Letter of the Day | The Multiplier Effect: Why TVET Is the First Choice for Developing Nations

THE EDITOR, Madam:

For decades, technical and vocational education (TVET) has been burdened by a persistent stigma — the “last resort” label, seen as the fallback for those unable to secure a traditional university place. As the global economy evolves, this perception is not only outdated but dangerous to national development.

The world’s most resilient economies share a common trait: they do not treat TVET as a safety net, but as a primary engine of growth. This is the “multiplier effect” — where one skilled technician does more than fill a job; they trigger a chain reaction of economic activity.

Removing the stigma begins with redefining the TVET graduate. We are no longer speaking of labourers, but of highly skilled technical professionals. In an era driven by automation, green energy and complex infrastructure, the divide between “blue-collar” and “white-collar” has blurred into a high-tech “new-collar” reality. Today’s automotive technician is a diagnostic programmer managing computerised systems; the master carpenter is a structural and design consultant. Recognising these roles as high-level professions helps dissolve outdated perceptions.

Global examples confirm this approach. Investors from Germany, South Korea, China and Japan operate on a shared principle: strong dual-education systems that align training with industry needs. Germany’s vocational system attracts nearly half its youth, while Asian economies drove rapid industrialisation through sustained investment in technical training from an early age. Such models prove that sustainable development depends on a workforce capable of maintaining and innovating exported technologies.

When international firms consider establishing operations locally, they are not seeking philosophers but a reliable base of work-ready professionals.

TVET also fosters a sustainable, self-reinforcing economy of skills. It attracts foreign direct investment by ensuring technical competence, encourages entrepreneurship as graduates launch small and medium enterprises, and supports the maintenance of critical infrastructure long after initial construction. Without this foundation, national systems — from power grids to digital networks — quickly deteriorate.

To realise our economic potential, TVET must move from “last option” to premier pathway. This is not about pity, but empowerment. Investing in technical education develops the architects of national sustainability.

If we want to see more “Made in” labels and attract sustained investment, we must shift the conversation — away from questioning why young people are not pursuing university, and toward why they have not yet mastered a skill.

Nations that will lead in the 21st century understand a simple truth: while a PhD may write the theory, it is the TVET professional who builds the world.

Dr. Appolenon L. Gordon
 University lecturer & TVET practitioner