Training Management System of Technical and Vocational Education and Training (TVET) Institutions in Isabela
DOI:
https://doi.org/10.65141/sjter.v2i1n6Keywords:
Training Management System, Technical and Vocational Education and Training (TVET), InstitutionAbstract
This study explored how well the training management systems in Technical and Vocational Education and Training (TVET) institutions are working, specifically at the Southern Isabela College of Arts and Trades (SICAT) and the Ilagan School of Arts and Trades (ISAT) in Isabela. With the help of 64 trainers as respondents, the research focused on four key areas: infrastructure, training, staff, and assessment. Data were gathered through surveys and analyzed using descriptive statistics and one-way ANOVA to uncover any differences across various sectors.
Overall, the results showed that most trainers believe their institutions are doing a good job, especially when it comes to updated training programs, skilled staff, and strong assessment systems. Many rated their experiences as exceeding expectations. However, the study also revealed that not all sectors share the same experience. Trainers in the Garments and Construction sectors, for instance, reported challenges such as limited facilities, fewer professional development opportunities, and unclear training processes. Meanwhile, sectors like Tourism and Automotive felt more supported.
These findings suggest that while TVET institutions are on the right path, there is still room for improvement, particularly in ensuring that all sectors have equal access to quality resources and support. The study recommends investing more in infrastructure, providing fair and consistent training opportunities, and promoting clear communication and continuous improvement in all areas. By doing so, TVET institutions can better support both trainers and learners in building skills that matter in today’s workforce.
References
Amolloh, O. P., Lilian, G. K., & Wanjiru, K. G. (2018). Experiential learning, conditional knowledge and professional development at University of Nairobi, Kenya—Focusing on preparedness for teaching practice. International Education Studies, 11(7), 102–112. https://doi.org/10.5539/ies.v11n7p125
Cai, J., & Kosaka, M. (2024). Conceptualizing technical and vocational education and training as a service through Service-Dominant logic. SAGE Open, 14(2). https://doi.org/10.1177/21582440241240847
Mustajab, D., & Irawan, A. (2023). The effectiveness of vocational training programs on employment outcomes. Advances in Community Services Research, 1(2), 37–46. https://doi.org/10.60079/acsr.v1i2.344
Nawi, F. A. M., Mamat, M., Baistaman, J., Setapa, M., & Ramli, N. H. (2022). The SEM Smart PLS Model Assessment: Mediating influence of technology infrastructure support on human capital determinants in TVET institutions. International Journal of Academic Research in Business and Social Sciences, 12(11). https://doi.org/10.6007/IJARBSS/v12-i11/15410
Technical Education and Skills Development Authority (TESDA). (2021). The TVET trainer: In the future of work and learning. https://www.tesda.gov.ph/Uploads/File/LMIR/2021/LMIR%20on%20Skills%20of%20TVET%20Trainers.pdf
Technical Education and Skills Development Authority (TESDA). (2023). National Technical Education and Skills Development Plan (NTESDP) 2023–2028. https://www.tesda.gov.ph/About/TESDA/47
Utkina, O. N. (2022). Management of training personnel for the service sector of youth educational tourism. Economics and Management, 28(4), 377–387. https://doi.org/10.35854/1998-1627-2022-4-377-387
