Technical and vocational education (TVE) and skills development pose a serious social, economic and political appeal and it is often regarded as something that will solve all youth unemployment problems of a country. The analytic relevance of technical and vocational education and training (TVET) is the relationship between training supply and demand, or between the objectives and outputs of the TVET subsector and the economic and social requirements of a country. That said, TVET is considered to cover occupations in the primary, secondary, and tertiary sectors of the economy. The characteristics of the TVET systems is arguably the most challenging subsector to manage because of changing labour market demands, diverse clienteles, the range of programs, and high inherent costs. Hence, the purpose of TVET is preparation for work in the labour market with focus on jobs. The critical factor in TVET is the relationship of training outputs to employers and the job market. So, TVET systems must be flexible enough to respond to changing demands.
The heterogeneity of TVET is that it serves vastly different clienteles including youth, those with low income, workers, women, disabled, unemployed, etc., each with their own characteristics, contexts, and constraints. And TVET contributes to economic growth and competitiveness by enhancing individual, enterprise, and business and national productivity. No matter its name, the common feature of TVET as defined by UNESCO is that it involves “in addition to general education, the study of technologies and related sciences as well as the acquisition of practical skills, attitudes, understanding, and knowledge relating to occupations in various sectors of socio-economic life”.
In view of the aforementioned understanding of TVET, there is great need for a high level core of experts dedicated in the education and training of teachers of technical and vocational education who would in turn train technician engineers, engineering technicians, and skilled workforce in their countries after graduation. These high level experts should be grounded with technical, technological and pedagogic skills which are necessary tools to produce these types of workforce. This speaks for itself the great importance of the high need of TVE department. And that’s why TVE department is called a multiplier department. Their graduates don’t only enter the job market but also train others to enter the job market (multiplying effect).