International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue VI, June 2022 | ISSN 2454–6186
University Collages Sri Lanka: Are We in the Right Direction?
D.D.D Suraweera
Senior Lecturer, University of Vocational Technology
Abstract: The National Vocational Qualification Framework of Sri Lanka (NVQSL) makes it easier for people to pursue higher education, including degrees, based on their vocational credentials. In order to boost the country’s supply of midlevel labor as well as increase access to qualification upgrading for NVQ holders, six University colleges (UCs) were founded. UCs offer diploma credentials and welcome students who hold both National Vocational Qualifications (NVQ) holders and General Certificate of Education Advanced Level (G.C.E. A/L.) students. These two disparate groups are taking the same class at the same time to learn. To lessen gaps in entry-level competencies, foundation programs were established. Rates of the programs run by UCs have reportedly been quite low. As a result, this study was carried out to determine how the administrative team perceived the resources’ accessibility and the goals of UC students. More than 95% of students who enroll in UCs with G.C.E. A/L. do so with the intention of earning a bachelor’s degree from a university of vocational technology. After receiving their diploma, they do not want to take on middle-level jobs in the sector. Additionally, just 5% of people have followed the process for upgrading their NVQ qualifications. This is counter to the reasons why UCs were founded. The majority of students enroll in UCs following GCE A/ to earn a degree, which requires them to spend roughly 3 years at the UCs and another two to three years at UoVT. As a result, the strategy has gone wrong. Students feel demotivated when they realize their goal is too far away, which can result in indiscipline and subpar academic performance. In order to get the most out of UCs, this issue needs to be studied in greater detail.
Key Words: University Collages, Technical and Vocational Education and Training, National Vocational Qualification
I. INTRODUCTION
1.1 Background
For a country’s socioeconomic growth, the contribution of the Technical and Vocational Education and Training (TVET) sector is critical. [1] TVET in many nations is inadequately designed and managed. A prevalent criticism is that TVET does not produce the human resources needed by the country and industry in particular. However, TVET could be the solution to reduce educated unemployment by providing employable ready skills to the school leavers.[2] National Vocational Qualifications Framework of Sri Lanka (NVQFSL) was formally established by the Tertiary and Vocational Education Commission (TVEC) in the year 2004 with the aim reforming the TVET sector and to improve the quality and relevance. [3] NVQFSL has been hierarchically structured into seven levels. Qualifications offered at NVQ Levels 1 to 4 are certificate level qualifications. NVQ Levels