Teacher colleges of education trainees’ perception of the contribution of TVET to socio-economic development: the case of Tamale College of Education

Abstract

This research investigates the perceptions of teacher trainees regarding the contribution of Technical and Vocational Education and Training (TVET) to socio-economic development, with a specific focus on Tamale College of Education in Ghana, as a case study. A quantitative research approach was used to understand the conceptual framework and hypotheses of the study. It adopted a descriptive survey method and collected data with copies of questionnaire from 500 participants to determine the perception of employability after TVET and student competence for TVET and assess their understanding of the relationship between TVET and socio-economic development. Using structural equational modelling, the study utilised SmartPLS V4 to analyse participants’ responses. The results revealed that the perception of student competence for TVET and employability thereafter significantly affects their relationship with the perception of the contribution of TVET towards socio-economic development. Further, moderation effects analysis suggests that the moderator, student competence, weakens the relationship of how their employability after TVET could influence the eventual contribution of TVET towards the country’s socio-economic development. By understanding the trainees’ viewpoints, the research improves TVET programmes and their integration into the broader education system. Again, it provides valuable insights to guide policymakers, curriculum developers, and education administrators in designing effective strategies to strengthen the link between TVET and socio-economic development.

Keywords

• Teacher trainees
• TVET
• perception
• socio-economic development
• Tamale College of Education
• Ghana