Service quality has emerged as a critical determinant of institutional performance in Technical and Vocational Education and Training (TVET) systems, particularly in the context of increasing global competitiveness and stakeholder expectations. This study develops a multidimensional analytical framework to evaluate service quality in TVET institutions by incorporating demographic variations among students. Drawing on established service quality models and empirical literature, the research integrates SERVQUAL-based constructs with demographic segmentation to examine differences in perception across age, gender, educational background, and socio-economic status. The study adopts a quantitative, model-driven methodological approach supported by conceptual synthesis from existing literature. The findings reveal that demographic variables significantly moderate perceived service quality dimensions such as reliability, responsiveness, assurance, empathy, and tangibility. Furthermore, the proposed framework demonstrates that a one-size-fits-all approach to quality management in TVET institutions is insufficient. The research contributes to the theoretical advancement of service quality assessment by introducing a demographic-sensitive evaluation model while offering practical implications for policy-makers and institutional administrators aiming to enhance educational service delivery.

Service Quality, TVET Institutions, Demographic Factors, SERVQUAL Model

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