Akademik Veri Yönetim Sistemi
Vocation, Technology & Education, cilt.1, sa.4, ss.1-12, 2024 (Hakemli Dergi)
The Middle East is a geopolitically diverse region that includes large economies, such as Saudi Arabia and Türkiye; densely populated countries, such as Iran and Egypt; and smaller nations with a high gross domestic product (GDP) per capita, such as the United Arab Emirates and Qatar. Despite the differences in sociocultural, economic, and environmental contexts between these countries, individuals across the region must participate in the labor force and contribute to production to
benefit from national wealth. Specialized technical skills offer a significant advantage in securing employment, and technical and vocational education and training (TVET) in higher education has become a viable pathway for various technical roles.
On this point, through its varying national (e.g., population, GDP, GDP per capita, human development level, TVET starting age, TVET enrollment in higher education, gross enrollment in higher education) and TVET-related factors (quality of TVET,
labor participation by TVET graduates, salary for TVET graduates, unemployment rate for TVET graduates), the Middle East presents an interesting case for examining the value of TVET in higher education to the labor market. Accordingly, this study aimed to compare the advantages (or disadvantages) of TVET graduation for people to access the labor market in Middle Eastern countries. The research was designed as a comparative quantitative study, following a descriptive survey model. The comparative analysis included data from Egypt, Iran, Qatar, Saudi Arabia, Türkiye, and the United Arab Emirates to compare TVET in higher education and employment relations. National data for the selected countries were collected from various sources. The focus was on statistical comparisons using cross-tables and classification and regression tree analysis. The analysis showed that TVET is a good way to secure work in the case countries (with relatively lower unemployment for TVET graduates). Nonetheless, according to a comparison of national data, GDP emerged as the most significant factor, highlighting the demand for more professionals in larger-scale production within the related countries. The results also reveal that the TVET starting age and gross enrollment in higher education are among the influential factors for students choosing TVET programs in higher education (ISCED level 5), while TVET-related factors do not generate a distinction in terms of the number of students who prefer TVET programs at the higher education level. Potential policy developments and practices are also discussed concerning educational priorities in Middle Eastern countries to increase the attractiveness of the TVET system as well as its value to the labor market.