Vocational and Technical Education最新文献

{"title":"日本における企業内教育の展開 : 「自己啓発」を中心に","authors":"Cuiling Zhang, 張 萃玲","doi":"10.18999/BULITV.10.89","DOIUrl":"https://doi.org/10.18999/BULITV.10.89","url":null,"abstract":"","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116255668","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 German dual vocational training system : the origin of the current architecture","authors":"M. Gessler, Falk Howe","doi":"10.18999/BULITV.10.17","DOIUrl":"https://doi.org/10.18999/BULITV.10.17","url":null,"abstract":"Today’s dual vocational training system in Germany is not the result of conscious planning and development, but rather arose within a complex historical process to form a connected whole” (Greinert 1995, p. 19). The current functionality can thus only be understood against the backdrop of its historical development. This history is the focus of the article. It will trace the establishment of central steering components in light of the respective societal context. The focus of this articles is: (1) The role of guilds (in german “Zunft”) in the Middle Ages and the development of a cultural value system; (2) The role of the state in the bourgeois-capitalist society of the 18th and 19th centuries and the development of corporatist steering.","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123320117","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":"Revisiting sloyd：curriculum development of design and craft in Iceland : sloyd pedagogy as the basis for design and craft education in Iceland","authors":"G. Thorsteinsson, Brynjar Olafsson","doi":"10.18999/BULITV.10.74","DOIUrl":"https://doi.org/10.18999/BULITV.10.74","url":null,"abstract":"Sloyd pedagogy was established in Iceland towards the end of 19 century, as the basis of Craft education. It was aimed at general education, with a pedagogical framework based on the pedagogy of Nordic Sloyd. Various curricula focusing on Sloyd pedagogy were developed until 1999, when the discipline was re-established as a new technological subject based on technological literacy, innovation and design. The new subject was named Design and Craft. It was influenced by the national curricula of New Zealand, Canada and England. Design and Craft education is compulsory for grades 18 (ages 6-13), but is optional for grades 9-10 (ages 14-15). In Design and Craft, students base the generation of ideas and design on authentic problems and fashion their artefacts from resistant materials. The design systems are based on electronic circuits, mechanisms, pneumatics and structures. Sloyd pedagogy is still an important aspect of the subject: it has been developed and remains the basis of the curriculum. In 2013, a new curriculum for Design and Craft was established, with an increased focus on Sloyd pedagogy. This curriculum seems to have generated a new debate about the value of Sloyd pedagogy in general education. The article describes the establishment of Craft education in Iceland and how Sloyd pedagogy has developed within the subject area, since its inception.","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122062453","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":"Развитие творческого потенциала учащихся в рамках технологической подготовки","authors":"Б Четырова Любовь, Котеленец Светлана","doi":"10.18999/BULITV.10.29","DOIUrl":"https://doi.org/10.18999/BULITV.10.29","url":null,"abstract":"","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122062992","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":"Development of creative potential of pupils within technological preparation","authors":"Bakhteyeva Liubov, Kotelenez Svetlana","doi":"10.18999/bulitv.10.39","DOIUrl":"https://doi.org/10.18999/bulitv.10.39","url":null,"abstract":"The article discusses the need for the development of creative potential of pupils as bases of creativity in their adult life. This approach within the technological preparation implies creation ofcondition complex for creative development of pupils.","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128237270","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":"Promoting studies of technology through the Israeli national contest \"I can also do it!\"","authors":"Eliezer Grinshpoun","doi":"10.18999/BULITV.10.13","DOIUrl":"https://doi.org/10.18999/BULITV.10.13","url":null,"abstract":"The teaching of technology in the intermediate school in Israel is seeking after new and effective ways to promote the subject. The national contest of practical projects \"I can also do it!\" became an important part of this search and is in the core of last steps in this field. The focus of this article is on interdisciplinary approach of these projects and on impact of them in the terms of humanitarian values. A first introduction: studies of technology in Israeli intermediate school. The technological studies in Israeli schools are going step by step from a part of a subject called \"Science and technology\" in primary and intermediate schools till a wide and deep studies in framework of one of the technological trends in secondary schools. In the past the technological studies used to be an independent subject in the primary and intermediate schools as well [6]. Last 20 years the situation was changed and technological studies in both these parts of the Israeli system of education became just a topic in so called \"Science and technology\" as a part of implementation of the approach of STS ( \"Science, Technology, Society\") [ 2,8 ]. In the light of this approach nowadays 111 different programs of this topic are taught all around the world [9]. In Israeli program the topic of technology is taught beside the topics of science (biology, physics and chemistry), ecology, astronomy etc. The program is renewed from time to time, last time in 2012 [5]. The Israeli program suggests an amount of 8 lessons a week for all this multi-disciplinary studies, and most of the primary and intermediate schools invest at least 6 lessons a week indeed. But the part of lessons of technology itself is too small to unable dealing with projects of students. The main part of technology studies is concentrated in the secondary schools. In these comprehensive schools in the technological trends are studying about 40% of students, aging 16-18 in framework of 20 different trends, divided into about 50 specializations [ 3 ]. In every one of it, a student receive during three years the same amount of 18 lessons of technological studies every week. A part of students in academic trends also learns technological studies as facultative subjects, mainly choosing computers, electronics, art design etc. Such huge investment into technological studies in the secondary school makes it necessary to give the leavers of the intermediate school a better understanding of the variety of technological professions in the field of industry and in the technological schools of educational system. The project, described in the second introduction, has also a goal to improve their abilities to learn about existing technologies. A second introduction: the Israeli national contest \"I can also do it!\" This contest exist already 5 years and is carried out by a chain of so called Centers for Science and Technology Studies. These centers of laboratories serve usually more than one intermediate school and ar","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126382872","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":"Competency based education and training in technical education problems and perspectives","authors":"N. Kufaine, N. Chitera","doi":"10.5897/IJVTE2013.0119","DOIUrl":"https://doi.org/10.5897/IJVTE2013.0119","url":null,"abstract":"The article presents a discussion of the challenges faced by the Technical Entrepreneurial Vocational Education and Training (TEVET) system in Malawi as it attempts to provide quality technical education. The study involved 40 instructors, 8 principals, 3 TEVET center managers, the TEVETA1 head of Training, and the Directorate from the Ministry of Education Science and Technology. The findings show lack of clarity on and differences between the objective of Competence Based Education and Training (CBET) as viewed by TEVETA and that viewed by training providers instructors and students. Furthermore findings show that CBET widens the already existing disconnection being what the student achieves at the end of technical education and the employer’s expectation. This paper argues that TEVETA should prioritise the desired purpose of broadening access and implementation of CBET, address training providers and learners attitude towards new approaches, and empower training providers with necessary resources and human capacity to effectively achieve the quality technical education and CBET envisioned by the TEVET of the system. \u0000 \u0000   \u0000 \u0000 Key words: Access, equity, quality, CBET, quantity, competence.","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126287066","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":"Increasing low income women's literacy skills for the workplace and beyond: A review of the literature","authors":"Christine B. McClung","doi":"10.5897/IJVTE11.007","DOIUrl":"https://doi.org/10.5897/IJVTE11.007","url":null,"abstract":"Literacy is a basic human right, yet so many women are either denied or severely lacking in those skills which afford a productive livelihood and civically engaged life. Women are the main caregivers and more often the main providers as well. Yet with low literacy skills, single parent female headed households are also impoverished. This paper, taking on the form of a review of the literature, suggests that increasing a woman’s literacy skills is necessary, but that it moves beyond just raising her reading, writing, and math levels. Though women need such skills to enter and be an active part in the workforce, literacy skills may also be viewed as skills needed to be active parents and citizens. Thus, increasing women’s literacy skills moves beyond the workplace into the vicinities of their school, personal, and family and community life as well.  Literacy education is therefore a vestibule action which transforms women’s lives. It is the beginning and only pathway up and out of a life of poverty and dependence on others. It offers women new perspectives, their voices to be heard, and the means to become who they desire. \u0000 \u0000   \u0000 \u0000 Key words: Women’s literacy, women’s literacy skills, women literacy effect on family, women and workplace, women’s and family,  women’s literacy programs.","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"300 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116523808","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":"Strategy performance assessment of Nigeria tertiary institution business education programme on entrepreneurship intervention","authors":"J. Mukuni, Bill Price","doi":"10.5897/IJVTE2013.0131","DOIUrl":"https://doi.org/10.5897/IJVTE2013.0131","url":null,"abstract":"Current general practice among teachers is to isolate themselves and their students from colleagues in other disciplines.  In career and technical education, it is assumed that beyond soft skills such as time management and problem solving, program areas have little in common that could necessitate interdisciplinary collaboration. This study, which largely comprised analysis of competency lists of nine different occupations, however, discovered that in addition to soft skills, program areas have numerous technical skills such as safety, maintenance of equipment, and technology use which they have in common. When a focus group of teachers was presented with a list of technical skills that were common among different program areas, all the teachers were surprised at the extent of portability of technical skills across occupations. The results of the study inspired the teachers to consider interdisciplinary collaboration.  \u0000 \u0000   \u0000 \u0000 Key words: Collaborative teaching/learning, portable skills, technical skills, soft skills, career and technical education.","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131996246","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":"Relationship between the utilization of internet based information by secretarial teachers in the Nigerian Colleges of Education and the effectiveness of their lesson delivery","authors":"T. Adeshina, Udoh Abasido, N. Benjamin., Aliyu Muhibeedeen","doi":"10.5897/IJVTE2013.0126","DOIUrl":"https://doi.org/10.5897/IJVTE2013.0126","url":null,"abstract":"This study assessed the relationship between the utilization of internet based information by secretarial teachers in the Nigerian Colleges of Education and the effectiveness of their lesson delivery. 250 secretarial teachers drawn from 58 accredited Nigerian Colleges of Education responded to the questionnaire that was divided into 4 parts. The questionnaire was used to obtain information on the respondents’ bio-data and computer use background, Teacher Information Technology Skill Acquisition Competence (TITSC), Teacher Information Technology Skills Usage (TITSU), Teacher Information Technology Internet Knowledge (TITIK), and the extent of usage of internet information to teach the secretarial courses. Data were analyzed using descriptive statistics and Pearson Product Moment Correlation Coefficient. The null hypothesis tested significant at 0.01 level of significance. The result of the study showed lack of some basic learning experiences that are needed to adequately equip these teachers with ability to download and upload quality information. Owing to the lack of these IT skills therefore, the teachers were not able to access internet and use some IT facilities to move the frontiers of classroom lesson delivery to an enviable greater height. There was, although, a significant relationship between the IT skills of Secretarial Teachers and their awareness to use internet for lesson delivery, and their ability to use the internet to access information for lesson delivery, though the strength of these relationships were not strong enough. It was discovered that Secretarial teachers in the Nigerian Colleges of Education do not access Internet to obtain information to teach the courses available under the programme except office practice.  The reason is because the requisite IT skills that will enable the secretarial teachers to search extensively for learning materials to teach effectively other courses with internet based information, outside office practice were lacking.  It was therefore recommended that, the Ministries of Education should seek more collaboration with Education Trust Fund (ETF) to enable them develop integrated broad based model or strategy for applied Information Technology to secretarial education with a definite timeline for completion. \u0000 \u0000   \u0000 \u0000 Key words:  Information Technology (IT) skills, internet utilization, lecture delivery","PeriodicalId":154366,"journal":{"name":"Vocational and Technical Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131136229","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}