2. TVET and its Integration into Education at the University Level

4. AREAS ADDRESSED Liberal arts education and professional development TVET and higher education Intellectual discourse in TVET and higher education TVET integration in higher education The Jamaican Experience Concluding points

5. LIBERAL ARTS ACADEMIC AREAS Humanities—literature, linguistics, philosophy, arts Liberal arts education and professional development Social Science—law, history, politics, geography Natural Science—Physics, chemistry, biology Formal Science—Mathematics, logics, statistics

6. CENTRAL POSITIONS Liberal arts education provides education for its own sake and this approach was well entrenched in the higher education for many decades In addition, liberal arts education prepares the individual with a rounded education for his/her intellectual acumen and personal prestige Professional education is career oriented and it prepares professionals such as lawyers, doctors, economists, engineers, dentists among others

7. Proponents of LAE rejected skills training of all types, including the training of professionals Some analyst saw liberal arts education as designed for the preparation of the elite, who looked down on all practically oriented education Notwithstanding, practically oriented professional education grew up, separately, BUT along side liberal-arts education

8. Reproshma: A compromise came about because of the need to have education at the university level which prepares the learner for the world of work It was only then that the undergraduate programme was designated the pre- requisite for graduate programmes

9. Period of decline for Liberal Arts Education with the emphasis on professional training in the Academy Currently, we are experiencing a resurgence in the interest in Liberal Arts Education as a response to the demands of the Market Economy

10. Reasons of Re-emergence of LAE Need for multi-disciplinary approach to address critical and complex problems faced by society; Need to prepare persons with skills related to creativity and problem solving among others; and Need to educate persons who demonstrate high ethical and moral values

12. Reasons for the Strengthening of TVET ‘Universalization’ of elementary education especially in developing countries Massification of secondary education in response to the achievements of universal primary education Expansion of university education to accommodate the graduates from the secondary system

13. Reasons for the Strengthening of TVET Vocationalization of secondary education is aimed at addressing issues such as poverty alleviation, unemployment, income inequalities, promotion of social welfare issue Continuation of the vocationalization in higher education is responding to the needs for secondary school graduates

14. Reasons for the Strengthening of TVET The expansion is also responding to the higher technical needs of the economy and workforce. And the need to prepare persons with talents and skills related to employability to meet the needs of the competition state

16. Current discourses on vocational and higher education The relationships can be viewed at a number of levels: Political and economic, Epistemological and Individual Maclean and Pavlova (2013)

17. Current discourses on vocational and higher education At the Political/economic universities are mandated to provide skills so that graduates can benefit from employment opportunities Maclean and Pavlova (2013)

18. Current discourses on vocational and higher education At the epistemological level, the concern is with the kind of Knowledge: universal versus the particular, formal versus experience-based, the search for truth versus utilitarianism, context-free versus context-dependent Maclean and Pavlova (2013)

19. Current discourses on vocational and higher education Individual emphasis on the economic-oriented view advocated by OECD or the human-oriented approach as advanced by the UNESCO Maclean and Pavlova (2013)

21. Integration of TVET into Higher Education --Curriculum American Association of Colleges of Teacher Education (AACTE) (2010) divides core skills into three categories: Learning and innovation skills; Information, media and technological skills, Life and career skills

22. Integration of TVET into Higher Education --Curriculum Vietnam introduces soft or life communication skills: Teamwork skills, Skills of Leading others, Public speaking skills, Skills of conflict resolution and reconciliation, Skills of understanding and empathizing with others, Negotiation skills, Selling Skills, Team building skills, Influencing skills, Skills of wisely refusing

23. Integration of TVET into Higher Education -Assessment Competency-based approach: Learning is focused on what the learner knows and can do Learning is determined by assessing what the individual known and can do not the courses you have completed

24. Integration of TVET into Higher Education —Teaching and Learning Teaching and Learning moving from a teacher-centered to a student centered approach and work-based focused Emphasis: collaborative learning, cooperative learning, experiential learning theory (ELT), problem-based learning (PBL), project-based learning, and community of practice

25. Jamaica experience re TVET integration in Higher Education Curriculum Mainstreaming of TVET in the liberal arts universities Increased emphasis on training for Professional and greater level of collaboration with business and industry

26. Jamaica experience re TVET integration in Higher Education Curriculum Establishment of TVET leadership programme at the School of Education Integration of general education and professional training and TVET approach

27. Conclusion The strengthening of TVET in HE is being driven by political, social, and economic factors Integration of TVET and liberal arts education will benefit both the needs of the workplace and the learner

28. Conculsion The massification and vocationalization of education at the secondary level is influencing the academic activities in the academy The divide between liberal arts education is disappearing because critical knowledge and workplace-based skills are needed to support the modern economy