Distinguishing Technical Education from Technical Teacher Education within the Global TVET Frameworks: A Systemic Delineation using a Qualitative Approach

Abstract

This study systematically delineates Technical Education (TE) from Technical Teacher Education (TTE) within global Technical and Vocational Education and Training (TVET) frameworks. It analyses international organizations' conceptualisations of TVET, critically examines the dual competency theory for TVET teachers, and compares global TTE models (consecutive vs. concurrent). Using a qualitative comparative design and thematic analysis of statutory documents from Nigeria and the United States, the research reveals distinct roles, objectives, pedagogical approaches, and competency requirements for TE and TTE. Findings shows that TE focuses on direct skill acquisition for workforce entry, while TTE cultivates pedagogical and leadership capabilities for teachers. This delineation is vital for developing coherent policies that enhance TVET quality and relevance globally, emphasising the interdependence between effective TE outcomes and robust TTE as critical components of TVET.