Ashaolu T. A., July 2020, Published: 2020-11-07
There is an identifiable line of divide between conventional university education and TVET-focused polytechnic curricula. A parallel can be drawn in the distinction between invention and innovation by stressing the significance of the latter in achieving the goals of TVET in a typical developing, low-technology economy striving for global relevance. This is review paper identifying a gap revolving around advocating for the establishment of intellectual property (IP) Management subsystem within any innovation-creating organisation. It demonstrates that vocational training is industry- (or market-) oriented with an ultimate goal of producing entrepreneurs. In effect, this enhances innovative activities which are oftentimes, market-pull phenomena with greater potentials for commercialization as against created inventions, usually associated with the basic education route that promotes academic attainment. It observes that actualizing these potentials in TVET requires purposeful educational pedagogy centred on developing analytical (not critical, though) thinking, alongside the existence of IP management unit to plan, strategize and manage the system from conception through development to fruition. The paper therefore, recommends that TVET education should be appreciated as being designed to generate innovations which incidentally, are better positioned for commercialization, but with proviso that such should be properly anchored on appropriate IP system that is managed with expertise, not only to mitigate regulatory inadequacies but also for value creation, global recognition and competitive edge.