Vocational and Technical Education最新文献_第3页

Vocational and Technical Education Pub Date : 2017-01-31 DOI: 10.5897/IJVTE2016.0209

S. Augustine, J. Richard, E. M. Donatha

{"title":"Linking vocational education and training (VET) progression pathways into the academic route in Tanzania: Case study in electrical and mechanical engineering programmes at Arusha technical college (ATC)","authors":"S. Augustine, J. Richard, E. M. Donatha","doi":"10.5897/IJVTE2016.0209","DOIUrl":"https://doi.org/10.5897/IJVTE2016.0209","url":null,"abstract":"The bridging course was designed by the Vocational and Education Training Authority (VETA) in collaboration with three technical Colleges/Institutions: Arusha Technical College, Dar es Salaam Institute of Technology and Mbeya University of Science and Technology under the auspices of National Council for Technical Education (NACTE). The course was an immediate solution to the missing link between the Vocational Education and Training (VET) pathway for graduates and the Tanzanian national education model. Data were collected from a random sample of 350 students, from various parts of the country, to analyze the problem. Comparison tests of performance between students from the bridging course and from other educational routes were conducted. Results demonstrate that, the bridging course is a substantive solution to enabling VET students to progress toward further studies. Bridging courses in Technical Colleges and Institutes of Technology offer a valuable contribution to the vocational training sector if sponsored by both Government and Private sector in terms of fiscal and non-fiscal resources. \u0000 \u0000 Key words: VETA, NACTE, progression pathways, bridging Course, academic route.","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130449092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Identifying connections between career and technical education (CTE) and academic programs through standards of learning 通过学习标准确定职业和技术教育(CTE)与学术课程之间的联系

Vocational and Technical Education Pub Date : 2016-06-30 DOI: 10.5897/IJVTE2016.0195

J. Mukuni, Bill Price

{"title":"Identifying connections between career and technical education (CTE) and academic programs through standards of learning","authors":"J. Mukuni, Bill Price","doi":"10.5897/IJVTE2016.0195","DOIUrl":"https://doi.org/10.5897/IJVTE2016.0195","url":null,"abstract":"This article describes a Career and Technical Education (CTE) pre-service teacher preparation class project requiring students to identify academic standards of learning relating to the competencies that they teach in their program areas with a view to encouraging interdisciplinary collaboration between CTE teachers and colleagues in academic disciplines. Demonstrating that CTE can contribute significantly to academic growth as measured by SOLs should help in de-stigmatizing CTE. The method underlying the project described in this article comprised requiring CTE pre-service teacher education students to incorporate in their lessons standards of learning relating to (for example, English, Mathematics, Science, and History/Social science). The aim of this study was to show the relationship between CTE and academic subjects as a way of enhancing student motivation in CTE courses and also providing a rationale for co-ordination and cooperation between CTE teachers and teachers of academic subjects. \u0000 \u0000 \u0000 \u0000 Key words: Standards of learning, collaboration, career and technical education, situated learning, reflections, best practices.","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127387415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Need for cognitive closure among vocational technical student teachers in some Nigerian universities 尼日利亚部分大学职业技术学生教师认知封闭的必要性

Vocational and Technical Education Pub Date : 2016-05-31 DOI: 10.5897/IJVTE2016.0198

Benedict Iorzer Labe

{"title":"Need for cognitive closure among vocational technical student teachers in some Nigerian universities","authors":"Benedict Iorzer Labe","doi":"10.5897/IJVTE2016.0198","DOIUrl":"https://doi.org/10.5897/IJVTE2016.0198","url":null,"abstract":"This article presents survey results on the dispositional need for cognitive closure among student teachers in some Nigerian universities. The study used a cross-sectional descriptive design to collect data from 123 purposively random sampled students from three universities in Northern Nigeria who enrolled vocational technical teacher training programs. The Need for Closure Scale (NFC) was used to assess the student teachers’ need for cognitive closure and its five factors (preference for order and structure, emotional discomfort associated with ambiguity, impatience and impulsivity with regard to decision making, desire for security and predictability and closed-mindedness). Results of data analyses indicated that, the need for cognitive closure score of participants in this study ranged from a low of 83 to a high of 180 with an overall mean of 129.01, and a standard deviation of 21.085. The student teachers who responded in this study also scored highly on the NFCC sub-scales. The implications of these findings are also discussed. \u0000 \u0000 \u0000 \u0000 Key words: Need for closure, information seeking behaviour, student teachers.","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"170 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131239952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

オーストラリア職業教育訓練教員の資格要件 : 専門技術継続教育機関(TAFE)の高等教育段階に着目して澳大利亚职业教育培训教师资格要求:着眼于专业技术与继续教育机构(TAFE)的高等教育阶段

Vocational and Technical Education Pub Date : 2016-01-31 DOI: 10.24485/JSSVTE.46.1_15

雅美中村

引用次数: 0

美容専門学校の「現場実習」 : 専門学校における実践的な職業教育の内実美容专业学校的“现场实习”:专业学校实践性职业教育的内容

Vocational and Technical Education Pub Date : 2016-01-31 DOI: 10.24485/JSSVTE.46.1_23

竹井沙織

引用次数: 0

Effect of Meta-Learning Teaching Method on the Academic Performance of Building Trades Students in Technical Colleges in South-East Nigeria 元学习教学方法对尼日利亚东南部技术学院建筑行业学生学业成绩的影响

Vocational and Technical Education Pub Date : 2015-11-30 DOI: 10.5897/IJVTE2015.

T. Eze, J. Ezenwafor, L. I. Molokwu

{"title":"Effect of Meta-Learning Teaching Method on the Academic Performance of Building Trades Students in Technical Colleges in South-East Nigeria","authors":"T. Eze, J. Ezenwafor, L. I. Molokwu","doi":"10.5897/IJVTE2015.","DOIUrl":"https://doi.org/10.5897/IJVTE2015.","url":null,"abstract":"The need to improve academic performance in building trades by students of technical colleges in South-east Nigeria necessitated this study to determine the effect of meta-learning teaching method (MTM) on the students' academic performance. Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. A quasi-experimental design involving experimental and control groups plus pre-test and post-test was adopted. Population of the study was all the 376 National Technical Certificate (NTC) year II building trades students. A sample of 120 was purposively drawn for the study. Instrument for data collection was Building Trades Performance Test (BTPT) validated by experts with a reliability coefficient of 0.60. Data were analyzed with mean, standard deviation and ANCOVA. It was found that MTM improved students' academic performance in building trades. No significant interaction effect was observed between school ownership and the two methods used. Conclusion was drawn and it was recommended that building trades teachers should use MTM while supervisory agencies should assist them through seminars and conferences.","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115214036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Computer software data analysis skills required for capacity building of university lecturers for effective educational research 大学讲师进行有效教育研究的能力建设所需的计算机软件数据分析技能

Vocational and Technical Education Pub Date : 2015-10-31 DOI: 10.5897/IJVTE2015.0185

N. Ibezim

引用次数: 0

Strategies for Evaluation of Students' Proficiency in Practical Skills in NCE (Technical) Building Technology Education NCE(技术)建筑技术教育中学生实践技能熟练程度的评价策略

Vocational and Technical Education Pub Date : 2015-10-31 DOI: 10.5897/IJVTE2015.0181

M. Auta

{"title":"Strategies for Evaluation of Students' Proficiency in Practical Skills in NCE (Technical) Building Technology Education","authors":"M. Auta","doi":"10.5897/IJVTE2015.0181","DOIUrl":"https://doi.org/10.5897/IJVTE2015.0181","url":null,"abstract":"This study was conducted to identify strategies for evaluation of students’ proficiency in practical skills in NCE (technical) Building Technology Education. Questionnaire was the instrument used in collecting data from respondent. The population for the study comprises of all Technical Teachers in the School of Technical Education, Federal College of Education (Technical), Potiskum. There was no sampling employed for this study due to small size of the population. The data obtained were analyzed through the use of means and standard deviation. The study findings revealed that non-availability of practical materials, in adequate training facilities, and the limited time allocated to practical activities are some of the problems often encountered in the evaluation of students’ proficiency in practical skills. It also shows that pre-determination of objectives, preparation of checklist, assessing students’ safety considerations, and assessing students independence in handling practical task, assessing students ability in following the proper steps of procedure, assessing the overall quality of the completed task were some of the strategies that could be adopted for the effective evaluation of students proficiency in practical skills. Based on the finding, conclusion was drawn and it was recommended that two third of a subject involving practical should be allocated to practical, government should make training facilities and materials adequate to technical teachers training institutions, safety education should be emphasized in the teaching and learning of practical skills, Technology Teacher Education should be kept abreast on the new trends of evaluation procedures through continue professional development (CPD). \u0000 \u0000 Key words: Strategies, students’ proficiency, practical skills, vocational and technical education.","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"33 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123784630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Egyptian industrial education teachers perceived computer self efficacy 埃及工业教育教师的计算机自我效能感

Vocational and Technical Education Pub Date : 2015-09-30 DOI: 10.5897/IJVTE2015.0173

H. M. Elbitar

{"title":"Egyptian industrial education teachers perceived computer self efficacy","authors":"H. M. Elbitar","doi":"10.5897/IJVTE2015.0173","DOIUrl":"https://doi.org/10.5897/IJVTE2015.0173","url":null,"abstract":"The aim of this study is to investigate the relation between the Egyptian Industrial Education Teachers' demographic characteristics and their perceived computer self-efficacy. The target population of the study was in-service teachers at Industrial Secondary Schools. Thus, participants consisted of 66 in-service teachers (architecture specialists) in Desouk and Foh industrial secondary schools (Kafr El-Sheikh Governorate), and Badr Industrial Schools (Assiut Governorate), Egypt. The “Perceived Computer Self-Efficacy” scale developed by Askar and Umay (DTAE) was used for collecting data. To accomplish the research objectives, standard deviation, average, ANOVA, and Post-Hoc Tukey HSD tests were used in data analysis. The statistical significance level was accepted as .05 in the study. Results show that there is a significant difference in teachers' age, computer experience level, computer training level and graduation college according to the perceived computer self-efficacy. Also, there is no significant difference among those in-service teachers' perceived computer self-efficacy according to their major. \u0000 \u0000 Key words: Perceived computer self-efficacy, industrial education teachers.","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131879326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Adoption of competency based education in TVET Institutions in Ghana: A case study of Mechanical Engineering Department, Accra Polytechnic 加纳职业技术教育机构采用能力教育:以阿克拉理工学院机械工程系为例

Vocational and Technical Education Pub Date : 2015-08-31 DOI: 10.5897/IJVTE2014.0150

A. Acakpovi, K. Nutassey

{"title":"Adoption of competency based education in TVET Institutions in Ghana: A case study of Mechanical Engineering Department, Accra Polytechnic","authors":"A. Acakpovi, K. Nutassey","doi":"10.5897/IJVTE2014.0150","DOIUrl":"https://doi.org/10.5897/IJVTE2014.0150","url":null,"abstract":"Polytechnics education in Ghana, as it is now, lacks proper direction. Indeed, Poku et al. (2013) stated that education in Ghana can be described as being under experimentation, without a very clear direction and focus. It is observed that Polytechnic education which is meant to enhance trainee’s practical abilities and prepare them effectively for the world of work has been degrading gradually. Many polytechnics in Africa do not possess adequate laboratory facilities, the linkages with industries are totally broken, their curriculum has become obsolete and do not respond to the market need. All these factors have negatively affected young graduates of polytechnics for years back. It is extremely difficult for them to value themselves and access a job available on market. Some few who are lucky to be employed have to undertake a certain number of training in their industry in order to meet the job requirements. In view of these problems, this paper proposes the adoption a Competency Based Education (CBE) Approach to re-strengthen the practical skills, the linkage with industry and finally improve work accessibility to Polytechnic's graduates in Ghana. A case study of Competency Based Education (CBE) program in Mechanical Engineering at Accra Polytechnic (Ghana) was considered from 2009 to 2013. Secondary data were collected on student rate of employment each year for both the normal Higher National Diploma (HND) program and the CBE program. Analysis shows that the CBE approach enhances job accessibility better than the normal programmes and at the same time equips trainees with considerable skills required in industry. However, the limited number of students enrolled on the CBE program, the lack of awareness and proper readiness for CBE approach, have contributed to limit the effective implementation of the CBE system in Ghana. \u0000 \u0000 \u0000 \u0000 Key words: CBE, polytechnic education, employment, practical skills transferred.","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123170132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4