(i) Strengthen Participatory Decision-Making TVET colleges should create official decision-making systems

The gap

Evidence profile

Sourced from the recommendations and future work of the source papers, classified as general, spanning 6 journals.

Supporting evidence — 6 representative gaps

• Employability Pathways in Tertiary Education: Insights from Cambodian Undergraduates (2026) · Journal Of Social Sciences And Humanites · doi

  Institutions should place a high priority on incorporating organised extracurricular activities, reflective planning exercises, and practical experience within the official curriculum in order to improve employment results. This can entail increasing the number of internships, industry collaborations, service- learning programs, and student-led projects available. Academic programs should incorporate personal development planning through goal-setting activities, career coaching, and mentoring. In the meanwhile, it is important to review curriculum and career development modules to make sure they are skill-oriented, pertinent to the job market, and culturally appropriate. Faculty development initiatives should concentrate on providing teachers with the resources they need to support student- centered and experiential learning, and institutional policies should encourage cross-functional cooperation between academic and extracurricular departments. REFERENCES Archer, M., Morley, D. A., & Souppez, J.-B. R. G. (2021). Real World Learning and Authentic Assessment. In Applied Pedagogies for Higher Education (pp. 323–341). Springer International Publishing. https://doi.org/10.1007/978-3- 030-46951-1_14 Attah, E. Y., Onwe, C. C., & Obi-Anike, H. O. (2025). Bridging the skills gap: Enhancing employability through university-industry collaborations in Nigeria. Education. and

  generalrecommendations
  Keywords: learning development extracurricular activities planning curriculum industry collaborations programs student academic career education institutions place
• STEPPING INTO LEADERSHIP: A NOVICE SCHOOL HEADS NARRATIVES (2026) · EPRA International Journal of Environmental Economics Commerce and Educational Management · doi

  Based on the study's findings, future directions may be considered for novice school heads, teachers, learners, school administrators, stakeholders, and future researchers. Since the study revealed that novice school heads experience leadership struggles, adjustment difficulties, and emotional strain during their transition, they may continue to develop their leadership competence through mentoring, coaching, reflective practice, and continuous professional development. They may also strengthen their decision-making skills, time-management practices, communication strategies, and emotional resilience to become more confident and effective in their leadership roles. For teachers, future directions may focus on strengthening collaboration and shared responsibility with novice school heads. Since the findings emphasized the importance of relational and values-based leadership, teachers may actively support newly appointed school heads by maintaining open communication, participating in school planning, sharing constructive ideas, and helping build a positive school culture. Teachers may also engage in professional learning communities and collaborative activities that promote teamwork, trust, and shared commitment to school improvement. For learners, future directions may emphasize the importance of fostering a supportive, well-managed learning environment. Since school leadership affects school climate, teacher motivation, and learner outcomes, students may benefit when novice school heads are properly guided and supported in their leadership transition. Schools may continue promoting programs that support learner welfare, academic development, discipline, and participation in school activities. This ensures that leadership growth among school heads also contributes to better learning experiences for students. For school administrators and the Department of Education, future directions may include developing structured induction programs, mentoring systems, and practice-oriented leadership training for novice school heads. These programs may include real-world applications, case studies, role-playing, coaching, and problem-based learning to prepare new leaders for real-world school situations. DepEd officials and education supervisors may also provide regular technical assistance, monitoring, and emotional support to help novice school heads adjust more smoothly and perform their duties effectively. For parents, community members, LGUs, NGOs, and other stakeholders, future directions may involve stronger school- community partnerships. Since the findings showed that stakeholder collaboration helps address school needs and sustain programs, external partners may continue supporting novice school heads through resource assistance, community participation, and active involvement in school initiatives. Strong stakeholder engagement can

  generalfuture work
  Keywords: school heads leadership novice future directions teachers learning programs based emotional continue support community learners
• Optimizing Grade 12 academic achievement: Strategic interventions by School Management Teams (2026) · Journal of Education and Learning Technology · doi

  To improve Grade 12 academic attainment, School Management Teams should undertake focused leadership training programs that teach school leaders adaptive management practices. Professional learning communities can help teachers collaborate more effectively, fostering a culture of shared accountability for student success. Furthermore, SMTs should stress parental and community involvement, since studies show that active stakeholder engagement improves student motivation and performance. Schools should also implement data-driven monitoring tools to assess students' development and identify areas that require help. Policy frameworks should encourage established mentorship programs, which ensure that students receive personalized academic help. In addition to these strategies, schools should prioritize the integration of technology into the classroom. Providing teachers with training in educational technology can enhance their instructional methods and engage students more effectively. Furthermore, the implementation of blended learning models can accommodate different learning styles and paces, ensuring that all students receive the support they need. Regular workshops and seminars that focus on innovative teaching techniques and the use of digital resources will empower SMTs and educators to create dynamic learning environments. Lastly, establishing partnerships with local businesses and organizations can provide students with real- world experiences and internships, further motivating them to excel academically and prepare for a future career.

  generalrecommendations
  Keywords: students learning help academic school management training programs teachers effectively student smts schools receive technology
• Transformational Leadership as A Predictor of Employability Skills Acquisition in TVET Institutions in Southwest Region Cameroon (2026) · Journal of Social Science and Human Research Studies · doi

  • • TVET administrators and teachers should strengthen ethical leadership and professional role modelling by consistently demonstrating integrity, discipline, accountability, and workplace standards, and by integrating structured leadership and ethics education into training programmes to enhance students’ professional behaviour. School leaders and programme coordinators should improve motivational practices by clearly communicating career-oriented goals, encouraging students to set professional targets, recognising achievement, and creating a supportive learning environment that builds confidence and persistence. • • • Curriculum developers and instructors should prioritise problem-based learning, workplace simulations, case studies, and innovation- driven teaching approaches to enhance students' critical thinking, creativity, adaptability, and real-world problem-solving skills. TVET institutions should strengthen mentorship and learner support systems by providing personalised guidance, career counselling, coaching, and feedback, while also promoting inclusive teaching practices that address the diverse needs and aspirations of students. Institutions should expand opportunities for practical training and industry exposure by strengthening partnerships with employers, increasing access to internships, and integrating workplace learning into the curriculum to improve students’ readiness for employment. Education authorities should invest in leadership development programmes for TVET administrators and teachers to build capacity in transformational leadership, particularly in innovation, student motivation, mentorship, and institutional improvement. Further research should be conducted across different regions and types of TVET institutions to deepen understanding of how leadership practices influence employability outcomes and to provide broader evidence for policy and practice. • • CONCLUSION The study examined the influence of transformational leadership on students’ acquisition of employability skills in TVET institutions in the Southwest Region of Cameroon. The findings revealed that although the four dimensions of transformational leadership—idealised influence, inspirational motivation, intellectual stimulation, and individualised consideration—were practised at low levels, each dimension had a statistically significant positive effect on students’ employability skills. Intellectual stimulation emerged as the strongest predictor, indicating that innovation, problem-solving, and critical thinking are particularly important for enhancing employability outcomes. License: This is an open access article under the CC BY 4.0 license: https://creativecommons.org/licenses/by/4.0/ Corresponding Author: Berka Tah Delphine Sakwe Page 1054 | 1055 J. Soc. Sci. Hum. R

  generalrecommendations
  Keywords: leadership students tvet institutions employability professional workplace practices learning problem innovation skills transformational influence administrators
• Developing an Activity Theory-Informed WIL Framework for South African TVET Teacher Education (2026) · International Journal of Learning, Teaching and Educational Research · doi

  The study recommends that: 7.1 Policymakers must develop national implementation guidelines for TVET teacher education; encourage collaboration among higher education institutions, TVET colleges, and industry stakeholders; develop national monitoring and evaluation indicators for WIL implementation; and create dedicated funding mechanisms to support TVET lecturers' workplace learning. 7.2 Universities must institutionalise the proposed WIL framework within TVET teacher education programs, establish dedicated WIL units for partnership coordination and placement management, integrate workplace learning outcomes into the curriculum design and assessment practices, and develop partnership agreements with TVET colleges and industry 7.3 Industry partners must regard workplace mentoring as a strategic contribution to skills development, participate in the curriculum development and assessment processes, and collaborate with the university to ensure quality WIL programmes. 7.4 Future research must pilot and evaluate the proposed framework across multiple universities, examine lecturers' occupational competence, and conduct comparative studies between the South African and international TVET WIL models. its effectiveness improving in

  generalrecommendations
  Keywords: tvet must develop education industry workplace national implementation teacher colleges dedicated lecturers learning universities proposed
• Distributed leadership, institutional culture, and stakeholder satisfaction in selected South African TVET colleges (2026) · Frontiers in Education · doi

  (i) Strengthen Participatory Decision-Making TVET colleges should create official decision-making systems which include lecturers, students, and administrators to enhance satisfaction and trust and institutional dedication. (ii) Promote Collaborative Leadership Practices Institutional leaders should promote teamwork together with to shared responsibilities and cross-functional committees establish distributed leadership while enhancing institutional culture. (iii) Expand Professional Development Opportunities training leadership

  generalrecommendations
  Keywords: institutional leadership decision making promote strengthen participatory tvet colleges create official systems include lecturers students

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