Vocational and Technical Education最新文献

{"title":"The culture of design as element of technological culture of students","authors":"L. A. Bakhteeva","doi":"10.18999/BULITV.11.72","DOIUrl":"https://doi.org/10.18999/BULITV.11.72","url":null,"abstract":"","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131511631","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}

{"title":"Career challenges in construction craft training in technical vocational education and training in Ghana","authors":"P. N. Yangben, J. SeniwolibaA.","doi":"10.5897/IJVTE2014.0156","DOIUrl":"https://doi.org/10.5897/IJVTE2014.0156","url":null,"abstract":"The study examined the challenges of the Pilot Training Centre (PTC) at the National Vocational Training Institute (NVTI) at Kokomlemle, a suburb of Accra in the training of tradesmen for the construction industry. A descriptive survey design was used for the study. The population consists of tutors, current students and past students of the PTC/NVTI and contractors within the Accra Metropolis. The sample comprised ten tutors, fifteen past students, one hundred and ten currents and ten contractors were randomly selected from the PTC and contractors. A set of questionnaire was prepared and used for collecting data for the study. The data were analyzed using the descriptive statistics from the Statistical Package for Social Scientist (SPSS 16 version).For many years, technical and vocational education in Africa has been considered as a career path for the less academically endowed. This perception has been fuelled by the low academic requirements for admission into TVET programmes and the limited prospects for further education and professional development. Worse of all, the impression is sometimes created by governments that the primary objective of the vocational education track is to keep dropouts from the basic and senior high school system off the streets, rather than project this type of training as an effective strategy to train skilled workers for the employment market. However, 84.3% of the respondents refuted the assertion and only 15.7% supported the assertion. Based on these findings on the career challenges TVET trainees face, it was recommended that training institutions should be well resourced by the collective efforts of government and all other stakeholders so that training programmes can achieve their set objectives. Training providers should liaise with those in the industry so that in-service training activities could be organized which would enrich students with the right skills for the job market.  There should be a clear cut for technical students climbing the academic ladder without bottlenecks.  \u0000 \u0000   \u0000 \u0000 Key words: Technical Vocational Education and Training, career challenges, construction craft course, employability, negative perception.","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"2013 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127412116","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}

{"title":"Work-oriented and competence-based Curriculum Design in the German Dual Vocational and Education System","authors":"M. Gessler","doi":"10.18999/BULITV.11.60","DOIUrl":"https://doi.org/10.18999/BULITV.11.60","url":null,"abstract":"A reform in 1996 introduced a work-centred and competence-based turn in the school-based component of dual vocational education and training in Germany. The classic distinctions of 'theory equals school-based learning' and 'practical experience equals work-based learning in companies' are to be removed through the orientation of school-based content to the practical requirements of the vocational and professional work. In the article the underlying concept 'areas of learning' is described and contrasted to the competence-based approach in general education.","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122527384","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}

{"title":"Bridging Teaching and Socialisation : Trainers in the German Dual Vocational Training System","authors":"Joanna Burchert","doi":"10.18999/BULITV.11.53","DOIUrl":"https://doi.org/10.18999/BULITV.11.53","url":null,"abstract":"Competent teachers and trainers are essential for the quality of education. In the German system of dual vocational training, teachers are responsible for learning processes in vocational schools, while trainers support the young people’s competence development in companies. Three kinds of trainers can be differentiated: fulltime trainers who work in the companies’ training workshop (Lehrwerkstatt), part time trainers accompanying the apprentices during the regular work and external trainers. The focus of this article is to describe the role of trainers in German vocational education and training (VET), to explain how they were trained and to sketch perspectives on the further development of the trainers’ role.","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114555627","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}

{"title":"Thematic quality assessment of learning at work within Higher Vocational Education","authors":"Kerstin Littke, Per-Olof Thång","doi":"10.18999/BULITV.11.15","DOIUrl":"https://doi.org/10.18999/BULITV.11.15","url":null,"abstract":"Higher Vocational Education (HVE) was introduced in 2009, and so is a relatively new element of the Swedish adult and higher education system. Compared to other forms of adult and higher education it is less institutionalized. One reason for this is that HVE is designed to be a flexible form of post-secondary vocational education to address the needs of a highly skilled work force. This thematic quality assessment has two main purposes: (a) to analyse the quality of one main course in HVE, namely Learning in Working Life (LIA), and (b) to de-velop instruments and indicators to explore the quality of the student learning in working life as part of HVE. The design of research instruments was based on by hypotheses to uncover the background, the learning process and effect parameters. In all, 12 HVEs participated during the autumn of 2013, within four educational areas (health care, computer science, technology, and business and administration). In total, 42 students and 36 supervisors were interviewed. An important finding is the lack of definitions and criteria for quality, and the risk of substantial quality differences between educational providers. Another significant problem identified in the study is the unclear division of responsibilities between the educational provider and the partner from the world of work. Most of the supervi-sors, who were skilled workers or professionals, had a fragmentary understanding of HVE. They gave instructions, but did not stimulate their students to reflect theoreti-cally on what they learned during LIA. Integration between school-based learning and experience of work life was limited. There was a shortage of instruments for assessing the quality of what was taught in the workplace. A large proportion (75 %) of the students was employed soon after graduation. For those who did not, their skills run the risk of rapidly becoming obsolete.","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134020997","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}

{"title":"The Establishment of Danish School Sloyd and the Beginning of Sloyd Education in lceland","authors":"G. Thorsteinsson, Brynjar Olafsson, Etsuo Yokoyama","doi":"10.18999/BULITV.11.85","DOIUrl":"https://doi.org/10.18999/BULITV.11.85","url":null,"abstract":"Sloyd is a pedagogical system that utilises handicraft training to support the development of students within general education. Sloyd pedagogy was introduced in Denmark around 1880; it grew out of the national cottage craft movement and was initiated by Axel Mikkelsen. Mikkelsen designed a pedagogical Sloyd system for use within Danish schools and established a teaching institution (The Danish Sloyd Teachers’ Association, 2014). The new pedagogical approach in Denmark was aimed towards general education and was based upon the pedagogical ideas of the founders of Nordic Sloyd: Otto Salomon in Sweden and Uno Cygnaeus in Finland. At this time, Iceland was a Danish colony and was thus influenced by Danish education. In 1890, Danish school Sloyd was introduced to Iceland by Jon Thorarinsson, a school director in Hafnarfjordur, after he had completed a course at Mikkelsen’s handicraft school in Copenhagen. Danish School Sloyd was adopted in Iceland in 1890, under the title of School Industry. Thorarinsson used this term to distinguish school industry from home industry, the aim of which was to help households to be self-sufficient. Thorarinsson introduced Sloyd pedagogy to Icelandic educators in 1890 and, in early 1900, craft was established within the National Curriculum as part of general education in Iceland.","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121272122","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}

{"title":"Teaching Technology In Multi-Age Groups In Russia","authors":"L. Baiborodova, L. Serebrennikov","doi":"10.18999/bulitv.11.75","DOIUrl":"https://doi.org/10.18999/bulitv.11.75","url":null,"abstract":"","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114470610","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}

{"title":"Quality Assurance in Vocational Orientation through Entrepreneurship Education","authors":"Anja-Christina Hinrichs, Ida Kristina Kühn, Lena Setzepfand","doi":"10.18999/BULITV.11.40","DOIUrl":"https://doi.org/10.18999/BULITV.11.40","url":null,"abstract":"","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134094244","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}

{"title":"Basic level VET programmes : a tool against the risk of Early School Leaving in Spain","authors":"A. Falcon, A. Jesus","doi":"10.18999/BULITV.11.24","DOIUrl":"https://doi.org/10.18999/BULITV.11.24","url":null,"abstract":"In the last years, Spain has been suffering a serious economic crisis that is reflected by high unemployment rates, especially among young people. Many of these young people have a low educational level because of Early School Leaving (ESL). The Spanish dropout rate in 2013 was 23,4%, the highest in Europe Union. The Spanish Central Government passed the Organic Act for the improvement of Educational Quality (LOMCE, Spanish acronym). One of the most important measures of this act is the creation of Basic level VET programmes. They are aimed to reduce ESL rates and they allow students to complete their skills for lifelong learning and acquire the necessary training to obtain a professional qualification level 1 of the National Catalogue of Vocational Qualifications. Firstly, we will show how the VET system is structured in Spain. In the second place, we will present how the Basic level VET programmes are regulated. Finally , we conclude that a right implementation of the Basic level VET programmes can be an effective tool against ESL.","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115870904","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}

{"title":"Value creation: A catalyst to job satisfaction of vocational educators in tertiary institutions in selected states of Nigeria","authors":"R. Owenvbiugie, E. Iyamu","doi":"10.5897/IJVTE2014.0154","DOIUrl":"https://doi.org/10.5897/IJVTE2014.0154","url":null,"abstract":"The study assessed the influence of value creation on job satisfaction of vocational educators in tertiary institutions in Edo and Delta States. One research question was raised and one hypothesis was formulated and tested at 0.05 level of significance. The study adopted a survey research design. A sample of 189 (one hundred and eighty nine) vocational educators was used for the study. The instrument was validated by three experts. Cronbach Alpha was used to compute the reliability of the instrument and yielded 0.98. A questionnaire titled Value Creation and Job Satisfaction Questionnaire (VCJSQ) was administered on the respondents by the researchers with two research assistants. The data collected revealed that some vocational educators expressed dissatisfaction that value created by them is not met by their employers, while some other expressed satisfaction that management met the value created by them. There is a significant difference in job satisfaction between male and female vocational educators. Based on these findings, it was recommended that vocational educators’ job satisfaction in tertiary institutions in Edo and Delta States could be enhanced by management and councils of various tertiary institutions if adequate attention is paid to the welfare of vocational educators in terms of regular promotion, enhanced remunerations, guaranteed job security, adequate social support system. Efforts should also be made to meet the demands of vocational educators through on-the-job training to strengthen their motivation, satisfaction and commitment to minimize turnover or attrition rate. Additionally, promotion decisions on vocational educators should be based on merit and equity to increase job satisfaction and higher productivity. \u0000 \u0000   \u0000 \u0000 Key words:  Value creation, job satisfaction, tertiary institutions, motivation, vocational educators.","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127320298","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}