PHILOSOPHICAL

TVET
Technical and Vocational Education and Training
OBJECTIVES
• To provide better understanding about TVET
• To provide the overview about Philosophical
foundation of curriculum
• To understand the Branches of Philosophy
• To understand the major Philosophies in Education
Technical and Vocational Education
Training (TVET) Defined
Technical and Vocational Education
Training (TVET) Defined
VE and VT are futher classified into
three broad categories:
Agriculture Education and Training (AET). This includes all
agricultural extension courses and those providing training
for occupations in forestry, fisheries and horticulture.
Commercial (or Business) Education and Training (CET).
This includes courses for occupations in such areas as
wholesale and retail trading enterprises, restaurants,
hotels, transport industries, business firms, law firms,
information processing operations, social services and
personal services.
Home Economics (or Home Science) Education
and Training (HEET). This includes courses
aimed at home-based or cottage-industry
activities such as cooking, tailoring,
dressmaking, cosmetology, etc.
Introduction to philosophical
foundation of curriculum
The foundation of vocational education is
designed to call the attention of the vocational
education to a few of the numerous ways in
which four disciplines namely, Philosophy,
Sociology, Psychology and Economics in
vocational education but when we talk about
curriculum courses it omits economic aspect and
add historical aspect of vocational education.
Philosophy is central to curriculum
because the philosophy advocated by
a particular school and its officials
influences the goals or aims and
content, as well as organization, of its
curriculum
The importance of philosophy in
determining curriculum decisions is
expressed well by L. Thomas Hopkins:

“philosophy has entered into every

important decision that has ever been
made about curriculum and teaching in
the past and will continue to be the basis
of every important decision in the future.”
Progress towards sustainable development
makes good business sense because it can
create competitive advantage and new
opportunities argues Stephen Schmidheing
(1992), cited by UNESCO (1999:1) the founder of
the world Business council for sustainable
Development.
The culture of productive in TVET productivism
assumes that economic growth is essential to human
existence, despite any environmental impact and
consequences.
TVET being seen only as training for growth and
skills for work. The broader general education
needed for personal autonomy, citizen‟s ship and
sustainability is often over looked to be a second
class education compared to university studies.
However today, TVET is increasingly seen as the
master key to poverty alleviation and social
cohesion and a chance for countries to jump on
the bandwagon of development and…..
globalization.
The most important business asset
today is knowledge, rather than capital
unfortunately; however, TVET in many
countries remains locked in to the role
of being a supplier of skilled traditional
labor to industry and is thereby, unable
to respond effectively to the needs of
organizations in the information Age.
Globalization and the revolution in information and
communication technology have signaled the need
for a new human center development paradigm.
We have concluded that technical and vocational
Education, as an integral component of lifelong
learning has a crucial role to play in this new era as
an effective tool to realize the objectives of a
culture of peace, environmentally sound
sustainable development, social cohesion, and
international citizenship (UNESCO, 1999 p61).
Definitions of Education
The word education comes from the
Latin word “Educare” which means
„rearing, nourishing or bringing up‟ a
child
What do you mean curriculum: The
definition of Curriculum
Curriculum is a Latin root “Currere” which
means race or course or a path that can be
completed within limited time. Academically,
“currere” means the standard subject to be
covered (mastered) by the students during
their study.
Therefore, curriculum is a prescribed course (s)
of study with beginning and end, that is, it is a
content to be covered in a prescribed time
frame. It is about the content or subject matter
which should be taught and learned in order to
achieve the objectives (purposes, aims or goals)
identified under the why of education. From
these points, the conception people have about
curriculum influences how they plan and utilize
curriculum.
Branches of Philosophy

-What is the nature of REALITY?

-What is the nature of KNOWLEDGE?

- What is the nature of VALUES?

METAPHYSICS
ONE OF THE KEY CONCEPTS OF UNDERSTANDING
PHILOSOPHIES:
CONCERNED WITH REALITY AND EXISTENCE

ASKS: WHAT IS THE NATURE OF REALITY?

SUBDIVIDE INTO TWO CATEGORIES

1. ONTOLOGY: What is the nature of existence
2. COSMOLOGY: Origin and organization of the
universe
EPISTEMOLOGY
• Raises questions about the nature of
knowledge
• Logic is a key dimension to epistemology

TWO KINDS OF LOGIC:

1. Deductive logic: from general to specific
2. Inductive logic: from specific facts to
generalization
AXIOLOGY
Explores the nature of values

ETHICS: study of human conduct and

examines moral values

AESTHETICS: values beauty, nature, and

aesthetic experience (often associated
with music, art, literature, dance, theater,
and other fine arts)
Major Philosophies in Education
1. IDEALISM
• system of thought that emphasizes the
importance of mind, soul or spirit.
• Idealism believes in refined wisdom.
• As a result, schools exist to sharpen the mind
and intellectual processes. Students are taught
the wisdom of past heroes.
Role of Teacher:
Dealing with abstract notions through
dialectic method & connecting analysis
with action, Aactive, posing questions,
selecting materials and establishing an
environment to ensure the desired
outcomes. A role model to be imitated by
students
Methods of Instruction:
Teachers are active in student learning,
Lecturing but particularly using dialectic
approach, Through questioning, students are
encouraged to discuss, analyze, synthesize,
and apply what they have read, Students are
encouraged to work in groups/ individually on
research projects, both oral and written
Curriculum:
Examining the roots of the contemporary
problems in the past (great
literature/classics etc), Education at any
level should teach students to think,
Subject-matter curriculum, Back-to-basics
approach in education
2. REALISM
• Education should be based on essential and
practical knowledge that exists independent
of the knower
• Education is the process of developing
rational powers to their fullest so that the
good life can be achieved
Goal of Education:
Develop intellectual abilities, To equip students
with information to understand current event
(Tabula Rasa), Role of the Teacher, having a
solid grounding in science, maths, and the
humanities. relying on test scores to place
students (competency testing of students with
various methods), readily adopting new
technology, teacher‟s responsibility to teach
skill+disciplined knowledge,
Methods of Instruction:
Lecture, question &answer (formal ways of
teaching, inductive & scientific reasoning,
competency-based assessments as a way
ensuring that students learnt what they are
being taught, emphasis on critical reason
aided by observation (our experiences) &
experimentation
Curriculum:
curriculum consists of the basics – maths,
science, reading etc. attention is given to
didactic & object studies in education
(use of pictures, TV, videos in educational
process), use of objects in education
(Montessori), emphasis is on subject
matter (highly organized & systematic in
approach),
Role of the teacher:
The teacher should present material in a
systematic and organized way and should
promote the idea that one can used clearly
defined criteria in making judgments about
art, economics, politics, and science.
3. NATURALISM
 Is a doctrine denying anything in reality
that has supernatural significance
 Truth can be discovered only through
nature
Educational Aims of Naturalism:
 To develop the individual in accordance with
◦ laws of nature ◦ human development

Curricular Emphasis:
 Physical Education
 Natural Sciences
Contents Studied:
 History was taught as biography
 Astronomy and geography were learned through
observation
 Counting and weighing things, measuring
distances, drawing and singing
 Women were taught only singing, dancing,
embroidery and home chores to please their men
4. ESSENTIALISM
 It is a theory that asserts that education
properly involves the learning of the basic
skills, arts, and sciences that have been
useful in the past and are likely to remain
useful in the future
 It focuses on INTELLECTUAL DISCIPLINES
 It is the educational theory that sees the
primary function of the school to be the
preservation and transmission of the basic
elements of human culture
Curriculum:
 Core skills like reading, writing and arithmetic
 Teaching essential facts and concepts on
Science, Literature, Health and PE
 Hard Sciences, technical and vocational
courses
 Arts for aesthetic expression
 Values of discipline, hard work, and perfect
authority
 It is not to take on nonessential functions
such as “social adjustment”, career education,
consumer education, cooking classes and the
like
 It’s primary mission is ACADEMIC
 It has a well-defined CURRICULAR
ORIENTATION
 It asserts that the curriculum should
provide students with a differentiated and
organized learning experience rather than
with an undifferentiated experience that
students must organize themselves
 The teacher is an academic authority
figure
Methods of teaching:
 Deductive Method
 Recitation
 Assignments
 Analysis and synthesis
 “Race and Social Heritage” over
experiences
Role of teachers:
 Provide stimulating activities for learning
 Prepare well-organized lessons to prove he
is an authority of instruction
 Authoritative and Disciplinarian
The role of school:
 cultural transmitter
 provide a standard of intellectual training
in the fundamental disciplines geared to the
needs of serious students and to the
capacities of the upper two-thirds of the
school population
 diversify its offering to include certain
areas of vocational training, physical
education, extracurricular activities
 The most effective and efficient mode of
providing a differentiated educational
experience is the subject- matter curriculum
in which each subject or intellectual
discipline is organized separately from other
subjects
5. EXISTENTIALISM
 Man has no fixed nature and he shapes his being
as he lives.
 The philosophy that places emphasis on
individual existence, freedom, and choice.
 Sees the world as a personal subjectivity, where
goodness, truth and reality are individually defined.
 Existentialism is about being saint without
God; being your own hero, without all the
sanction and support of religion or society.
 Existentialism, broadly defined, is a set of
philosophical systems concerned with a free
will, choice, and personal responsibility.
 There are no “universal” guidelines for most
decisions.
Nature:
 Focuses on the experiences of the
individuals.
 Offers individuals a way of thinking about
the meaning of life.
Educational Aim:
 To train individual for significant and
meaningful existence.
 Synthesis and Implications to Education:
◦ The classroom is a free market of ideas
and as such it must guarantee complete freedom
of thought for the individual.
◦ The student is encouraged to make
independent decisions to guarantee authentic
existence.
Curricular emphasis:
 Subject-centered
 Literature
 History
 Arts for Aesthetic expression
 Humanities for ethical values
Teaching Methods:
 Inquiry Approach
 Question-Answer Method
 Experimentation
 Self- expressive activities
Role of Teachers:
 Good provider of experiences
 Effective questioner
 Mental disciplinarian
Role of the Student:
 Determines own rule
6. PRAGMATISM
Pragmatism is the philosophy that
encourages people to find processes that
work in order to achieve their desired ends.
Reality is that everything changes.
Goal of Education:
Primary goal of education is growth.
Education is for life. Teaching students
how to live (standing on their feet),
Education should not be locked upon
merely as schooling and the acquisition of
academic subject matter but as a part of
life itself. Schools should balance the
needs of the society and community on
the one hand and the needs of the
students on the other.
Role of the Teacher:
Applies democratic methods, classroom
is a community of learners, Teacher is
facilitator not authoritarian, Teacher is
encourages, offers suggestions, questions
and helps plan and implements courses
of study.
Action-oriented education (activity-oriented
approach to curriculum), Curriculum, Learner-
centered curriculum, Pragmatist curriculum is
composed of both process (experience) and
content (knowledge), All academic and
vocational disciplines in an integrated and
connected way, Problem-centered
learning/project method: such approaches to
curriculum start with a central, question,
core/problem.
 Methaphysics Epistomology Axiology Logic
Idealism Everything (that Truth always has Values are
happened, been true; it absolute and
happens or doesn‟t become unchanging i.e.
happening) is true, because it men are not the
the result of the is always true creators of
self-willed idea for it is the values, because
of the absolute. result of the it has been
Purpose of absolute. created by the
education for an absolute.
idealist is the
quest for
understanding
of the ultimate
reality, which is
the absolute
(God).
 Methaphysics Epistomology Axiology Logic
Pragmatism reality is there Knowledge is in Values are also
only if it guides a continuous not fixed and
or helps change and final. They are in
individuals to modification. It a continuous
know further. If can be modified, change and
it leads a person changed and modification.
to know more created as the
and understand need arise for
better, then it is the change,
real and true; modification or
otherwise, it is creation arises.
not real or true.
 Methaphysics Epistomology Axiology Logic
The secrets of Knowledge is not There is nothing
Realism nature can be fixed and they are fixed in advance
unravelled changeable in
(discovered) accordance with
for a realist
through scientific the natural philosopher.
methods; nothing is phenomena. As Because of this,
hidden in the there is nothing they argue that
universe. Truth is fixed in advance, values with
the image of reality, knowledge is also
which may be the not fixed. It can be
everything else
product of mind, modified in change in
but reality cannot accordance with accordance with
be the product of the present the existing
mind as it has situation of the circumstance.
independent environment.
existence from
mind.
Founding Principles of
Vocational Education:
Vocational education is a national
concern. It is Labor, education,
business, industry, agriculture, and the
public supported the economic need
for a national framework of vocational
education. Vocational education
provides for the common defense and
promotes the general welfare.
Principles of Present-Day
Vocational Education:
Vocational education is the right of everyone who
desires and can profit by it, and it is the responsibility
of the schools to provide for it within the curriculum.
This principle precludes program limitations as they
now exist in many instances, and establishes the need
for a broader and more inclusive vocational program
based upon the individual needs and work
opportunities. Such planning establishes the base for
the school to become responsible for the student in
transition to the next level of education or work.
Vocational education programs can
be developed which serve as no
blocking career ladders, and they can
be planned to be consonant with the
goals of both general and vocational
functions of education.
Principles of Program
Operation and Design For
Vocational Education.
Guidance
Essential component of vocational education,
Lifelong learning, promoted through
vocational education
Needs
Needs of the community are reflected
by programs of vocational education

Placement
The next step as a responsibility of
vocational education.

Open to all
Vocational education is open to all
TVET in South Africa
TVET offered at both Public and Private Technical Colleges

2014 2016
Public- 50 Campus Public- 264 campus
Private- 291 Campus
Special Needs
Individuals with special needs are
served through vocational education.

Student Organizations
Teachers of vocational education are
both professionally and occupationally
competent.
Work Ethic
A positive work ethic is promoted
through vocational education.
Principles and A Philosophy for
Vocational Education:
Career and Prevocational Education-
The career awareness and prevocational
education components of career
education compliment vocational
education
Comprehensive Education
Vocational education is part of the public
system of comprehensive education.
Curriculum Curricula for vocational
education are derived from requirements in
the world of work.

Families of occupation
Bases for developing curricula for vocational
education at the secondary level.
Innovation
Stressed as a part of vocational
education. Job entry-Persons are
prepared for at least job entry through
vocational education.

Safety-Paramount in vocational
education.
Supervised Occupational Experience-
Provided through vocational education.
References
Tadesse B. (2013) Individual
assignment on Philosophical
Foundation of Curriculum in
Vocational Education. Department
of Business Education.
Rumsey D. Philosophy, Rationale and
System of Technical and Vocational
Education and Training. New South
Wales Department of Technical
and Further Education
ARE YOU READY?
TO ACTIVATE YOUR
BRAIN?
 MR & MS
TVET 2019
top 5 for mr. and ms TVET