Department of Technical Education & Training · Department of Technical Education & Training...

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Department of Technical Education & Training

Research report

FOR

Impact of the Trainer Training Program on Teaching

and Learning process in Technical Colleges and

Vocational Training Centers in Sri Lanka

Neville Edirisinghe

H.K.N. Thusharika

P.G.R. Damayanthi

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Abstract

Technical and vocational education in Sri Lanka has become a crucial sector and

Technical teacher training is the most important area. The University of Vocational

Technology has planned to conduct technical training programs for teachers to develop

skills and competencies of teachers in technical training and education. The research

objective is to identify the effect of Quality of teachers’ Training Programs on Teaching

and Learning Process outcomes in Technical Colleges and Vocational Training Centers

in Sri Lanka. The research problem of the study is “How Quality of teachers’ Training

Programs effect on teaching and learning process outcomes in Technical Colleges and

Vocational Training Centers in Sri Lanka?”. Under research methodology, Formal

survey and In-depth interview were conducted to collect data. The sample size for the

survey was selected from 2014 and 2015 batch. The total teachers participated to the

program is 200 teachers and 35 teachers were selected for the survey. For in-depth

interview, 2 course coordinators were selected. The summary of sampling process is

shown below. The study found that there is a strong impact of Quality of Training

Programs on Teaching and Learning Process outcomes,

Secondly, it highlighted that leaning materials during the training period effects on total

learning outcomes. Thirdly, it found that quality of teaching curriculum for trainees’

effects on total learning outcomes. It is found that there is a high relationship between

Quality of resource persons and their presence and Total Learning outcomes. Then,

capacity of resource persons directly an effect on total learning outcomes. It is found

that there is a high relationship between Quality of assessment methods and materials

and total Learning outcomes. Then, quality of assessment method can effect on total

learning outcomes. In addition to above, it is found that there is a high relationship

between Quality of physical facilities and arrangement and Total Learning outcomes.

Finally, it is found that there is a high relationship between Mode of delivery of teacher

training programs and Total Learning outcomes. It is finally recommended that the

management have to consider these findings to improve quality of teachers training

program.

Key words: Technical and vocational education, Teachers’ training, Outcomes of

teachers

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Table of Contents Abstract ...................................................................................................................... 2

List of Tables ............................................................................................................. 5

List of Figures ............................................................................................................ 6

CHAPTER 01 ................................................................................................................ 7

INTRODUCTION ......................................................................................................... 7

1.1 Background of the study ................................................................................. 7

1.1.1 Sri Lankan National Education System ....................................................... 7

1.1.2 Technical education in Sri Lanka ................................................................ 9

1.1.3 Profile of National Institute of Technical Education of Sri Lanka (NITESL) and

Teachers’ Training ................................................................................................... 10

1.2 Research Problem ......................................................................................... 11

1.2.1 The problem of the research study ............................................................ 11

1.2.2 Teachers’ Training Program ...................................................................... 12

1.2.3 Research Problem of the study and Research Gap Justification ..................... 13

1.3 Research Objectives of the study .................................................................. 15

1.4 Research Question of the study ..................................................................... 15

1.5 Significance of the Research ......................................................................... 15

1.6 Scope of Study .............................................................................................. 16

CHAPTER 02 .............................................................................................................. 17

LITERATURE REVIEW ............................................................................................ 17

2.1 Introduction to Literature Review ................................................................. 17

2.2 Education system in Sri Lanka ...................................................................... 17

2.2.1 Number of Schools, Teachers, Pupils & Pupil Teacher Ratio by Type of

Schools 19

2.2.2 Performance of Candidates - G.C.E. (O/L) and G.C.E. (A/L) ............... 20

2.2.3 Number Literate and Literacy Rates by Census years & Sex ................ 21

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2.3 Technical Education and Vocational Training System in Sri Lanka ............ 21

2.4 Importance of Technical Education and Vocational education for Sri Lanka

25

2.5 Students by Institute of Vocational & Technical Training Sector ................ 29

2.6 Income and Expenditure of Vocational & Technical Training Sector .......... 29

2.7 Institutional Development of Vocational and Technical Training Sector ..... 30

2.8 Challenges in Sri Lanka’s TVET System in Sri Lanka ................................. 31

2.9 Overcoming Challenges in the TVET System in Sri Lanka ......................... 32

2.10 National Vocational Qualification System (NVQ) .................................... 33

2.11 Past studies related to Factors affecting the impact of teacher training

programs .................................................................................................................. 34

CHAPTER 03............................................................................................................ 39

METHODOLOGY & DESIGN ................................................................................... 39

3.1 Conceptual model of the study ...................................................................... 39

3.2 Hypotheses of the study ................................................................................ 39

3.3 Research design of the study ......................................................................... 39

3.3.1 Research Approach of the study ................................................................ 39

3.3.2 Time horizon of the study .......................................................................... 40

3.3.3 Research Strategy of the study .................................................................. 40

3.3.4 Unit of analysis .......................................................................................... 41

3.3.5 Sampling process ....................................................................................... 41

3.3.6 Data Analysis and Presentation of the study ............................................. 42

CHAPTER 4 ................................................................................................................ 43

DATA ANALYSIS AND PRESENTATION ............................................................. 43

4.1 Sample profile analysis ...................................................................................... 43

4.1.1 Gender of respondents ............................................................................... 43

4.1.2 Age of respondents .................................................................................... 43

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4.1.3 Education level of respondents .................................................................. 44

4.1.5 Years of experience of respondents ........................................................... 45

4.2 Correlation Analysis ...................................................................................... 46

4.3 Regression Analysis ...................................................................................... 50

CHAPTER 05 .............................................................................................................. 53

CONCLUSIONS AND RECOMMENDATION ........................................................ 53

5.2 Conclusion of the study ................................................................................. 53

5.3 Recommendation of the study ....................... Error! Bookmark not defined.

5.4 Limitations of the study................................................................................. 53

5.5 Suggestions for future studies ....................................................................... 54

References ................................................................................................................ 55

List of Tables

Table 1. 1 Performance of Candidates - G.C.E. (O/L) and G.C.E. (A/L), 2011-

2015(Number, %) .......................................................................................................... 8

Table 1. 2 Students by Institute of Vocational &Technical Training Sector, 2014 -

2015 9

Table 1. 3 Unemployment rates: 2006 – 2014 ........................................................ 11

Table 1. 4 Composition of Vocational Training and Employment 2002 – 2013 .... 12

Table 1. 5 Students by Institute of Vocational &Technical Training Sector, 2014 -

2015 29

Table 2. 1 Number of Schools, Teachers, Pupils & Pupil Teacher Ratio by Type of

Schools 19

Table 2. 2 Performance of Candidates - G.C.E. (O/L) and G.C.E. (A/L) ............... 20

Table 2. 3 Number Literate and Literacy Rates by Census years & Sex ................ 21

Table 2. 4Table Unemployed number and unemployment rate by gender and sector –

2014.............................................................................................................................. 26

Table 2. 5 Unemployment rate by district - 2014 ................................................... 27

Table 2. 6 Unemployment rate by age group and gender - 2014 ............................ 27

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Table 2. 7 Unemployment rate by level of education – 2014 ................................. 28

Table 2. 8Unemployment rate and percentage distribution of employment status for

each province – 2014 ................................................................................................... 28

Table 2. 9 Income and Expenditure of Vocational & Technical Training Sector .. 30

Table 2. 10 Institutional Development of Vocational and Technical Training Sector

31

Table 3. 2 Unit of analysis of the study .................................................................. 41

Table 3. 1 Sampling plan of the study .................................................................... 41

Table 4. 1 Correlation Analysis: Correlation matrix............................................... 46

Table 4. 2 Model Summary .................................................................................. 50

Table 4. 3 Anova table ............................................................................................ 51

Table 4. 4 Coefficients of correlation analysis ................................................... 51

List of Figures

Figure 1. 1 General organization on structure of the education system in Sri Lanka 7

Figure 2. 1 General organization structure of the education system in Sri Lanka ... 18

Figure 2. 2National Vocational Qualification (NVQ) System in Sri Lanka ................ 34

Figure 3. 1 Conceptual model of the study .............................................................. 39

Figure 4. 1 Gender of respondents ........................................................................... 43

Figure 4. 2 Age of respondents ................................................................................ 44

Figure 4. 3 Education level of respondents .............................................................. 44

Figure 4. 4 Years of experience of respondents ....................................................... 45

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CHAPTER 01

INTRODUCTION

1.1 Background of the study

1.1.1 Sri Lankan National Education System

Sri Lanka is a developing country in which the education sector has been identified and

considered as strategic sector for achieving the macro and micro economic goals and

objectives. “Education is considered as a human right in the society and every

person/child has been promoted and opened to access to education” (MOE, 2012).

Sri Lankan education system consists of four stages including Early Childhood Care

and Education, General Education (school education), Tertiary and University

Education and Vocational and Technical Education. This is depicted in Figure 1.1

Figure 1. 1 General organization on structure of the education system in Sri Lanka

Source: (Ministry of Education,2012)

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With the analysis of Sri Lankan education sector, the students can follow the education

through education ladder of G.C.E. (O/L), G.C.E. (A/L) and university educations. It is

shown that 58.68 % of student population are eligible for G.C.E.(A/L) and above 41%

of students do not qualify for G.C.E.(A/L) in 2015.In addition to above, that 62.35 %

of student population are eligible for university education and above 38 % of students

do not qualify for university entrants. In this sense, 4% of student population (Small

percentage) enters to the university (See table 1.1). It is shown that majority of

population left the school education after G.C.E. (O/L) and G.C.E. (A/L) and they face

a problem of continuing higher education or obtaining a job in the job market due to

unfitness to job market requirements

Table 1. 1 Performance of Candidates - G.C.E. (O/L) and G.C.E. (A/L), 2011-2015(Number,

%)

2011 2012 2013 2014 2015

School Candidates sat for the GCE(O/L) 348,143 352,475 287,040 277,414 290,929

Percentage Qualifying for GCE(A/L) 58.09* 62.39* 64.21* 66.55* 78.79*

All Candidates Sat for the GCE(O/L) 443,298 451,039 308,054 298,549 314,635


School Candidates sat for the GCE(A/L) 203,928 196,954 209,906 207,304 210,340

School Candidates Qualifying to Enter

University

120,846 124,377 122,913 126,971 131,137

Percentage Qualifying to Enter University 59.26 63.15 58.56 61.25 62.35

Source: (Department of Examinations, 2016)

With the analysis of graduates’ employability, University graduates also do not have an

expected job opportunity due the skills and competencies shortage. Then,

Unemployment rate is about 5% in 2015 and youth unemployment increases gradually.

In addition, above, graduate, under employment has been increased in Sri Lanka. These

situations have become national level issues and it has become the strategic barrier in

economic development, Sri Lanka.

In this sense, Technical and vocational education sector has become so popular in

addressing this issue.

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1.1.2 Technical education in Sri Lanka

According to reports and statistics of Department of Examination, there is an

institutional system which aims to cater technical education by targeting above

mentioned target audience. This institutional system consists of Department of

Technical Education & Training (DTET), Vocational Training Authority (VTA),

National Apprentice & Industrial Training Authority (NAITA), National Institute of

Business Management (NIBM), University of Vocational technology (UNIVOTEC),

Ceylon German Technical Training Institute (CGTTI) and National Institute of

Fisheries and Nautical Engineering (NIFNE), Sri Lanka Institute of Printing, National

Youth Corps, National Youth Service Council. Table 1.2 shows number of students

who has registered, completed and dropped.

Table 1. 2 Students by Institute of Vocational &Technical Training Sector, 2014 - 2015

Source: (Ministry of Youth Affairs & Skills Development, 2016)

Institute

Year

Establish

shed

Total no. of Students

Intake Completed Dropped

2014 2015 2014 2015 2014 2015

1

1. Dept. Of Technical

Education

& Training (DTET)

1893 22,863 19,864 18,882 15,834 3,981 4,348

2 Vocational Training

Authority(VTA) 1995 28,784 28,745 22,133 24,724 2,157 1,841

3

National Apprentice &

Industrial Training Authority

(NAITA

1990 31464 22878 24250 14203 4026 5455

4

National Institute of

Business Management

(NIBM)

1,968 9,775 9,572 6,370 8,045 425 235

5 University of Vocational

Technology (UNIVOTEC)a 1,999 740 1,870 140 1,448 126 31

6 Ceylon German Technical

Training Institute(CGTTI) 1,959

Full time courses 510 499 318 826 12 20

Part time courses 3,645 3,676 3,161 1,890 484 215

7

National Institute of

Fisheries and

Nautical Engineering

(NIFNE)

1999 1,309 518 991 168 71 56

8 Sri Lanka Institute of

Printing (SLIOP) 1984 942 928 601 346 148 130

9 National Youth Corps 2002 10,311 7,697 8,283 5,226 2,028 2,471

10 National Youth Service

Council 1968 19,575 19,735 14,681 15,177 4,894 4,519

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1.1.3 Profile of National Institute of Technical Education of Sri Lanka (NITESL)

and Teachers’ Training

Technical education and training sector has become prominent sector in Sri Lankan

education sector. Sri Lankan government has established several organizations for

developing Technical education and training sector including Department of Technical

Education & Training (DTET),Vocational Training Authority(VTA),National

Apprentice & Industrial Training Authority (NAITA) ,National Institute of Business

Management (NIBM), University of Vocational technology (UNIVOTEC), Ceylon

German Technical Training Institute(CGTTI) and National Institute of Fisheries and

Nautical Engineering (NIFNE), Sri Lanka Institute of Printing, National Youth Corps,

National Youth Service Council.

The National Institute of Technical Education of Sri Lanka (NITESL) is an organization

which aims to develop Technical education and training sector by formation of

strategies and initiatives. The National Institute of Technical Education of Sri Lanka

(NITESL) was established on January 8, 1999, under the Parliament Act No.59 of 1998.

NITESL’s vision is “to facilitate the development of demand driven technically skilled

training staff in the technical and vocational education and training sector in Sri Lanka”

and its mission is “to provide services of human resource development, curriculum

development and instructional resource material development, for the technical and

vocational education and training sector in Sri Lanka” (Annual Report of NITESL,

2009).

Technical teacher training is main sector in Technical education and training sector.

Specially, Technical teacher training programs have received much broader attention

as of recently in Sri Lanka. Because, Technical teacher training effects on quality of

outcomes of technical programs and quality of students. With the analysis of success

and failure of training programs, the subject of training with a little or no broader

analysis of the underlying causes for success or failure of such programs. Technical and

vocational education in Sri Lanka has been relatively new and its evolution through the

years has been subject to many constraints and difficulties. These constraints and

difficulties are manly lack of planning, lack of resources, and lack of Training and

development opportunities for teachers.

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With the analysis of technical teacher training programs, NITESL conducts technical

teacher training programs for trainers who are engaged in teaching at technical

education and vocational training institutions. Initially, The National Institute of

Technical Education of Sri Lanka introduced certificate and diploma level programs

and degree programs were introduced after 2008 with the establishment of the

University of Vocational Technology. Thus this study aims to investigate the impact of

technical trainer training programs conducted by the University of Vocational

Technology (UNIVOTEC) on the teaching and learning process.

1.2 Research Problem

1.2.1 The problem of the research study

Technical and vocational education in Sri Lanka has received greater attention due to

many reasons. Specially, unemployment rate has become the issue and graduate

unemployment, female unemployment, skills gap to meet industry skills and

competency requirements have become strategic concern in the industry. Table 1.3

shows unemployment rate in Sri Lanka in past few years. It is evident that female

unemployment rate is high.

Table 1. 3 Unemployment rates: 2006 – 2014

Year Total

Male Female

2006 6.5 4.7 9.7

2007 6.0 4.3 9.0

2008 5.2 3.6 8.0

2009 5.7 4.3 8.2

2010 4.9 3.5 7.5

2011 4.0 2.7 6.3

2012 3.9 2.8 5.8

2013 4.3 3.2 6.2

2014 4.2 3.2 6.2

(Excluding Northern & Eastern provinces (for the purpose of comparison)

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Source: Labor Market Information Bulletin, (2002 – 2013)

According to table 1.4, it shows the Composition of Vocational Training and

Employment 2002 – 2013.It indicates that unemployed with Vocational Training are

around 25% and Unemployed without Vocational Training are 70% averagely. It

indicates that technical and vocational education has become the strategic factor and

solution to reduce unemployment rate in the country.

Table 1. 4 Composition of Vocational Training and Employment 2002 – 2013

Unemployed

Persons

2002

(%)

2003

(%)

2004

(%)

2006

(%)

2007

(%)

2008

(%)

2009

(%)

2010

(%)

2011

(%)

2012

(%)

2013

(%)

Unemployed

with

Vocational

Training

28.4 24.8 30.0 25.6 27.8 28.2 29.6 34.1 28.1 26.5 33.5

Unemployed

without

Vocational

Training

71.6 75.2 70.0 74.4 72.2 71.8 70.4 65.9 71.9 73.5 66.5

Total

Unemployed

Persons

100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0


1.2.2 Teachers’ Training Program

Stakeholders in technical and vocation education effects on outcomes of the final

product.

Teacher has become a key stakeholder of knowledge sharing process in technical and

vocational education process. Teacher training has become the key requirement for

improving the performance in the industry and teachers. The University of Vocational

Technology (UNIVOTEC) started teacher training program for trainers (lecturers and

Instructors) to develop skills and competencies of trainers.

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“The University of Vocational Technology (UNIVOTEC) is established by the

parliamentary Act No. 31 of 2008, and functions under the purview of the Ministry of

Youth Affairs and Skills Development” (UNIVOTEC,2016). “The University of

Vocational Technology facilitates to skilled technicians to maintain the daily

technological functions of the industrial world ensuring the technology runs accurately

and efficiently.

“The University of Vocational Technology has planned to conduct technical training

programs for teachers to develop skills and competencies of technical training and

education. Primary task is to teach technical and vocational skills to their subjects at

various Technical and Vocational Training Colleges in the country. The first batch of

trainees successfully completed their training in 2015. There three objectives of this

teacher training program.

1) To develop professional career of trainers to enhance the professional skills and

competencies.

2) To development teaching methodology and skills to cater knowledge and know

how effectively and efficiently.

3) To provide a path to the higher education and development for trainers

1.2.3 Research Problem of the study and Research Gap Justification

The success of trainer training programs depends on successful planning and

continuous resource provision. In addition, feedback from trainees and future

prospects determine the extent and nature of success. An impact assessment

effort of trainer training programs on teaching and learning process needs to be

based on these aspects. The problem of impact assessment is essentially

associated with the level of orientation that future trainers (current trainees)

manage to achieve against the backdrop of constraints. Thus, there is an

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identifying constraint is a very important part of the process of impact

assessment. It must also be noted that impact is not always positive. It can be

negative as well.

The successful management of teacher training programs would determine the

extent of impact of the respective programs. Currently there is an apparent lack

of an objective driven approach to manage and access the impact of these

programs on the teaching and learning process. The first batch of trainees

successfully completed their training in 2015.UNIVOTEC’s current efforts are

highly oriented towards achieving positive outcomes.

Thus, there is a need of conducting a comprehensive study for examining the

impact of teacher Training Programs on Teaching and Learning Process in

Technical Colleges and Vocational Training Centers in Sri Lanka. The findings

of the study can be used to formulate strategic initiatives for developing the

Technical and vocational education.

The teachers perceive the training programs in different level and ways and it

decides teachers’ effectiveness and performance at the career. Thus, there

should be a system to measure the teacher program quality and outcomes under

accepted criteria.

There is no formal system to measure the teacher program quality and outcomes

by UNIVOTEC.

The poor teaching performance effects on quality of students and their behavior.

It may lead to low job orientation.

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Thus, Research problem of the study is “How Quality of teachers’ Training

Programs effect on teaching and learning process outcomes in Technical Colleges

and Vocational Training Centers in Sri Lanka?”

1.3 Research Objectives of the study

To identify the effect of Quality of teachers’ Training Programs on Teaching and

Learning Process outcomes in Technical Colleges and Vocational Training Centers in

Sri Lanka.

1.4 Research Question of the study

What is the effect of Quality of teachers’ Training Programs on Teaching and Learning

Process outcomes in Technical Colleges and Vocational Training Centers in Sri Lanka?

1.5 Significance of the Research

1 This study provides the practical and academic significance to industry

stakeholders. Specially, findings of this study can be used for decision making

process for officers and decision makers in Technical and vocational education in

Sri Lanka.

2 The findings, conclusion and recommendations of this study can be used for

Department of Technical Education & Training (DTET),Vocational Training

Authority(VTA),National Apprentice & Industrial Training Authority (NAITA)

,National Institute of Business Management (NIBM), University of Vocational

technology (UNIVOTEC), Ceylon German Technical Training Institute(CGTTI)

and National Institute of Fisheries and Nautical Engineering (NIFNE), Sri Lanka

Institute of Printing, National Youth Corps and National Youth Service Council.

3 There is a lack of research studies for academic scholars. Then, this study provides

a valid contribution for filling academic gap through the study.

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1.6 Scope of Study

This study aims to examine the effect of Quality of teachers’ Training Programs on

Teaching and Learning Process outcomes in Technical Colleges and Vocational

Training Centers in Sri Lanka (Special emphasis to DTET).

The data will be collected from three samples including data from 40

instructors/lecturers in DTET. This study has ignored samples of instructors/lecturers

in NITA, NISC, VTA and CGTTI

Survey and in-depth interview were conducted by following deductive research

approach the time horizon of the study is one time and short time period. This study

takes cross sectional approach for data collection.

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CHAPTER 02

LITERATURE REVIEW

2.1 Introduction to Literature Review

Literature review is the examination and analysis of secondary evidences which are

related to the study that the researcher concern. According to (Saunders, 2009),

“Literature review is critical examination of existing body of knowledge in relation to

the current study that the researcher concerns”. The perseverance of this literature

review is “to regulate the extent to which the topic under study is covered in the existing

body of knowledge” (Babbie, E. & Mouton, J, 2001). This study aims to study articles,

books, journals, newspapers, magazines, conference proceedings, doctoral

dissertations, master ‘s theses, government publications, and financial, marketing, and

other reports from different internal and external sources.

2.2 Education system in Sri Lanka

Education system of a country is very important topic and it has become the backbone

of socio and economic development. (Corperate website of Minsitry of

Education,2016) mentioed that Sri Lanka provides free-education from primary stage

to first university education. The national education policy is formulated on the

recommendations of the National Education Commission (NEC) established under an

Act of Parliament. National Education Commission functions under Presidential

Secretariat to provide necessary recommendations to the president and authorities. Sri

Lanka has identified education and basic need of human being and it is considered as

the basic human right of the people. Sri Lankan government has declared as education

is compulsory requirement for 5 to 14 years and it expects to increase the upper age

limit to 16 years as policy decision. NIE stated that different stages of education can be

categorized Early Childhood Care and Education, General Education (school

education), Tertiary and University Education and • Vocational and Technical

Education.

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Figure 2. 1 General organization structure of the education system in Sri Lanka

Source: (NEC, 2016)

“Early Childhood Care and Education has been identified as critical sector and it

provides an importance of the early years in the physical, mental, social and emotional

development of a child” (NEC, 2016). Sri Lankan government has formulated a

National Policy on Early Childhood Care and Development. According to this policy,

the central governments will lay down national policy guidelines including the

standards to be maintained by pre-school institutions. The provincial councils will be

responsible for regulating the pre-school institutions functioning in their province

(NEC, 2016).

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The first five years of schooling at the primary stage of education is crucial to lay a firm

Foundation for the subsequent learning of the child. The integrated primary curriculum

is based on four main subject areas of Language (mother tongue), Mathematics,

Environment related activities and Religion (NEC, 2016).

The secondary stage of eight years is further sub-divided into three levels including

junior secondary level from grade six to grade nine, senior secondary level leading to

GCE OL; and senior secondary level leading to GCE AL. Junior secondary level

includes grade 1 to 9 levels and at present education is compulsory from grade one to

nine. Around 93 per cent of students attending school complete grade nine. After

completing the four-year junior secondary level at grade nine, students proceed to GCE

OL class at grade ten. This course is of two years’ duration and at the end the students

sit a public examination, the GCE OL. The curriculum consists of six core subjects and

three or four optional subjects selected from several groups of subjects. Students who

pass in six subjects with first language, mathematics and three subjects at credit or

higher level qualify to follow the GCE AL course. Approximately 60 per cent of

students qualify to proceed to GCE AL grade. The GCE AL course is of two years’

duration and constitutes the final stage of secondary Education. It is an attainment

examination as well as a selection examination for university admission (NEC, 2016).

2.2.1 Number of Schools, Teachers, Pupils & Pupil Teacher Ratio by Type of Schools

Total number of schools has been increased gradually and total number of teachers in

Government Schools, Private Schools and Pirivenas and Total Number of Pupils have

been increased year by year. With the analysis of Number of Schools, Teachers, Pupils

& Pupil Teacher Ratio by Type of Schools, it can be seen a positive progress of all

indicators.

Table 2. 1 Number of Schools, Teachers, Pupils & Pupil Teacher Ratio by Type of Schools

2012 2013 2014 2015*

Total Number of Schools 10,737 10,849 10,971 11,010

Government Schools(a) 9,905 10,012 10,121 10,157

Private Schools 98 103 103 104

Pirivenas 734 734 747 749

Total Number of Teachers 235,924 239,848 242,596 245,654

Government Schools(b) (c) 223,724 227,469 229,664 231,803

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Private Schools 6,114 6,317 6,471 7,075

Pirivenas 6,086 6,062 6,461 6,776

Total Number of Pupils 4,194,336 4,233,555 4,272,695 4,301,331

Government Schools(a) 4,004,059 4,037,095 4,078,401 4,100,497

Private Schools 125,669 130,344 131,397 136,228

Pirivenas 64,608 66,116 62,897 64,606

Pupil Teacher Ratio 18 18 18 18

Government Schools(a)

Private Schools 21 21 20 19

Pirivenas 11 11 10 10

New Admission to Government

Schools 339,143 342,451 339,569 ..

Source: (Ministry of Education, 2016)

2.2.2 Performance of Candidates - G.C.E. (O/L) and G.C.E. (A/L)

With the analysis of student performance of G.C.E. (O/L) and G.C.E. (A/L), It is shown

that 58.68 % of student population are eligible for G.C.E. (A/L) and above 41% of

students do not qualify for G.C.E. (A/L) in 2015 and 62.35 % of student population are

eligible for university education and above 38 % of students do not qualify for

university entrants. Out of all students, little percentage is eligible for university

entrants. It is shown that performance of candidates for G.C.E. (O/L) and G.C.E. (A/L)

is satisfactory and it is increasing year by year.

Table 2. 2 Performance of Candidates - G.C.E. (O/L) and G.C.E. (A/L)

(Number,

%)

2011 2012 2013 2014 2015

School Candidates sat for the GCE(O/L) 348,143 352,475 287,040 277,414 290,929


All Candidates Sat for the GCE(O/L) 443,298 451,039 308,054 298,549 314,635


School Candidates sat for the GCE(A/L) 203,928 196,954 209,906 207,304 210,340

School Candidates Qualifying to Enter

University 120,846 124,377 122,913 126,971 131,137


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All Candidates Applied for the GCE(A/L) 287,915 271,948 277,395 290,517 302,501

All Candidates Sat for the GCE(A/L) 239,775 233,634 241,629 247,376 255,191

All Candidates Qualifying to Enter University 141,411 144,745 140,993 149,489 155,447



2.2.3 Number Literate and Literacy Rates by Census years & Sex

With the analysis of Literacy rate, it shows a progress year by year and Sri Lankan

government has given more attention year by year for improving Literacy rate and

education sector as a strategic sector in the country.

Table 2. 3 Number Literate and Literacy Rates by Census years & Sex

Censu

s

year

Population (’000) No. Literate(’000) Percentage Literate

Male Female Total Male Female Total Male Female To

tal

1953 3,110 2,693 5,803 2,510 1,496 4,006 80.7 55.6 69.0

1963 3,952 3,571 7,523 3,385 2,404 5,789 85.6 67.3 77.0

1971 4,839 4,515 9,354 4,143 3,201 7,344 85.6 70.9 78.5

1981 5,768 5,541 11,309 5,257 4,608 9,866 91.1 83.2 87.2

2001(a) 6,937 7,069 14,006 6,423 6,340 12,763 92.6 89.7 91.1

2012 8,046 8,736 16,782 7,807 8,304 16,111 96.8 94.6 95.6


2.3 Technical Education and Vocational Training System in Sri

Lanka

“Technical Education and Vocational Training System is identified as the one of main

sector in national education sector” (NEC, 2016). Technical Education and Vocational

Training System consists of agencies, Institutions, public and private sectors, standards

and curriculum development agencies and regulatory bodies under Ministry of Youth

Affairs and Skills Development. These are Department of Technical Education &

Training (DTET), Vocational Training Authority (VTA), National Apprentice &

Industrial Training Authority (NAITA), National Institute of Business Management

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(NIBM), University of Vocational technology (UNIVOTEC), Ceylon German

Technical Training Institute (CGTTI) and National Institute of Fisheries and Nautical

Engineering (NIFNE), Sri Lanka Institute of Printing, National Youth Corps, National

Youth Service Council etc.

“Department of Technical Education &Training (DTET) manages Technical Colleges

which are outside the SLIATE. There are approximately 17,000 trainees enrolled in the

colleges run by this department” (Ministry of Education, 2016). Department of Technical

Education and Training (DTET) operates 38 Technical Colleges throughout the country as

at end: of 2009, of which nine (09) Colleges have been upgraded as Colleges of Technology

(CoTs) to offer diploma level courses leading to National Vocational Qualifications”. The

Technical Education Development Project (TEDP) funded by the Asian Development Bank

provides funding for this initiative. The Korean International Cooperation Agency

(KOICA) also provides funds in this program.

“The Tertiary and Vocational Education Commission (TVEC) was established under

the Provisions of the Tertiary and Vocational Education Act No. 20 of 1990 and it

engage in policy development, planning, co-ordination and the development of tertiary

and vocational education at all levels” (UNESCO, 2015). It is committed to developing

a nationally recognized system for granting of tertiary and vocational education awards;

and maintaining academic and training standards in institutes, agencies and all other

establishments providing tertiary education and vocational education.

“The University of Vocational Technology (UNIVOTEC) is first vocational education

university in Sri Lanka which was established for the TVET sector by repealing act of

National Institute of Technical Education of Sri Lanka (NITESL)” (UNESCO, 2015).

The main objective of UNIVOTEC to provide progressive upward movement to the

students in the technical education and vocational training system, based on their

aptitudes and abilities, to acquire university education. According to (UNESCO, 2015)

Secondary objectives of UNIVOTEC are: (1) to provide pedagogical training up to

degree level for trainers serving in the technical and vocational education sector and

industry; (2) to provide courses of study for middle level technical personnel, with

qualifications acceptable for admission to UNIVOTEC, up to degree level; (3) to

provide courses of study for those with National Vocational Qualifications to upgrade

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their competencies and acquire a degree level qualifications; and (4) to provide

extension courses on continuous professional development.

“The Vocational Training Authority (VTA) which was established under Vocational

Training Authority of Sri Lanka Act. No. 12 of 1995 provides skills training to rural

Youth through a network of 6 National Vocational Training Institutes, 22 District

Vocational Training Centers and 218 Rural Vocational Training Centers” (UNESCO,

2015).

“The National Apprenticeship and Industrial Training Authority (NAITA) is also a

body in vocational education which was established as the National Apprenticeship

Board under the National Apprenticeship Act. No. 49 of 1971 and was renamed under

the Tertiary and Vocational Education Act No. 20 of 1990 as the National

Apprenticeship and Industrial Training Authority” (UNESCO, 2015). NAITA conducts

island-wide training programs aimed at small, medium and large scale enterprises.

“The National Institute of Business Management (NIBM) was established in 1968 and

Later incorporated into the Act of Parliament No.23 of 1976 and It expanded the

capacity by establishing NSBM as the first Green university in Sri Lanka” (UNESCO,

2015). The Institute provides training courses for public and private institutions on

computer usage, consultancy services and productivity improvement.

“The Skills Development Fund Ltd. (SDFL) is a collective enterprise of the government

and the private sector” (UNESCO, 2015). The Fund was established in 1999 to fulfill

the human resource Development needs of employers. This fund aims to develop of

skills of employees. It is a self-funded organization governed by a Board of Directors.

“Ceylon German Technical Training Institute (CGTTI) is a pioneer vocational and

technical education body in Sri Lanka and it caters a most reputed vocation and

technical education courses to meet industry demand” (UNESCO, 2015). The main

objective of the Ceylon German Technical Training Institute is to develop automobile

technology and other technical trades. The Institute provides automobile training and

aims to be considered a center of excellence for training in the automotive sector.

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“The National Youth Services Council (NYSC) is a body in vocational and technical

education which was established by Parliamentary Act No.69 of 1979 and The Council

implements annual youth programs and projects related to developing creativity,

artistic, technical and leadership skills; and works to encourage participation in

volunteer programs” (UNESCO, 2015).

“The National Human Resources Development Council (NHRDC) is in charge of

preparing human resource development policies, implementing the human resource

development plan, conducting studies, research and surveys and running seminars and

workshops related to human resource development” (UNESCO, 2015).

“The National Youth Award Authority (NYAA) is a body in vocational and technical

education and it works to improve attitudes among young people” (UNESCO, 2015).

It awards internationally recognized certificates and medals to youth and creates

opportunities to improve their international experience. The Authority runs training

programs in schools.

The National Youth Corps was initiated in 2003 by Parliamentary Act No. 21 of 2002.

“The National Youth Corps encompasses 43 regional training centers that offer courses

on personal development, career guidance, national heritage, beauty skills and job-

oriented vocational skills of youth population” (UNESCO, 2015).

“Youth Services Ltd. was established under the guidance and financial aid of the

National Youth Services Council in order to raise funds to implement youth projects

and to design training programs to enhance youth employability” (UNESCO, 2015).

“The International Centre for Training of Rural Leaders (ICTRL) assists in making

training services, offered by governmental and nongovernmental organizations,

efficient and effective” (UNESCO, 2015).

“The Sri Lanka Institute of Printers (SLIOP) was established with the objective of

improving quality of the printing industry” (UNESCO, 2015). It offers training on

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printing technologies and management; and fosters knowledge on new technologies

through international cooperation.

“The National Institute of Fisheries and Nautical Engineering (NIFNE), established in

1999 by Parliamentary Act. No.36 is an educational and training institute in fisheries

and related areas and The Institute presently offers a number of distance, certificate and

diploma courses; and three degree programs” (UNESCO, 2015)

“The National Youth Services Cooperative Ltd. (NYSCO) encourages youth

entrepreneurs by providing entrepreneurship training, loan schemes and career

guidance for self-employment; and advice on obtaining credit from conventional

banks” (UNESCO, 2015).

2.4 Importance of Technical Education and Vocational education

for Sri Lanka

“The unemployment rate in Sri Lanka fell to 4.1% in the fourth quarter of 2013,

according to the latest data released by the Department of Census & Statistics and the

overall unemployment rate reported for females was 6.4% and it was 2.8% for males”

(CBSL, 2015). The highest unemployment rate was reported from the G.C.E (A/L) and

above group, which was about 8.1%. The survey results also revealed that

unemployment among females is higher than that among males in all age groups. The

estimated economically active population was about 8.7 million in the fourth quarter of

2013, of which 64.6% were males and 35.4% were females. Out of the economically

inactive population, 25.1% were males and 74.9% were females. The total number of

employed persons in Sri Lanka was estimated at about 8.3 million in the fourth quarter

of 2013, of which about 44.2% are engaged in the Service sector, 25.2% in the

Industries sector and 30.6% in the Agriculture sector (CBSL, 2015).

Sri Lanka’s unemployment rate in the third quarter of 2015 (3Q15) rose to 5 percent

from 4.2 percent in December 2014 and 4.5 percent in the second quarter of 2015.

Persons available and/or looking for work, and who did not work and taken steps to

find a job during last four weeks and ready to accept a job given a work opportunity

within next two weeks are said to be unemployed. Overall unemployment rate reported

26 | P a g e

for females was 7.8 percent and it was 3.5 percent for male. Youth unemployment rate

15 – 24 years reported for the third quarter 2015 was 22.9 percent and that reports the

highest unemployment rate among all age groups. Further rates for both males and

females were 20.3 and 26.8 percent respectively, for age group 15-20.

The survey results further revealed that the unemployment among females was higher

than that of males, in all age groups. Youth and female unemployment contribute more

to the overall unemployment of the country. The highest unemployment rate was

reported from the G.C.E (A/L) and above group which was about 10.1 percent.

Corresponding percentages were 6 percent and 14.1 percent for males and females,

respectively. Female unemployment rates were higher than those of males in all levels

of education. This further shows that the problem of unemployment is more acute in

the case of educated females than educated males, which was observed consistently

over the results of previous survey rounds as well. Out of the 5.5 million employed

population, the survey estimates showed that over 45 percent of the labor force were in

the services sector while 27.4 percent and 27.2 percent were in the agriculture and

industries sectors, respectively. According to statistics of Census and Statistics, Sri

Lanka has faced a problem of unemployment among different age categories. In

addition to this, under employment has become the issue in Sri Lanka. On other hand,

Unemployment and under employment among graduates also increased gradually.

Thus, the demand for technical and Vocational education in Sri Lanka has been

increased dramatically

Table 2.4 shows that unemployment rate in rural, urban and estate sector have

increased.

Table 2. 4Table Unemployed number and unemployment rate by gender and sector –

2014

Gender Unemployed Total Sector

Urban Rural Estate

Total

Number 380,554 60,402 311,784 8,368

Rate 4.3 4.4 4.4 2.5

Male Number 180,252 31,548 144,657 4,046

Rate 3.1 3.4 3.1 2.1

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Female Number 200,303 28,854 167,127 4,322

Rate 6.5 6.6 6.7 2.9


According to table 2.5, it shows, there is high unemployment rate at the district level.

Table 2. 5 Unemployment rate by district - 2014

District Un-emp rate

(%) District

Un-emp rate

(%)

Colombo 3.7 Kilinochchi 7.6

Gampaha 3.7 Batticaloa 3.9

Kalutara 3.9 Ampara 6.0

Kandy 5.0 Trincomalee 4.3

Matale 5.2 Kurunegala 3.5

Nuwara Eliya 2.9 Puttalam 5.3

Galle 4.6 Anuradhapura 3.1

Matara 6.9 Polonnaruwa 3.7

Hambantota 6.7 Badulla 3.0

Jaffna 5.6 Monaragala 2.7

Mannar 2.9 Rathnapura 3.7

Vavunia 3.9 Kegalle 7.8

Mullativu 5.6


According to table 2.6, It shows youth unemployment remains at a high rate.

Table 2. 6 Unemployment rate by age group and gender - 2014

Age group (Years) Total Gender

Male Female

Total 4.3 3.1 6.5

15 - 24 20.3 16.2 27.5

25 - 29 8.3 5.8 12.5

30 - 39 2.7 1.5 4.9

Over 40 0.9 0.7 1.3


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Table 2.7 shows that unemployment level in.G.C.E. (A/L) & above is higher than other

age categories.

Table 2. 7 Unemployment rate by level of education – 2014

Level of Education Total Gender

Male Female

Total 4.3 3.1 6.5

Grade 5 & Below 0.9 0.6 1.3

Grade 6-10 3.4 2.9 4.5

G.C.E. (O/L) 5.9 4.4 8.9

G.C.E. (A/L) & above 8.1 5.3 11.0


Table 2.8 shows that Unemployment rate and percentage distribution of employment

status for each province

Table 2. 8Unemployment rate and percentage distribution of employment status for each province –

2014

Province Unemployment

rate

Employment status

Total Paid

employee Employer

Own

Account

Worker

Contributing

Family Worker

Total 4.3 100.0 56.4 2.8 31.9 8.9

Western 3.7 100.0 68.3 4.0 23.5 4.2

Central 4.3 100.0 57.9 2.2 30.1 9.7

Southern 5.9 100.0 55.2 3.2 33.1 8.5

Northern 5.3 100.0 60.8 2.7 33.6 2.9

Eastern 4.9 100.0 57.8 1.7 37.5 3.0

North Western 4.0 100.0 50.3 3.1 35.8 10.7

North Central 3.3 100.0 34.9 0.5 43.6 20.9

Uva 2.9 100.0 36.8 0.7 40.5 21.9

Sabaragamuwa 5.5 100.0 55.8 2.5 33.7 8.1


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2.5 Students by Institute of Vocational & Technical Training Sector

With the analysis of above, it shows 12,992 are registered in 2014 and 11,598 in 2015

avaragely.9981 of students in 2014 and 8,789 of students in 2015 completed the

relevant courses. Averagely, it takes 76% of average completion rate. Averagely, 1,835

of students in 2014 and 1,932 of students in 2015 are dropped the course due to many

reasons. It takes averagely 20% annually.

Table 1. 5 Students by Institute of Vocational &Technical Training Sector, 2014 - 2015

Source: (Ministry of Youth Affairs & Skills Development, 2016)

2.6 Income and Expenditure of Vocational & Technical Training

Sector

Table 2.4 shows that income and expenditure of all institutes including Department of

Technical Education & Training (DTET),Vocational Training Authority(VTA),

National Apprentice & Industrial Training Authority (NAITA) ,National Institute of

Business Management (NIBM), University of Vocational technology (UNIVOTEC),

Institute

Year

Establish

shed

Total no. of Students

Intake Completed Dropped

2014 2015 2014 2015 2014 2015

1 1. Dept. Of Technical Education

& Training (DTET) 1893 22,863 19,864 18,882 15,834 3,981 4,348

2 Vocational Training

Authority(VTA) 1995 28,784 28,745 22,133 24,724 2,157 1,841

3

National Apprentice &


(NAITA

1990 31464 22878 24250 14203 4026 5455

4 National Institute of

Business Management (NIBM) 1,968 9,775 9,572 6,370 8,045 425 235


Technology (UNIVOTEC)a 1,999 740 1,870 140 1,448 126 31

6 Ceylon German Technical

Training Institute(CGTTI) 1,959

Full time courses 510 499 318 826 12 20

Part time courses 3,645 3,676 3,161 1,890 484 215

7 National Institute of Fisheries and

Nautical Engineering (NIFNE) 1999 1,309 518 991 168 71 56

8 Sri Lanka Institute of Printing

(SLIOP) 1984 942 928 601 346 148 130

9 National Youth Corps 2002 10,311 7,697 8,283 5,226 2,028 2,471

10 National Youth Service Council 1968 19,575 19,735 14,681 15,177 4,894 4,519

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Ceylon German Technical Training Institute(CGTTI) and National Institute of

Fisheries and Nautical Engineering (NIFNE), Sri Lanka Institute of Printing, National

Youth Corps, National Youth Service Council. According to this table. There is an

increasing trend of income and expenditure.

Table 2. 9 Income and Expenditure of Vocational & Technical Training Sector

Year

Total Income (Rs.Mn) Total Expenditure(Rs.Mn)

Institute

Govt. Grant Fees & Other

Capital

Recurrent

Establish-

2014 2015

2014 2015 2014 2015 2014 2015

shed

1. Dept.of Technical Education

}

& Training (DTET) 1893 1,225 1,919.20 28 9.21 187 321.34 1,313 1,597.77

2. Vocational Training Authority(VTA) 1995 1,129 1,307 150 140 204 121.5 1,075 1,162

3. National Apprentice &

Industrial Training Authority (NAITA)}1990 845.50 801.76 64.27 51.2 147.98 59.35 708.28 685

4. National Institute of

}

Business Management (NIBM) 1968 - - 705.87 601 67.05 65.92 434.99 554.6

5. University of Vocational

Technology (UNIVOTEC)a} 1999 222.10 229.99 27.90 29.61 102.41 77.61 143.73 254.57

6. Ceylon German Technical

}

Training Institute(CGTTI) 1959 211.18 252.7 - 21 71.31 56 168.66 170

7. National Institute of Fisheries and

} 1999

Nautical Engineering (NIFNE) 198 306.88 41.1 37.07 98 92.96 189 139

8. Sri Lanka Institute of Printing (SLIOP) 1984 - - 16.34 16.67 1.52 1.16 14.28 11.65

9. National Youth Corps 2002 646.55 556.39 .. .. 98.64 52.50 554.46 508.18

10.National Youth Service Council 1968 1,246.53 1,247.00 .. .. 181.00 157.00 1,132 1,248

Source : Ministry of Youth Affairs & Skills Development 83

Source: (Ministry of Youth Affairs & Skills Development,2016)

2.7 Institutional Development of Vocational and Technical Training

Sector

Table 2.5 shows that Institutional Development of Vocational and Technical Training

Sector, Sri Lanka .it shows number of centers and number of courses (fulltime and part

time), strengths of employees (Academic and nonacademic) in year 2014 and

2015.According to this, there is an increasing trend of centers, courses and employee’s

year by year.

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Table 2. 10 Institutional Development of Vocational and Technical Training Sector

No. of No. of Courses Strength of Employees

Institute Centers Part time Full time Academic Non Academic

2014 2015 2014 2015 2014 2015 2014 2015 2014 2015

1.

Dept.of Technical

Education

}

39 39 18 19 62 64 494 490 1,805 2,174

& Training (DTET)

2. Vocational Training Authority(VTA) 248 247 32 32 81 83 1,344 1308 561 586

3. National Apprentice &


(NAITA)} 77 77 21 13 219 121 114 446 773 434

4. National Institute of

Business Management (NIBM)

} 05 05 25 39 35 21 48 56 115 132


Technology (UNIVOTEC)a} 01 01 16 15 04 06 39 43 112 111

6. Ceylon German Technical

Training Institute(CGTTI) }

}

02 02 35 37 10 10 146 150 74 87

7.

National Institute of Fisheries

and

Nautical Engineering (NIFNE) 08 08 06 02 35 16 20 40 175 167

8. Sri Lanka Institute of Printing 02 02 17 17 01 01 06 03 05 05

9. National Youth Corps 37 37 - - 2 2 414 378 177 174

10. National Youth Service Council 46 47 85 83 42 46 - - - -

Source: (Ministry of Youth Affairs & Skills Development,2016)

2.8 Challenges in Sri Lanka’s TVET System in Sri Lanka

Sri Lanka education system has faced many chalenges today and these chalenges limit

the sustanability of the industry.According to study was conducted by (Koralage, 2012)

found that Sri Lankan technical and vocational training sector has faced many

challenges. Currently Sri Lanka’s vocational training option faced poor recognition and

awareness amongst the broader public in terms of the qualifications required for such

professions as well as the work performed in them. People have negative awareness and

perceptions on the sector. Parents have not positive attitudes on vocational training and

they like to pursue children education at universities or other education sector.

Consequently, many of the available training places at the TVET institutes go unfilled

and report relatively high dropout rates in comparison to universities and other

specialized training institutes. In addition to above, the lack of financial resources

available to invest in TVET programs and the limited availability of competent trainers

to facilitate students’ education negatively impact the quality of education provided.

The curriculum packages are inadequate for preparing the students for the work

environment and the school managers lack the skills necessary to properly support

32 | P a g e

TVET programs. In addition to above, there was no formal plan for development of Sri

Lanka’s TVET System and it has become the key barrier for sector development.

2.9 Overcoming Challenges in the TVET System in Sri Lanka

Sri Lankan government has formulated strategies for developing TVET system in Sri

Lanka. (Koralage, 2012) has pointed out strategies to overcome these challenges. In

this sense, TVEC has updated curricula for the on-the-job training component for

trainers and to provide the training centers with modern tools and equipment. Trainers

should receive local and foreign training to advance their skills and ensure that they are

providing their students with the most up-to-date information and approaches available.

For improving the Participation and attention in the TVET system, both trainees and

trainers should be given financial incentives. Additional funding may result in reduced

dropout rates from TVET institutions by providing more positive learning experiences,

something which the country hopes to achieve. Incentives for students from poor

families will offer them a better sense of security, thereby encouraging the learners to

remain in the program. In addition to above, it is recommended that the training

personnel at the institutions receive certification and appropriate compensation.

Reforms in these areas will frame the sector in a more positive light, boosting its appeal

as a viable education option that leads to respectable and well-paying employment

opportunities. Moreover, recognizing the value of investing in the TVET system’s

trainers is a key step in raising the quality of the training provided and preparing a

workforce that will be able to meet Sri Lanka’s growing labor demands. In order to

develop TVET system and improve society’s perceptions of the technical sector, the

system’s participants should benefit from social security and insurance programs. It is

recommended that appropriate monitoring and evaluation procedures occur on an

ongoing basis to ensure that these investments in the TVET system achieve the intended

results. Regular assessments will increase the initiative’s positive outcomes by ensuring

that the quality of the training provided in the TVET system remains high. Thirdly,

better coordination of activities to improve the performance of the TVET system as a

whole. Establishing and encouragement links between training organizations and

industry to offer appropriate training for learners is a key area for development that will

require strong coordination skills between and amongst stakeholders. Trainers and

trainees should equally benefit from the career guidance and counseling system. In the

training institutions, better coordination between departments will lead to better use of

33 | P a g e

the resources available. It is proposed that the government raise funds to support skills

development, which will require coordinated efforts between the various levels and

departments involved in managing the country’s resources, both human and financial.

Finally, a more coordinated system with effective communication links would result in

minimizing salary and wage differences between individuals within the same

profession, signifying efforts to create more equality and better standards in the sector

(Koralage, 2012).

2.10 National Vocational Qualification System (NVQ)

There was a need of having Vocational Qualification framework at the national level.

Traditionally, the primary and secondary schools are teaching according to nationally

recognized curricula and conduct exams and award G.C.E. (O/L) and G.C.E. (A/L)

certificates. Universities offer a wide range of bachelor degrees in Arts and Science,

those awarded under the preview of UGC (University Grant Commission) that have

equality and recognition; irrespective of universities. Further, nevertheless certificates

and Diplomas are offered by the Public and Private vocational training institutes and

there is debate and doubt on which certificate to accept and meet Industry requirements.

Tertiary and Vocational Education Commission introduced a National Vocational

Qualification System (NVQ) which consists of 7 Levels in collaboration with all

Government Technical Education and Vocational Training Institutes and Skills

Development Project presently as TEDP under the guidance of Ministry of Vocational

and Technical Training. NVQ System is implemented under a direct monitoring of

Tertiary and Vocational Education Commission (TVEC). According to TVEC, it has

advantages both students and employers. First advantage is NVQ Certificate is not a

training certificate and it nationally recognized certificate by possessing skills up to the

respective NVQ level in that occupation. Secondly, NVQ provides Career path to obtain

qualifications in higher levels of this framework and gaining relevant skills on the basis

of experience and competencies. Thirdly, NVQ System is a skill evaluation system &

has a high tendency for a foreign employment. NVQ certificate provides recipients to

be enthusiastic to gain higher qualifications; the system encourages upgrading their

career development. With the analysis of advantages to employers, NVQ system is the

best fit to employ NVQ holders in their institutions and NVQ Qualification could be

used for the recruitment of technical hands for institutions, and also eligible for

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promotions and higher salaries etc. Many developed and developing countries have

introduced vocational skill certification systems similar to that fifth NVQ system. At

present such system is in real practice in those countries. As such international

awareness on skills relating to NVQ certificate levels are prevailing in the manner as it

is applicable for knowledge and skills. With regard to GCE (O/L) and GCE. (A/L).

Therefore, National Vocational Qualification System could be considered as nationally

and internationally recognized vocational certification system, which is a unified one.

This is depicted in following figure.

Figure 2. 2National Vocational Qualification (NVQ) System in Sri Lanka

Source: (TVEC, 2016)

2.11 Past studies related to Factors affecting the impact of teacher

training programs

There are many studies conducted by scholars and researchers on Factors affecting the

impact of teacher training programs. A study was done by (Buabeng-Andoh, 2012)

found that personal characteristics,attitudes.Personal characteristics such as educational

level, age, gender, educational experience, for educational purpose and attitude towards

learning can Influence on readiness of teacher learning. Secondly, Attitudes effects on

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readiness of teacher learning. To successfully initiate and implement educational

technology in school’s program the teachers’ learning and attitudes should be positive.

(Zhang, Lai, Pang, Yi, & Rozelle, 2013) have done a study to examine the impact of a

short-term, intensive teacher training program on teacher and student performance for

an underserved population in China. They have used the performance of English

teachers to carry out the research. According to the research findings short term training

programs are ineffective in improving teacher and student performance.

Several studies have shown that traditional approaches (courses and workshops) are

failing to meet the professional needs of teachers. (Ostermeier, Prenzel, & Duit, 2010).

However, there is not necessarily a conflict between teachers’ learning in practice and

participation in traditional Teacher Professional Development (TPD) programs, but

programs that teachers attend should be linked to developmental processes that they

already participate in at their schools. (Temperley, Wilson, Barrar, & Fung, 2008).

(Svendsen, 2016) has carried out a research to find out how science teachers, who have

participated in a one-year school-based collaborative teacher professional development

program, perceive the program’s impact on their professional development. Constant

comparative analysis was used on data from three schools to generate the findings in

the study. The results indicate that participating teachers perceived a clear effect on

their teaching practice and ways of thinking about teaching science. In addition, the

findings identify a positive effect on the teachers’ attitudes towards collaboration.

Do teachers’ competencies and knowledge increase because they participate in

professional development course? This research question was addressed in a very

descriptive manner in the research (Zehetmeier, Andreitz, Erlacher, & Rauch, 2013).

What are the conditions that determine whether they increase (or not)? To answer this

question, a study has been monitoring a teacher training program since 2006. The

researchers have designed their study based on participant’s self-assessments. Teachers

assessed their state of knowledge regarding four aspects of the teaching methods before

and at the end of the course.

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The researchers in the above study were able to build up a model that is based on the

association between teachers’ individual input conditions (e.g. their work-related

interests and knowledge), the opportunities to learn in the course (e.g. the information

on different topics, the people they work with, etc.) and the usage of those learning

opportunities, depending on the input conditions as well as on the quality of the learning

environment (e.g. by applying specific learning strategies). The competencies

developed in the course should affect their professional actions (e.g. their teaching

practice) and ultimately contribute to an improvement in their students’ learning.

“The training skills of the trainers’ are-spread with a large number of them with only

moderate skills in training. The success of a training programme is much dependent on

the level of motivation of the trainers, which in turn has a decisive impact on trainability

of the trainees. Mental attitude towards transferring knowledge and skills from the

trainer to the trainee needs to be improved”

(Fonseka, 1998) conducted a study on this subject area and found that Teachers and

Instructors neither are nor well prepared for delivery of training. According to the

examination pass ratio and student pass ratio more than 50% from the enrolment have

not passed the final examination. Therefore, training methodology, training equipment,

training materials, curriculum, and classroom and workshop environment should be

upgraded. Training delivery system and instructor training should be continuously

evaluated and upgraded. There should be an evaluation system for training instructors

and training programmes.

A study was conducted by (Mayadunne M., 2003) found that existing literature it is

evident that there is a research gap in analyzing the effectiveness of teacher

development programmes.

A study was done by (Bengand Eze, 2010) found that Quality of Training Programs,

Resource Constraints or Limitations, Perceived Future Prospects, Feedback from

Trainees and Program Planning & Execution Efficiency are factors which influences

on Teaching and Learning Process and outcome.

37 | P a g e

A study was done by Chandrani, (2007) on “effect of Training Methodology

Programmes (TMP) on the quality of the training process” found following findings on

the study area.

All the Passed out Trainees who were employed stated that quality of the

teaching aids are good or excellent. Majority of Trainers are using handouts,

flip charts, Wall charts and transparencies for their teaching and learning

process.

All the Trainers who followed the TMP were stated that relevancy of the content

taught in the TMP are highly relevant or relevant to their job.

Instructional planning, methods, media, evaluation and professional

development were the contents taught in TMP.

TMP changes Trainers main activities such as planning, using teaching

methods, preparing teaching aids and conducting continuous assessment.

TMP changed some important activities of Trainees such as increasing

performance of the trainees, saving note writing time of the trainees, Trainees

remembered content taught by Trainers etc.

TMP is highly necessary to Trainers to improve their instructional skills and

The Trainers were followed the TMP is to improve knowledge and presentation

skills. Majority HODD (80%) has responded that nominate Trainers for TMP

to increase quality of training delivery skills.

The percentage of 92 HODD has checked the improvement of the Trainers after

following TMP and many Trainers applied the content taught in TMP for their

working situation.

Many facilities such as Multimedia projector, Overhead projector Real Objects,

Models were requested by Trainers after following TMP and Many materials

such as Multimedia Transparency handouts, Flip charts, slides and check list

were requested by Trainers after following TMP.

Trained staff was used variety of methods, used different visuals and Provide

developmental feedback than the non-trained staff.According to above analysis

Trainees who not followed the CBT course is spent less duration to get a job

than trainees who followed the CBT courses.

38 | P a g e

According to the data collected passed out Trainees who not followed the CBT

courses have a job related to the course followed than the passed out Trainees

who followed the CBT courses

Finally, this study concluded that Training Methodology Programmes are not directly

affected to the quality of the training process. But TMP enhance the performance of the

trainers.TMP changed some important activities of Trainees such as increasing

performance of the trainees, saving note writing time of the trainees, Trainees

remembered content taught by Trainers etc. In addition to above, TMP is highly

necessary to Trainers to improve their instructional skills and the Trainers were

followed the TMP is to improve knowledge and presentation skills. Many facilities such

as Multimedia projector, Overhead projector Real Objects, Models were requested by

Trainers after following TMP and Many materials such as Multimedia Transparency

handouts, Flip charts, slides and check list were requested by Trainers after following

TMP. Trained staff were used variety of methods, used different visuals and Provide

developmental feedback than the non-trained staff. According to the study, Training

Methodology Programmers are not directly effect to the quality of the training process.

These programmes enhance the performance of the trainers. These programmes direct

Trainers for good planning and organization. Trainers who followed TMP courses are

conducting classes better than who have not followed TMP. All the Trainers who were

followed the TMP courses or not followed used variety of media and methods for

training. Trainees who were taught by Trained Trainers are competent than trainees

who were taught by untrained trainers. Employers wish to assigned trainers graduated

from CBT courses (NVQ certification)

39 | P a g e

CHAPTER 03

METHODOLOGY & DESIGN

3.1 Conceptual model of the study

Figure 3. 1 Conceptual model of the study

3.2 Hypotheses of the study

The proposed Hypothesis is shown below

H01= There is no effect of Quality of teachers’ Training Programs on Teaching and


Sri Lanka.

Ha1= There is an effect of Quality of teachers’ Training Programs on Teaching and


Sri Lanka.

3.3 Research design of the study

3.3.1 Research Approach of the study

“The researcher needs to select the appropriate research approach for design and

conducting the study” (Uma Sekaran, 2010). The researcher can select two research

approaches namely deductive and inductive research approach. “Deductive approach is

formal, structured, quantitative approach which tests the prior formulated hypotheses

Quality of Training Programs

o Quality of learning materials

o Quality of curriculum and its

development

o Quality of resource persons and their

presence

o Quality of assessment methods and

materials

o Quality of physical facilities and

arrangement

Teaching and Learning Process outcomes

o Teaching and Learning Process outcomes

o Change attitudes towards collaboration and

academic teaching.

o Development of Professional life.

o Development of teaching methods

o Development of other soft skills and

competencies

40 | P a g e

and the findings of deductive research approach can be used as the final decision

making” (Saunders, 2009). “In deductive approach is informal, unstructured,

qualitative approach and the findings of deductive research approach cannot be used as

the final decision making and it should be supported with further studies” (Saunders,

2009).

The researcher aims to conduct a survey and in-depth interview for measuring Quality

of Training Programs, Resource Constraints or Limitations, Perceived Future

Prospects, Feedback from Trainees and Teaching and Learning Process outcomes.

Survey takes the structured and formal method to collect data. In-depth interview takes

unstructured and informal approach to collect data. This study takes mix approach of

both deductive and inductive research approach in which the researcher measures and

collects data.

3.3.2 Time horizon of the study

“The Researcher needs to decide the time horizon of the study and there are two types

of time horizons such as cross sectional and longitudinal studies” (Saunders, 2009) This

study takes cross sectional study. because, the researcher of the study aims to conduct

and collect data at once rather than more times.

3.3.3 Research Strategy of the study

“The application of effective and efficient research strategies is key requirement for

achievement of research goals and objectives” (Uma Sekaran, 2010). According to

(Saunders, 2009), “No research strategy is inherently superior or inferior to any other”.

The researcher aims to use two research strategies. Formal survey (Quantitative) and

in-depth interviews are used.

“In-depth interviewing is a qualitative research technique that involves conducting

intensive individual interviews with a small number of respondents to explore their

perspectives on a particular idea, program, or situation”. Under this, the researcher aims

to collect informal and unstructured data from respondents (Couse coordinators)

Survey is used to collect a wide range of data in quantitative manner. In-depth interview

is used to get the insight on the problem. The survey strategy is usually associated with

41 | P a g e

the deductive approach. It is a popular and common strategy in business and

management research and is most frequently used to answer who, what, where, how

much and how many questions. It therefore tends to be used for exploratory and

descriptive research. Surveys are popular as they allow the collection of a large amount

of data from a sizeable population in a highly economical way

3.3.4 Unit of analysis

“A unit of analysis is the most basic element of a scientific research project” (Saunders,

2009). The unit of analysis is the major entity that is being analyzed in a study. It is

the 'what' or 'who' that is being studied. In social science research, typical units of

analysis include individuals (most common), groups, social organizations and social

artifacts.

Table 3. 1 Unit of analysis of the study

Research strategy Unit of analysis

Survey with instructors/lecturers One instructor/lecturer

In-depth interview with course

coordinators

course coordinator

3.3.5 Sampling process

The sample size for the survey was selected from 2014 and 2015 batch. The total

teachers participated to the program is 200 teachers and 35 teachers were selected for

the survey. For in-depth interview, 2 course coordinators were selected. The summary

of sampling process is shown below.

Table 3. 2 Sampling plan of the study

Research strategy Population Sample

size

Sampling method

Survey with

instructors/lecturers(201

4/2015)

200 35 Random sampling under

probability sampling

In-depth interview with

course coordinators

2 2 Convenience sampling

under probability sampling

42 | P a g e

3.3.6 Data Analysis and Presentation of the study

Data analysis process will be done by ‘Statistical Package for Social Sciences’ (SPSS)

and Micro Soft Excel.

Correlation analysis was performed to measure the relationships among the variables.

A correlation is a single number that describes the degree of relationship between two

variables.

Multiple Regression analysis was used to perform to measure the effect of independent

variables to dependent variable

43 | P a g e

CHAPTER 4

DATA ANALYSIS AND PRESENTATION

4.1 Sample profile analysis

4.1.1 Gender of respondents

Sample consist of 77% of male respondents and 23 % of male respondents. Majority of

respondents are males.

Figure 4. 1 Gender of respondents

Source :( Survey data, 2016)

4.1.2 Age of respondents

23% of sample respondents is in year’s category 31-35, 26 % of sample respondents is

in year’s category 41-45, 14% of sample respondents is in year’s category 35-40 and

37% of sample respondents is in years above 50. majority of sample respondents are

above 50 years.

77%

23%

Gender of the respondents

Male

Female

44 | P a g e

Figure 4. 2 Age of respondents


4.1.3 Education level of respondents

34% of respondents are NCT qualification holders, 20% of respondents are post

graduate holders, 17 % of respondents are HNDE holders, 11% of respondents are

master qualification holders, and 6% of respondents are other and NDT holders.

Majority of respondents are NCT qualification holders.

Figure 4. 3 Education level of respondents


23%

37%

26%

14%

Age of the respondents

31-35

35-40

41-45

<50

6%

34%

17%6%

20%

11%6%

Education of respondents

G.C.E(A/L)

NCT

HNDE

NDT

Post Graduate/ Dip

HD / Masters

Other

45 | P a g e

4.1.5 Years of experience of respondents

Majority of respondents has 0-5 academic experience and years 5-10 of industry

experience.

Figure 4. 4 Years of experience of respondents


0-5 5-10 10-15 15-20 Over 20

16

8 8

21

9

17

3

6.0

YEARS OF EXPERINCE

Years of experiense (Acadamic) Years of experiense (Industry)

46 | P a g e

4.2 Correlation Analysis

The summary of Correlation Analysis is shown below.

Table 4. 1 Correlation Analysis: Correlation matrix

Correlations

Quality of learning materials

Quality of curriculum and its development

Quality of resource persons and their presence

Quality of assessment methods and materials

Quality of physical facilities and arrangement

Mode of delivery of teacher training programs

Overall Quality of Trainer Training Program

Change attitudes towards collaboration and academic teaching.

Developing Professional life.

Developing teaching methods

Developing other soft skills and competencies

Training performance and outcomes of the program TotalLearningoutcomes

Quality of learning materials

Pearson Correlation 1 .756** .772** .768** .579** .763** .824** .774** .645** .717** .752** .713** .769**

Sig. (2-tailed) .000 .000 .000 .001 .000 .000 .000 .000 .000 .000 .000 .000

N 35 35 34 35 32 35 35 35 35 32 35 35 35

Quality of curriculum and its development

Pearson Correlation .756** 1 .601** .756** .729** .760** .793** .826** .805** .803** .771** .670** .798**

Sig. (2-tailed) .000 .000 .000 .000 .000 .000 .000 .000 .000 .000 .000 .000

N 35 35 34 35 32 35 35 35 35 32 35 35 35

Quality of resource persons and their presence

Pearson Correlation .772** .601** 1 .645** .579** .721** .740** .742** .618** .691** .545** .785** .771**

Sig. (2-tailed) .000 .000 .000 .001 .000 .000 .000 .000 .000 .001 .000 .000

47 | P a g e

N 34 34 34 34 31 34 34 34 34 31 34 34 34

Quality of assessment methods and materials

Pearson Correlation .768** .756** .645** 1 .644** .675** .805** .663** .689** .619** .682** .596** .686**

Sig. (2-tailed) .000 .000 .000 .000 .000 .000 .000 .000 .000 .000 .000 .000

N 35 35 34 35 32 35 35 35 35 32 35 35 35

Quality of physical facilities and arrangement

Pearson Correlation .579** .729** .579** .644** 1 .661** .739** .651** .663** .561** .516** .655** .669**

Sig. (2-tailed) .001 .000 .001 .000 .000 .000 .000 .000 .001 .002 .000 .000

N 32 32 31 32 32 32 32 32 32 32 32 32 32

Mode of delivery of teacher training programs

Pearson Correlation .763** .760** .721** .675** .661** 1 .873** .772** .606** .714** .679** .793** .759**

Sig. (2-tailed) .000 .000 .000 .000 .000 .000 .000 .000 .000 .000 .000 .000

N 35 35 34 35 32 35 35 35 35 32 35 35 35

Overall Quality of Trainer Training Program

Pearson Correlation .824** .793** .740** .805** .739** .873** 1 .733** .611** .688** .687** .784** .748**

Sig. (2-tailed) .000 .000 .000 .000 .000 .000 .000 .000 .000 .000 .000 .000

N 35 35 34 35 32 35 35 35 35 32 35 35 35

Change attitudes towards collaboration and academic teaching.

Pearson Correlation .774** .826** .742** .663** .651** .772** .733** 1 .906** .888** .769** .834** .965**

Sig. (2-tailed) .000 .000 .000 .000 .000 .000 .000 .000 .000 .000 .000 .000

N 35 35 34 35 32 35 35 35 35 32 35 35 35

Pearson Correlation .645** .805** .618** .689** .663** .606** .611** .906** 1 .830** .795** .690** .922**

48 | P a g e

Developing Professional life.

Sig. (2-tailed) .000 .000 .000 .000 .000 .000 .000 .000 .000 .000 .000 .000

N 35 35 34 35 32 35 35 35 35 32 35 35 35

Developing teaching methods

Pearson Correlation .717** .803** .691** .619** .561** .714** .688** .888** .830** 1 .774** .765** .922**

Sig. (2-tailed) .000 .000 .000 .000 .001 .000 .000 .000 .000 .000 .000 .000

N 32 32 31 32 32 32 32 32 32 32 32 32 32

Developing other soft skills and competencies

Pearson Correlation .752** .771** .545** .682** .516** .679** .687** .769** .795** .774** 1 .638** .819**

Sig. (2-tailed) .000 .000 .001 .000 .002 .000 .000 .000 .000 .000 .000 .000

N 35 35 34 35 32 35 35 35 35 32 35 35 35

Training performance and outcomes of the program

Pearson Correlation .713** .670** .785** .596** .655** .793** .784** .834** .690** .765** .638** 1 .877**

Sig. (2-tailed) .000 .000 .000 .000 .000 .000 .000 .000 .000 .000 .000 .000

N 35 35 34 35 32 35 35 35 35 32 35 35 35

TotalLearnning outcoms

Pearson Correlation .769** .798** .771** .686** .669** .759** .748** .965** .922** .922** .819** .877** 1

Sig. (2-tailed) .000 .000 .000 .000 .000 .000 .000 .000 .000 .000 .000 .000

N 35 35 34 35 32 35 35 35 35 32 35 35 35

**. Correlation is significant at the 0.01 level (2-tailed).


49 | P a g e

The correlation value between Quality of learning materials and Total Learning

outcomes is 0.769 which shows high relationship between two variables.

The correlation value between Quality of curriculum and its development and Total

Learning outcomes is 0.798 which shows high relationship between two variables.

The correlation value between Quality of resource persons and their presence and Total


The correlation value between Quality of assessment methods and materials and Total


The correlation value between Quality of physical facilities and arrangement and Total


The correlation value between Mode of delivery of teacher training programs and Total


The correlation value between Overall Quality of Trainer Training Program and Total


The correlation value between changing attitudes towards collaboration and academic

teaching and Total Learning outcomes is 0.965 which shows very high relationship

between two variables.

The correlation value between Developing Professional life and Total Learning

outcomes is 0.922 which shows very high relationship between two variables.

The correlation value between developing teaching methods and Total Learning

outcomes is 0.922 which shows very high relationship between two variables.

The correlation value between developing other soft skills and competencies and Total


50 | P a g e

The correlation value between Training performance and outcomes of the program and

Total Learning outcomes is 0.877 which shows high relationship between two

variables.

4.3 Regression Analysis

Table 4.2 shows the model summary of regression analysis. According to model

summary, simple correlation value is 0.908 which shows a strong (Positive) relationship

between the independent variable of Quality of Training Programs and dependent

variable of Teaching and Learning Process outcomes. R Square value (Model

Summary) of the table in which it shows “how much of the total variation of

independent variable on dependent variable”. Dependent variable of Teaching and

Learning Process outcomes is explained by independent variable of Quality of Training

Programs. This is 82.5% which at the very high level.

Table 4. 2 Model Summary

Model Summary

Mod

el

R R

Square

Adjusted R

Square

Std. Error of

the Estimate

1 .908a .825 .771 .39666

a. Predictors: (Constant), I am really satisfied with overall Quality of

Trainer Training Program, I am really satisfied with Quality of

physical facilities and arrangement, I am really satisfied with Quality

of resource persons and their presence, I am really satisfied with

Quality of assessment methods and materials, I am really happy

with Quality of curriculum and its development, I am really happy

with quality of learning materials, I am really satisfied with mode of

delivery of teacher training programs


According to ANOVA Table performance as shown in Table 4.7, the significant value

of the table is 0.000, According to Decision criteria, this value is less than 0.05(0.000

<0.05), and it shows that Null hypotheses is rejected and Alternative hypotheses is

accepted. This shows that there is an impact of Quality of Training Programs on

Teaching and Learning Process outcomes.

51 | P a g e

Table 4. 3 Anova table

ANOVAa

Model Sum of

Squares

df Mean

Square

F Sig.

1 Regression 17.037 7 2.434 15.469 .000b

Residual 3.619 23 .157

Total 20.655 30

a. Dependent Variable: Total Learning outcomes

b. Predictors: (Constant), I am really satisfied with overall Quality of Trainer Training Program,

I am really satisfied with Quality of physical facilities and arrangement, I am really satisfied with

Quality of resource persons and their presence, I am really satisfied with Quality of

assessment methods and materials, I am really happy with Quality of curriculum and its

development, I am really happy with quality of learning materials, I am really satisfied with

mode of delivery of teacher training programs


According to table 4.4 which shows The Coefficients of Regression Analysis, It

indicates the estimated regression coefficients values for independent variables as in

the proposed regression model

Y = ƒ (βX1j+βX2j+βX3j+βX4j+βX5j + βX6j)

Teaching and Learning Process outcomes = ƒ (β*0.131+β *0.519+β*172+β*0.32+β

0.55)

Table 4. 4 Coefficients of correlation analysis

Coefficients

Model Unstandardized Coefficients

Standardized Coefficients

t Sig.

B Std. Error Beta

1 (Constant) .136 .258 -.529 .602

I am really happy with quality of learning materials

.131 .186 .144 .702 .040

I am really happy with Quality of curriculum and its development

.519 .166 .545 3.131 .005

I am really satisfied with Quality of resource persons and their presence

.172 .156 .189 1.105 .021

I am really satisfied with Quality of assessment methods and materials

.032 .141 .037 .228 .041

52 | P a g e

I am really satisfied with Quality of physical facilities and arrangement

.055 .106 .074 .522 .037

I am really satisfied with mode of delivery of teacher training programs

.232 .184 .264 1.262 .049

I am really satisfied with overall Quality of Trainer Training Program

-.205 .201 -.260 -1.021 .038

a. Dependent Variable: Total Learning outcomes


53 | P a g e

CHAPTER 05

CONCLUSIONS AND RECOMMENDATION

5.1 Conclusion of the study

In the training program the quality of learning material needs to be assessed to

enhance effectiveness of training input.

The curriculum compatibility and credibility of the TVET trainee need to be

assessed for relevance and credibility.

The qualifications and the experienced based credibility of the resource and

training person is significant in enhanced effectiveness' of training.

The methods used to assess and revise the performances levels of the trainees

need to be compatible to international standards.

A quality appraisal needs to be attached to the quality assortment of the overall

training program at beginning, middle and termination

The physical facilities and related amenities need to be fine-tuned to match with

the expected training program results with preserved and enhanced quality

5.2 Limitations of the study

This study has few limitations.

Data collection will be done form two sources such as data from 35 instructors, and

data from 2 industry specialists (Course coordinator and Lecturer). There is a limitation

of data collection and it causes to not representation of sample through the sampling

process.

54 | P a g e

The data will be collected from three samples including data from 40

instructors/lecturers in DTET. This study has ignored samples of instructors/lecturers

in NITA, NISC, VTA and CGTTI

The study model considers on few variables including Quality of learning materials,

Quality of curriculum and its development, Quality of resource persons and their

presence, Quality of assessment methods and materials and Quality of physical

facilities and arrangement etc.

5.3 Suggestions for future studies

It is suggested to consider trainees, instructors/lecturers in NITA, NISC, VTA and

CGTTI to make a wider range of findings.

It is suggested to increase the sample size and improve the current conceptual model by

looking at many aspects.

5.4 Recommendation

For course coordinators and designers

o To discuss with trainees to get their views and ideas on training

requirements and understanding their knowledge and skills gaps.

o To consider quality of learning materials when designing leaning

materials.

o To consider quality of curriculum and its development which meet the

changing vocational and technical movements.

o To employ quality of resource persons and capacities to implement the

successful teachers’ training program.

o To employ quality of resource persons and capacities to implement the

successful teachers’ training program.

o To plan physical facilities and arrangement to manage the quality of

training outcomes

For policy and decision makers

o To consider the industries as well as skill sector councils’ skill person

requirements behavior before planning teachers’ training programs.

55 | P a g e

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