CULTURAL DIVERSITY AND SOCIAL CAPITAL IN THE EDUCATION OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING STUDENTS: A COMPARATIVE CASE STUDY OF TVET PRACTICES IN AFRICA AND NONAFRICAN COUNTRIES.

The purpose of this paper is to develop a systematic review on integrating cultural diversity and social capital dimensions in technical and vocational education and training (TVET) based on regional experience of Africa, Middle East and Northern Africa, and the Northern America, where specific countries from these regions, such as Germany, Kenya, United Arab Emirates, and the United States, were chosen. It analyzes the role of TVET in providing inclusive and equitable quality education and training to a diverse population for social mobility and economic opportunity. The Preferred Reporting Items for Systematic Reviews (PRISMA) statement was used as a formal systematic review guideline for data collection. A functional, organizational, and political approaches (FOPA) model and cosmo-uBuntu were applied as a conceptual framework lens to review the literature on the development of cultural diversity and social capital dimensions in TVET. FOPA is a lens for examining how the relationship between TVET institutions, education stakeholders, including the private sector, and the government influences TVETs' ability to address community needs and contribute to economic growth. On the other hand, Cosmo-uBuntu is a humanitarian, theoretical, and solution-oriented approach to integrating cultural diversity and social capital into TVET that addresses issues of social justice in order to meet the needs of the community and contribute to economic development initiatives. Data was obtained from research studies and reports over the period 2000 - 2021. The analysis included a total of 662 documents from ERIC (ProQuest), ProQuest Education Journals, and CONFINTEA databases with resources for adult education and workforce education. The results show that there is a lack of shared understanding of the integration of cultural diversity and social capital dimensions of TVET education. In order to promote an inclusive and equitable education and training, it is essential to address some assumptions about the concept of cultural diversity and social capital - what it means and how it can support the sustainable development of a globally competent workforce. Findings indicate that TVET is aware of the importance of cultural diversity and social capital dimensions in education but lacks clarity on implementing it. [ABSTRACT FROM AUTHOR]