Fostering Digital Inclusion in TVET Teacher Training: Insights from Quadruple Helix Innovation Model

Dagogo William Legg-Jack ORCID iD  & Clever Ndebele ORCID iD

Issue: Vol.3  No.12 November 2022  Article 12  pp.648-664
DOI: https://doi.org/10.38159/ehass.202231210 |   Published online 30th November 2022.
© 2022 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

Views: 555
254 Downloads

DOWNLOAD PDF

The use of Information and Communication Technology (ICT, hereafter) has permeated almost every facet of human endeavours. In recent times, the world has seen the massive deployment of diverse technologies to facilitate work processes, and this is the thriving strength of the fourth industrial revolution (4IR). Besides, the recent outbreak of the Coronavirus (COVID-19) pandemic exacerbated the situation, as this has led to the discovery of some new technologies in the delivery of goods and services across all sectors, with education as a major beneficiary. However, some educational institutions, Technical and Vocational Education and Training Colleges (TVET, hereafter) inclusive, especially in developing countries remained closed during the lockdown period due to lack of capacity and infrastructure. Hence, this paper taps into the affordances of the multi-stakeholder collaborations framework of the Quadruple Helix Innovation Model to review published articles, policy documents and conference papers among others on possible ways to foster digital inclusion in TVET. Highlights from the review point to the following benefits of multi-stakeholder partnerships namely, collaborative designing and creation of digital policy, access to digital resources and infrastructure, and increased affordability and sustainability of digital inclusion of training programmes. Thus, it was concluded that these highlighted benefits resulting from such collaboration can be translated into the planning and implementation of digital inclusion in TVET.

Keywords: Digital inclusion; Quadruple Helix Innovation Model; Teacher Training; TVET

Agwuocha, Ugomma Anaekperechi. “Education Beyond COVID-19: Challenges and Opportunities of Digital Learning in Tertiary Institutions in Nigeria.” Journal of African Studies and Sustainable Development 3, no. 13 (2020): 2630–7073. https://doi.org/10.13140/RG.2.2.34534.86085.

Bessone, Pedro, Ricardo Dahis, and Lisa Ho. “The Impact of 3G Mobile Internet on Educational Outcomes in Brazil.” Technical Report, Working Paper., 2020.

Bianchi, A, S Barrios, M Cabrera, R Cachia, R Compano, N Malanowski, Y Punie, G Turlea, D Zinnbauer, and C Centeno. “Revisiting EInclusion: From Vision to Action. Sevilla, Spain: European Commission, Joint Research Center (JRC).” Institute for Prospective Technological Studies (IPTS), 2006.

Bosc, R., B. Shenglin, F. Simonelli, and R. Zhang. “Digital Infrastructure: Overcoming Digital Divide in Emerging Economies.” G20 Insights, 2017. https://www.g20-insights.org/policy_briefs/digital-infrastructure-overcoming-digital-divide-emerging-economies/.

Broadband Commission. “The Digital Transformation of Education: Connecting Schools, Empowering Learners – Broadband Commission,” 2020. https://www.broadbandcommission.org/publication/the-digital-transformation-of-education/.

Broadband Commission for Sustainable Development. The Digital Transformation of Education: Connecting Schools, Empowering Learners, 2020.

Bukit, Masriam. “Strengthening TVET Teacher Education: Report of the UNESCO-UNEVOC Online Conference.” UNESCO Digital Library, 2012. https://unesdoc.unesco.org/ark:/48223/pf0000222922.

Calitz, Tanya. “The Right to Education: A Case for Digital Inclusion .” Human Rights Pulse, 2022. https://www.humanrightspulse.com/mastercontentblog/the-right-to-education-a-case-for-digital-inclusion.

Carayannis, Elias, and Evangelos Grigoroudis. “Quadruple Innovation Helix and Smart Specialization: Knowledge Production and National Competitiveness.” Foresight and STI Governance 10, no. 1 (March 26, 2016): 31–42. https://doi.org/10.17323/1995-459x.2016.1.31.42.

Choudhary, Heena, and Nidhi Bansal. “Barriers Affecting the Effectiveness of Digital Literacy Training Programs (DLTPs) for Marginalised Populations: A Systematic Literature Review.” Journal of Technical Education and Training 14, no. 1 (June 22, 2022): 110–27. https://doi.org/10.30880/jtet.2022.14.01.010.

Comi, Simona Lorena, Gianluca Argentin, Marco Gui, Federica Origo, and Laura Pagani. “Is It the Way They Use It? Teachers, ICT and Student Achievement.” Economics of Education Review 56 (February 2017): 24–39. https://doi.org/10.1016/j.econedurev.2016.11.007.

Curley, Martin, and Bror Salmelin. Open Innovation 2.0;a New Paradigm. . Innovation, Technology, and Knowledge Management. Cham: Springer International Publishing, 2018. https://doi.org/10.1007/978-3-319-62878-3.

Dash, Punyashlok. “Analysis of Literature Review in Cases of Exploratory Research.” SSRN Electronic Journal, 2019. https://doi.org/10.2139/ssrn.3555628.

Deganis, I, P Zohouri Haghian, and M Tagashira. “Leveraging Digital Technologies for Social Inclusion. Policy Brief No. 92.” United Nations Department of Economic and Social Affairs. Retrieved from …, 2021.

Deloitte. “Insights about Digital Transformation and ICT Opportunities for Brazil Report and Recommendations,” January 2019. https://www2.deloitte.com/br/en/pages/technology-media-and-telecommunications/articles/insights-sobre-o-setor-de-tic—deloitte-brasil.html.

Falck, Oliver, Constantin Mang, and Ludger Woessmann. “Virtually No Effect? Different Uses of Classroom Computers and Their Effect on Student Achievement.” Oxford Bulletin of Economics and Statistics 80, no. 1 (February 2018): 1–38. https://doi.org/10.1111/obes.12192.

Ferrari, Anusca. “Digital Competence in Practice: An Analysis of Frameworks.” Luxemburg- Spain, 2012. https://doi.org/10.2791/82116.

Frey, Car Benedikt, and Michael Osborne. “Technology at Work v2.0: The Future Is Not… | Oxford Martin School.” Oxford, January 26, 2016. https://www.oxfordmartin.ox.ac.uk/publications/technology-at-work-v2-0-the-future-is-not-what-it-used-to-be/.

Ghavifekr, S., and S. Yulin. “Role of ICT in TVET Education: Teaching & Learning Amid COVID-19 Pandemic.” International Journal of Advanced Research in Education and Society 3 (2021): 119–31. https://doi.org/10.4236/CE.2021.1212222.

Gretch, A., and A Camilleri. “The Digitization of TVET and Skills Systems,” 2020.

Hae-Kyeung, Chun et. al. “Skills Development in the Time of COVID-19: Taking Stock of the Initial Responses in Technical and Vocational Education and Training | VOCEDplus, the International Tertiary Education and Research Database.” Geneva, Switzerland, 2021. https://www.voced.edu.au/content/ngv%3A89412.

Hassan, Rana Hammad, Malik Tahir Hassan, Sheraz Naseer, Zafran Khan, and Moongu Jeon. “ICT Enabled TVET Education: A Systematic Literature Review.” IEEE Access 9 (2021): 81624–50. https://doi.org/10.1109/ACCESS.2021.3085910.

Heeley, Melanie, and Leela Damodaran. “Digital Inclusion: A Review of International Policy and Practice.” Loughborough University, January 1, 2009. https://www.academia.edu/952389/Digital_Inclusion_a_review_of_international_policy_and_practice.

Herd, G Ronald, and Alison Mead Richardson. “World Report on TVET The Promise and Potential of ICT in TVET,” 2015.

Hoskins, Guy Thurston. “Beyond ‘Zero Sum’: The Case for Context in Regulating Zero Rating in the Global South.” Internet Policy Review 8, no. 1 (March 31, 2019). https://doi.org/10.14763/2019.1.1392.

Institute of Museum and Library Services (IMLS), University of Washington Technology & Social Change Group (TASCHA) & International City/ County Management Association (ICMA). “Proposed Framework for Digitally Inclusive Communities.” Washington, DC, 2011.

Joseph, M. C. “The Utilization of ICT by Lecturers in a TVET College in Paarl, Western Cape.” Cape Peninsula University of Technology, 2020.

Legg-Jack, Dagogo William. “Digitalisation Of Teaching and Learning in Nigeria Amid COVID-19 Pandemic: Challenges and Lessons for Education 4.0 and 4IR.” PONTE International Scientific Research Journal 77, no. 10 (2021). https://doi.org/10.21506/j.ponte.2021.10.10.

Leydesdorff, Loet. “The Triple Helix, Quadruple Helix, …, and an N-Tuple of Helices: Explanatory Models for Analyzing the Knowledge-Based Economy?” Journal of the Knowledge Economy 3, no. 1 (March 18, 2012): 25–35. https://doi.org/10.1007/s13132-011-0049-4.

Maclean, Rupert. Key Issues and Research Challenges for TVET: Bridging the Gap between TVET Research and the Needs of Policy Makers. NORRAG NEWS, Towards a New Global World of Skills Development, 2011.

Marien, I., and L. Van Audenhove. “Towards a Multi-Stakeholder Approach for Digital Inclusion. A Case Study of Ghent’s Digitaal Talent Policy Program.” In IAMCR Conference 2012 Durban, 95–96. Durban: International Association for Media and Communication Research, 2012.

Mbanga, N., and V.N. Mtembu. “Digital Learning: Perceptions of Lecturers at a Technical Vocational Educational and Training College.” South African Journal of Higher Education 34, no. 4 (September 2020). https://doi.org/10.20853/34-4-3656.

Millington, Kerry A. “How Changes in Technology and Automation Will Affect the Labour Market in Africa.” Brighton, UK, 2017.

Momen, Md Nurul. “Multi-Stakeholder Partnerships in Public Policy,” 1–9, 2020. https://doi.org/10.1007/978-3-319-71067-9_50-1.

Mori, C.K. “Public Policies for Digital Inclusion in Brazil: Institutional Aspects and Effectiveness in Federal Initiatives for the Dissemination of Telecenters in the Period 2000-2010,” 2011.

Muhammad, Saud Sukri, Babawuro Shu’aibu, Noraffandy Bin Yahaya, and M Al-Muzammil Yasin. “Effective Integration of Information and Communication Technologies (ICTs) in Technical and Vocational Education and Training (TVET) toward Knowledge Management in the Changing World of Work,” 2012.

N Jha, Prabhat, Garima Gupta, Prameela Jha, and Rajesh Mehrotra. “Association of Rhizospheric/Endophytic Bacteria with Plants: A Potential Gateway to Sustainable Agriculture.” Greener Journal of  Agricultural Sciences 3, no. 2 (February 2013): 73–84.

National Digital Inclusion Alliance. “Definitions,” 2017.

Ndebele, Clever, and Munienge Mbodila. “Examining Technology Acceptance in Learning and Teaching at a Historically Disadvantaged University in South Africa through the Technology Acceptance Model.” Education Sciences 12, no. 1 (January 14, 2022): 54. https://doi.org/10.3390/educsci12010054.

Ndlovu, Thembelihle Gugulabasha. “Technical and Vocational Education and Training Students’ Experiences with Information and Communication Technologies Integration in Their Inclusive Classrooms.” University of South Africa, 2021.

Obiakor, Thelma, and Adedeji Peter Adeniran. “COVID-19: Impending Situation Threatens to Deepen Nigeria’s Education Crisis,” 2020. https://www.africaportal.org/publications/covid-19-impending-situation-threatens-deepen-nigerias-education-crisis/.

OECD. “The Survey of Adult Skills: Reader’s Companion, Second Edition, OECD Skills Studies,” 2016. https://www.oecd.org/publications/the-survey-of-adult-skills-9789264258075-en.htm.

Ojo Joseph, Iseolorunkanmi, Adebola Femi Barnabas, Adebola Olukemi Grace, Rotimi E. Mathew, Nweke-Love C. Henry, Adebisi Tunde, and Lawal A. Isola. “COVID-19 Pandemic: Nigerian University Lecturers’ Response to Virtual Orientation.” Cogent Arts & Humanities 8, no. 1 (January 1, 2021). https://doi.org/10.1080/23311983.2021.1932041.

Okeji, Chukwuma Clement, and Juliet Chinedu Alex-Nmecha. “Online LIS Teaching and Learning during COVID-19 in Nigeria: A Study.” Global Knowledge, Memory and Communication 71, no. 3 (March 3, 2022): 155–73. https://doi.org/10.1108/GKMC-08-2020-0133.

Poveda, Sammia. “A Psychosocial Analysis of Development Outcomes: A Digital Literacy Case Study in Myanmar.” International Development Planning Review 40, no. 3 (June 2018): 273–97. https://doi.org/10.3828/idpr.2018.12.

Rahim Almoswai, Fatima, and BushraNi’ma Rashid. “The Effectiveness of using Youtube Video on Efl Iraqi College Students’ Performance in Grammar at Missan University.” PEOPLE: International Journal of Social Sciences 3, no. 1 (June 1, 2017): 391–402. https://doi.org/10.20319/pijss.2017.s31.391402.

Raimi, Lukman, and I Akhuemonkhan. “Has Technical Vocational Education and Training (TVET) Impacted on Employability and National Development.” The Macrotheme Review A Multidisciplinary Journal of Global Macro Trends 3, no. 2 (2014): 129–45.

Schmida, Steve, James Bernard, Tess Zakaras, Caitlin Lovegrove, and Claire Swingle. “Connecting the next Four Billion: Strengthening the Global Response for Universal Internet Access.” USAID, Dial, SSG Advisors., 2017.

Sharp, Matthew. “Revisiting Digital Inclusion: A Survey of Theory, Measurement and Recent Research.” Oxford, UK, April 1, 2022. https://doi.org/10.35489/BSG-DP-WP_2022/04.

Shenglin, Ben, Romain Bosc, Jinpu Jiao, Wenwei Li, Felice Simonelli, and Ruidong Zhang. “Digital Infrastructure: Overcoming the Digital Divide in China and the European Union,” November 28, 2017.

Swaraj, Ananya. “Exploratory Research: Purpose And Process.” Parisheelan Journal  15, no. 2 (2019): 666–70. https://www.epw.in/journal/2016/46/…/challenge-doing-.

Ulinfun, S. “Adequate Human Resources on Learning.” Journal of Educational Administration 5 (1990): 21–37.

UNESCO-UNEVOC E-forum. “What Are the Implications of the ICT Revolution for TVET?,” 2013. https://unevoc.unesco.org/fileadmin/user_upload/docs/ICTandTVET_background-note.pdf.

UNESCO Institute for Information Technologies in Education (IITE). “ICT Application in Technical and Vocational Education and Training: Specialized Training Course,” 2005. https://iite.unesco.org/pics/publications/en/files/3214643.pdf.

Vining, Aidan R., and Anthony E. Boardman. “Public-Private Partnerships in Canada: Theory and Evidence.” Canadian Public Administration/Administration Publique Du Canada 51, no. 1 (March 2008): 9–44. https://doi.org/10.1111/j.1754-7121.2008.00003.x.

Wang, Tsungjuang. “Educational Benefits of Multimedia Skills Training.” In 2009 International Association of Computer Science and Information Technology – Spring Conference, 25–29. IEEE, 2009. https://doi.org/10.1109/IACSIT-SC.2009.67.

Waswa, Sharon C., Vusal Mursalzada, Mwanawani Sheti, Prisca Atieno, Israel Terwase Ayua, N’mey Sephora N’doua, and Simon Daniel. “Going Digital Is No Longer an Option: Addressing Barriers to Digital Inclusion in Africa.” Youth Transforming Africa, December 17, 2021. https://blogs.worldbank.org/youth-transforming-africa/going-digital-no-longer-option-addressing-barriers-digital-inclusion.

Watton, Allan. “5 Tips to Quickly Get Your Stakeholders on Board with Digital Transformation,” 2022. https://www.bestpracticegroup.com/5-tips-to-accelerate-digital-transformation-and-value-via-stakeholder-engagement/.

William Legg-Jack, Dagogo, and Busisiwe Precious Alant. “Stakeholders’ Perceptions on the Use of an ICT-Enabled Onboard Diagnostic System Tool for the Teaching of Motor Vehicle Mechanics at Port Harcourt Technical College, Nigeria.” Journal of Studies in Social Sciences and Humanities 8, no. 1 (2022): 84–97. http://www.jssshonline.com/.

World Bank. “Remote Learning and COVID-19 The Use of Educational Technologies at Scale across an Education System as a Result of Massive School Closings in Response to the COVID-19 Pandemic to Enable Distance Education and Online Learning (2020) | APCICT/ESCAP,” 2020. https://www.unapcict.org/resources/ictd-infobank/remote-learning-and-covid-19-use-educational-technologies-scale-across-education-system-result-massive-school-closings.

———. “World Development Report 2016: Digital Dividends,” 2016. https://www.worldbank.org/en/publication/wdr2016.

World Economic Forum. “Accelerating Digital Inclusion in the New Normal,” 2020. https://www3.weforum.org/docs/WEF_Accelerating_Digital_Inclusion_in_the_New_Normal_Report_2020.pdf.

Yasak, Zurina, and Maizam Alias. “ICT Integrations in TVET: Is It up to Expectations?” Procedia – Social and Behavioral Sciences 204 (August 2015): 88–97. https://doi.org/10.1016/j.sbspro.2015.08.120.

Dagogo William Legg-Jack, currently, is a Postdoctoral Research Fellow in Directorate of Research Development and Innovation Walter Sisulu University, Mthatha, South Africa. He obtained his Masters and PhD in Technology Education in Science and Technology Education Cluster, University of KwaZulu-Natal (UKZN), South Africa. Dagogo has worked twice as a Contract lecturer in the Department of Technology Education, Science and Technology Education Cluster UKZN. In Nigeria, he has also served as a teacher in high schools, where he taught Technology-based subject. He also functioned as a lecturer in the Department of Metal Work Technology, School of Secondary Education (Technical), Federal College of Education (Technical), Omoku, Rivers State, Nigeria for about twelve years. Dr Legg-Jack has supervised students’ research projects both at Nigerian Certificate of Education and undergraduate levels. He is a mentor to research students at Honours, Masters and Doctorate levels. Moreover, he has participated in seminars and conferences both within and outside South Africa and has published articles in peer reviewed journals that focus on skills development, poverty reduction as well as wealth creation.

Prof. Clever Ndebele is currently the Senior Director: Learning and Teaching at Walter Sisulu University. He has extensive experience in higher education studies with more than 10 years experience at the senior management level in the area of teaching and learning at several universities in South Africa. Has participated in several (NRF) research projects on academic staff development in collaboration with other universities and has also been involved in Teaching Development Grant National collaborative projects (namely PGDHE for educational development practitioners and PGDHE for academics). He is also a member of the CHE National Standards and Reviews Committee and the CHE Peer Advisory Group on Reconceptualising Teaching and Learning (RELATE). Prof Ndebele currently oversees academic staff development and student academic support and coordinates the University Capacity Development Programme, the New Generation of Academics Programme, National Siyaphumelela Student Success project and Future Professors Programme at Walter Sisulu University.

Legg-Jack D.W. & Ndebele C, “Fostering Digital Inclusion in TVET Teacher Training: Insights from Quadruple Helix Innovation Model,” E-Journal of Humanities, Arts and Social Sciences 3, no.12 (2022):648-664.  https://doi.org/10.38159/ehass.202231210

© 2022 The Author(s). Published and Maintained by Noyam Publishers. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

Articles in this Issue

About Journal