS version 23.0). A total of 222 respondents, inmates who have undergone and are undergoing TVET were involved in the study. The reliability of instruments was at an excellent and effective level with the consistency level of 0.871 and 0.915. Data analysis was done in the form of frequency, percentage, mean, standard deviation and Pearson correlation test (r).

The findings of the study showed that perception of the effectiveness of TVET and entrepreneurship training program in prison was high which the mean value of 4.18 and 4.28 respectively were. In addition, the findings showed that there was a significant relationship between TVET effectiveness and entrepreneurship training program among the respondents, r=0.557 (P . 0.01). In conclusion, the inmates perceived that TVET and entrepreneurship training program in prison are beneficial. Apart from that, it could provide added value in their continuity of survival once released primarily in the field of employment and entrepreneurship activities.

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This paper proposes a theoretical framework as a foundation for building information technology competence framework and the requirements for using information technology competence of teachers in online teaching at training institutions. The parameters in this paper survey was conducted on sample space (n = 342) and 42 expert opinions to identify information technology competence framework with criteria and skill sets necessaries to successfully organize online teaching. This paper discusses on teaching developing information technology competence to change minds and develop teachers' competency to meet the online teaching trend of today. So, building information technology competence framework in online teaching has many meanings in training process contribute to improving the learning capacity of students.

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Competency framework is a tool that determines the needed competencies for individuals in order to curtail the challenges that are existing currently and to uphold sustainable development. From the educational perspective, the competencies of [technical and vocational education and training] TVET teachers are important as they might affect the teachers' implementation of tasks, career development and graduates' quality. Therefore, this research attempted to develop a competency framework for TVET teachers in Nigerian TVET tertiary institutions based on the Malaysian Human Resource Practitioners Development (MHRDP) Competency Model. The study adopted a survey design and 427 TVET teachers were identified as targeted sample. [A] questionnaire was developed based on the MHRDP Competency Model (a=0.61). A total of 218 questionnaires were distributed to five TVET tertiary institutions using stratified sampling technique and 205 questionnaires were successfully returned. Exploratory Factor Analysis was used to analyse the data. The findings revealed that 19 elements of competency were significantly relevant to Nigerian TVET teachers who work at tertiary institutions. The proposed competency framework is beneficial to be used as a guideline for the Nigerian TVET institutions and policy makers to plan the competency training and retraining courses for TVET teachers and staff development.

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This study determined the correlations between the five personality dimensions and the creative behaviours of electrical and electronics teachers in Nigerian Technical Colleges. Multiple prediction research design was adopted for the study. Purposive sampling technique was used to select 94 electrical and electronics teachers from a population of 137 persons teaching electrical and electronics trades in the 21 technical colleges in North-western Nigeria. The data for the study were collected using two instruments: Kaufman Domains of Creativity Scale which consists of 50 items in which participants rated themselves on a scale of 1 to 5 in comparison to other people in their age and experience, and Goldberg's Big Five Inventory which is a 44 item, five point Likert scale type of; Strongly Disagree, Disagree, Neutral, Agree, and Strongly Agree. To account for socio-cultural differences, the instruments were subjected to a pilot study in Niger State, North-central Nigeria, and their reliability coefficients were found to be 0.86 and 0.83 respectively. The data were analysed using Pearson Product Moment Correlation and Multiple Regression.

Results revealed that there is a correlation between the five personality dimensions when treated together and the creative behaviours of electrical and electronics teachers. Also, the personality dimensions treated together significantly correlate with the creative behaviours of the teachers. It was concluded that personality traits are important for creative behaviours of trade's teachers. Hence, a reward and incentive system should be put in place, for the encouragement of creativity among electrical and electronics teachers in technical colleges in Nigeria.

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Technical and vocational education and training (TVET) graduates require appropriate competencies to be successful in the field of industrial work. Existing literature indicate that there are several models that can be used as principles in creating a graduate competency model. The objective of this study is to propose a well-adjusted graduate competency model in the field of industrial work. There are some problems to be discussed in this study, namely (1) How is the gap between students competency and industrial needs? (2) What are the main dimensions of student competence? (3) What are competency elements in the 'k-worker' dimension? (4) How does one design a 'k-worker' framework? This research applied qualitative methods supported by quantitative data. This study on framework design is an exploratory study using the Modified Delphi technique from experts in the field of electrical/electronic to obtain qualitative data; supported by data from a questionnaire distributed to students in four universities in Batam. The analyses were conducted through demographic analysis, descriptive analysis; qualitative data analysis from interview and document review as well as Structural Equation Modelling (SEM).

SEM analysis shows a K-Workers Model that is well-adjusted to expert and student perceptions. The study shows that there is a huge gap between students' attributes and industrial needs; students' competency levels are not meeting industry needs which are caused by multiple factors. In addition, the study plan shows that the competence dimensions and elements are needed by students. A competency model was subsequently developed for 'k-workers' using SEM based on the quantitative data obtained from engineering students from four universities in Batam. The findings have significance in terms of theory, practice, and policy formation and can contribute to practices in education and training institutions, industry and employment empowerment agencies as well as testing and certification bodies.

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Validity and reliability are important aspects of research, especially in social science and [Technical and Vocational Education and Training] TVET research. The scales used in research that are important factors to enable good research results. The objective of this paper is to provide insight into important concepts of validity and reliability and also to introduce the major methods to assess validity and reliability as they relate to social science and TVET research. The research design and approach used for this study was a non-experimental research design. The data are using retrospective data and descriptive statistics which were used to run the simulation and analysis. The outcome of this research suggests that Cronbach's Alpha is the best method to use when checking the reliability in terms of internal consistency. The alpha provides various information that can benefit the researcher, especially in novice research, The result from the simulation shows the importance of conducting validity and reliability test during the research process. It not only provided evidence but also confidence because it reflected consistency and accuracy.

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