Vocational Education - Science topic

Employability skills for TVET graduates in Nigeria during uncertain times include adaptability, problem-solving, communication, teamwork, digital literacy, and entrepreneurship.

The views of TVET graduates on the use and integration of technology in the classroom are critical to both workforce readiness and the quality of education. In an era of rapid technological advancement, technology integration into TVET programs has become indispensable. Through the use of e-portfolios to track each student's progress and facilitate communication and collaboration, it contributes to the improvement of TVET quality. Furthermore, it is believed that the integrated approach of incorporating ICTs into teaching and instructional design will revolutionize TVET.

ان تحقيق اهداف التنمية المستدامة من اجل تحقيق اهداف بعيدةالمدى

An integrated approach that harmonizes individual and group, theoretical and practical, assignments and projects, and that also includes local education/organizational and community vocational context can work well. The instructional design usually involves a teaching/training distinction, with educational institutional staff, for example, teachers, doctors, engineers, psychologists, nurses, becoming more theory orientated the longer they are employed.

Concerning vocational training methodologies, as in all educational contexts, many dynamic systemic, contextual factors will need consideration. These include student numbers, instruction level, e.g. graduate or postgraduate, instructional design, teaching resources, etc. Other factors needing consideration include state, region, local stakeholder, and community needs. Initial consultation with important community stakeholders should establish vocational training needs and methods at the outset. Particularly as concerns vocation, students should be doing what they love and where they feel they can make the most contribution, so student and project selection by teachers, as well as student selection of projects becomes important.

As in all education, staff-student relationships are crucial. In adult vocational education, by definition andragogic companionship concerns responsible, moral support and guidance by mature adult teachers, guides and mentors. Willing, motivated and committed community members, not employed full time by the particular educational institution, are a great resource in the provision of special knowledge, experience, skill and expertise in vocational/project fields. They add practical realistic instruction, especially if students have part-time practicum placement in the community before graduation. In this way, there is mutual feedback between educational organizations/institutions and the surrounding community, as well as the creation of placement opportunities for graduates. Some sort of intermediate internship program assessed by community stakeholders as well as staff of the education/organization can provide a valuable bridge during vocational training.

Yes, University should do that................

Dear Debra,

Thank you very much for your contribution to our discussion. You pointed out important issues regarding Education 4.0. Yes, the SARS-CoV-2 (Covid-19) coronavirus pandemic has greatly influenced the development of Education 4.0. Thanks for the link to your publication on the subject: Infusing Education 4.0. Characteristics in TVET Delivery: Responding to Industry 4.0. in a Higher Education Caribbean Context.

Thank you very much,

Best regards,

Dariusz Prokopowicz

The opportunities for graphic design are few compared to other opportunities and may be further curtailed now due to developments in society and in the Corona Covid-19 pandemic

Dear Mahmoud Moghavvemi Something is better than nothing! To my opinion, online training is not so much effective as the traditional "learning by doing" training.

Thanks!

Alexander Amézquita Ochoa your request is very precise and we hardly find adequate answers. There are interesting insights in these articles:

https://revistes.ub.edu/index.php/der/article/view/30610

Коллега, добрый день! Высылаю научные труды по вопросам профессионального образования

I am very late to this but wonder if this report might be helpful if you are pursuing this question:

Thank you !

Clarity of explanation + associative/ problem solving skills + ability to answer students' questions on material outside the immediate curriculum.

As to how to measure them - it is subjective, I guess. Based on students' opinion. :)

The big problem now the plagiarism is done by our students. How we can measure students not plagiarism? The impact is low self-regulated learning but they learn for plagiarism, I am teaching secondary school.

It seems to me that there is no direct answer to your question. However, you can see the papers that describe the performance in virtual reality, as well as the embodiment.

As per my knowledge, there are Prosser’s Sixteen Theorems on Vocational Education, you may get help from these theorems.

I would suggest you work on the above-mentioned topic using Prosser’s Sixteen Theorems on Vocational Education.

Tq @Riyan Arthur

Dear Vijay

I am interested in this as a topic for a number of reasons, both from a creativity perspective and also from a skills perspective. I see in your original post /question that you say "...on the next page" which leads me to think that this post is actually an abstract from a paper /conference or similar(?) As such it is hard to see what it is you want to discuss /debate, or what question you are posing as this seems a statement of fact.

If you can ellaborate further what it is you are looking to discuss, in particular, then I am sure that the RG community will oblige.

Best Wishes

David

Please see the following links

Best Regards Paul Hubert Vossen

Dear colleague, thank you very much for this question! I am not personally working with South America. Yet, as one of the founders of the IRNVET network (and as a co-initiator of this ResearchGate project) I would like to draw the attention of my colleagues to your concerns and questions. I have in mind Michael Gessler who has just carried out an evaluation project in South America and Lazaro Moreno Herrera who is starting a new project. And they might have other colleagues in mind.

you can as well read my paper on fiscal and physical planning: challenges and way-forward in VTE colleges in Nigeria. the paper will wide-open your view about your question

Having served as an educator in the United States and in Europe, I would suggest that we might consider clearly defining the term apprenticeship within the context of the US. For example, there is a legal difference between and Apprenticeship (with a capital A), which pertains to a formal agreement with trade and business organizations (and is protected within US labor law), and informal apprenticeship, and an internship when it comes to High School aged students in the US. If there might be a bit more information I might be able to more appropriately respond as this is an area where I have experience. Thank you for your consideration.

Peter

I hope you consulted the seminal work of Robert K Yin, Case Study Research: Design and Methods 5th Edition, SAGE. This source will give you a clear direction what specific case design you must employ for one or multiple-case studies (a case studies in a case study). You indicated that your model entails the presentation of a short narrative that captures important features of teaching practice (e.g., assessment, differentiation, motivation) and relevant constructs and theories (e.g., behavioural, social constructivist). Your model will be multiple case studies with different issues emerging that will bring a more detailed, rich description of your sampled students' narratives. There must be constructive alignment of themes, sub-themes and categories emerging from features of TP. Different phenomena that will emerged from the narratives will also bring out other dynamics from the data sets. What I see is a rich thick description of student voices emerged on the features. These data sets will keep you busy for the next three to five years. When finish with one set of data more recommendations will be emerged for further inquiry.

Micheal

Thanks to all who have contributed to this research problem. I wish to concur that an effective leader is the one whose practice is engrave on the interests of the followers.Leithwood & Jantzi, (2000) as cited by McBeth (2008)posited that leadership practice is shaped by the followers' reaction to the leader's practice which in turn shapes the practice of leadership. Leaders should therefore avoid overlooking their followers.

Dear Aized,

You can also explore to have some simulation packages such as Arena, Automod  s etc for simulating the FMS.

Thanks

SGD

Vodasting?

See www.teachertrainingvideos.com

We calculated the ECTS credits earned from research and development project to measure the integration of research and development into education. That is important in innovation pedagogy.

Testing the system?

(In reply to Carl's third contribution) I  agree that a major difficulty  that learners have with writing is their failure to take into account the target reader. I also agree that part of the problem is that some learners do not write well even in their own language. In fact, in my experience, this can be a major problem with Spanish learners at undergraduate level and is reflected in the decline in the overall quality of journalistic writing despite the recent proliferation in masters in journalism. However, in my work as corrector of articles. I have encountered cases of university teachers whose writing styles work well in Spanish, but do not fit entirely with general or genre specific conventions in English. 

By making students aware of the similarities and differences between writing conventions in the mother tongue and the target language, translanguaging has the potential to address both issues: the difficulties of learners who do not write well in their own language and those of learners who need to acquire the conventions of the target language.

 Okay thanks. Is there any other means which can be recommended?

Dear Debby,

Hope the attached articles contribute to your literature.

Best regards

Depending on your research problem, research objective(s), research questions as well as the model you want to develop, following are 3 suggestions:

Dear Richard Zigler, Thank you.

Dear Dr  Ferdinand 

Teaching students from variable cultures an countries is a true challenge. The teacher must have a high knowledge in these cultures and countries to avoid discussing hot topics and to concentrate on what it is acceptable for all and united them. If you look in life there are many things acceptable to all and do not cause enmity and hatred. If the teacher could do so, I think he will succeed with his students.

Regards 

This may not be what you are looking for, but I wonder if the employer has created a competency map and shared that with employees would be an indicator. Though some see that as an excuse to put all of the "growth" or development on the back of the employee to do on their own time and expense.

Sorry for late response - I have only just joined this group. I have developed an employability development portfolio based on some focus group research that I undertook to establish what employers want from our students - to try to make sure that what we were doing I Higher Education linked with what was expected in the workplace. The tool I have developed is used with our pre registration students from the school of Health Sciences. I have also edited a book which may have some useful pointers and references - Taylor (2016) How to Develop Your healthcare career Wiley Publishers. The Higher Education Academy also has some useful documents re employability.

Dear Terry, you might recall that I faced similar challenges in my work on VET in SMEs. After several years and more research, I came to the conclusion that the most and best that I could do was to 'bridge', rather than 'heal', these two distinct aspects of the topic under scrutiny.

We could exchange further views on this, if you wish, by email, on: harrymatlay@btinternet.com

I look forward to hearing from you kindest regards,

Harry

You might want to look into the work of prof. Arjen Wals; he is one my colleagues and very active in this topic.

In our research group we developed a model for competence-based vocational education. It probably suits your interests: http://link.springer.com/article/10.1007/s12186-011-9059-4/fulltext.html

A conceptual framework is the model or theory on which you base your study. 

For example, my work in computer assisted language learning is based on a conceptual framework of Constructivism.

Depending on your study, you might have more than one model or theory that plays a role in the goals, design, or analysts of your study. 

But a conceptual framework is not just a rubric.  It is the concepts or ideas on which your study is based.

A different view on this is vocational education if taught right can be the solution itself for restiveness, providing students a gateway from the traditional school option. Some school districts have that option for high schoolers in the US. There is probably stats on graduation rates since offering that option.

Thanks, all! You gave me rich resources!

A popular forum is UNESCO-UNEVOC e-Forum <e-Forum@unevoc.unesco.org>. It is not research focused, but it often lists research questions that receive multiple answers.

We are currently working at a research project called EDUWORK that does exactly that.

Dear Nilüfer, 

attached you find an abstract about this research. Unfortunately this is only published as book: Pflegespezifische Kompetenzen im europäischen Bildungsraum. V & R GmbH.

Yes. There are a number of videogames that seem to help with autism, and even some studies have shown that kids with ASDs respond better to video modeling (for teaching social skills) works better than in vivo modeling. There are a series of studies by Parsons and colleagues that looks particularly at virtual environments and social skills training. I'll add some citations below.

There's also a game called "Let's Face It" developed by Tanaka and colleagues (2005) that teaches accurate emotion recognition in facial expressions. There is also a game called TeachTown (Whalen et al, 2006), which teaches receptive language, social understanding, attention, memory, and other early skills for kids with ASDs.

There is lots more as well, but this should get you started nicely.

Parsons, S., Leonard, A. & Mitchell, P. (2006) Virtual environments for social skills training: Comments from two adolescents with autistic spectrum disorder. Computers and Education, 47, 186–206.

Parsons, S., Mitchell, P. & Leonard, A. (2004) The use and understanding of virtual environments by adolescents with autistic spectrum disorders. Journal of Autism and Developmental Disorders, 34, 449–466.

Parsons, S., Mitchell, P. & Leonard, A. (2005) Do adolescents with autistic spectrum disorders adhere to social conventions in virtual environments? Autism, 9, 95–117.

Whalen, C., Liden, L., Ingersoll, B., Dallaire, E. & Liden, S. (2006) Behavioral improvements associated with computer-assisted instruction for children with developmental disabilities. Journal of Speech and Language Pathology – Applied Behavior Analysis, 1, 11–26.

The photo above shows a good example of inappropriate support, overtightened neck muscles, and tension habits that can lead to injury. It was me a couple of years before I got injured, when I was trying to play without a shoulder rest; maybe I used a substitute, but it was too little support anyway. :(

This is from the company I work for:

It may be relevant and the web page includes lots of information.

Note: This product is not from my department, and therefore I am not in the position to answer questions on it. But, the web page has links to questions/answers and people.

Topic is very interesting. In fact, Roma population has been quite an under-researched population for a while and recently has gained traction and momentum. While I am not very much aware of any research of VET programs for Roma population, here are some articles that speak about their background which should help you identify historically their occupational status and maybe hint you on where to focus more specifically:

Roma education in Europe: practices, policies, and politics

Miskovic, Maja

Troumpeta, Sevastē

Roma : A Minority in Europe

Stauber, Roni

Vago, Raphael

Czech republic-support work integration of the roma minority through vocational education program and counseling project (podpora pracovni integrace romske men iny prostrednictvim odborneho vzdelavaciho programu a poradenstvi). (2013). MENA Report, Retrieved from http://search.proquest.com/docview/1284214499?accountid=4117

Good Luck!

Martina, here's a few links from activities in Australia

As program director, I must strive to model the behavior that I expect to develop within my students.  Therefore, I have certain communication components that are incorporated within the curriculum to emphasize the importance of proper professional and ethical communication and behavior.  My evaluation tools not only evaluate the clinical competencies of the students, but also their ethical and professionalism as it develops throughout the months of study.  I have added another tool in which the student evaluates their clinical instructor on the same set of professional criteria, in order for oversight of proper instruction to occur.  That has been most effective, since the clinical staff knows that they are being evaluated as well, which has really raised the bar on ethical and professional expectations.  I hope this helps! 

Visit the website: http://www.univotec.ac.lk/index.html

and also: http://www.ugc.ac.lk and follow relevant links

In the former site, following its link to publications, I saw two highly technical publications (in engineering and medicine) one of them only an abstract presented at AIT, Thailand. The same cite provides information about the training programs available.

I presume that you are only looking for articles regarding the TVET process in Sri Lanka, but not the technical papers coming out from such training. Good luck!

You might want to look into the work that is done by some of my colleagues. In our group we have developed a model to assess competence-based education in Dutch VET. This model is grounded in constructivist learning theories such as cognitive apprenticeship, and is also validated by teachers and experts. For more information see the work of Renate Wesselink and Lidwien Sturing. The same model is also used in Uganda (research by George W. Kasule) and Indonesia (research by Zainun Misbah). I hope this will help you further.

Hi! You may take a look for these if appropriate for you.

Lars Lindholm

1. Training Therapists in Evidence-Based Practice: A Critical Review of Studies From a Systems-Contextual Perspective

Rinad S. Beidas and Philip C. Kendall

Clinical Psychology: Science and Practice

Volume 17, Issue 1, pages 1–30, March 2010

2.

Fostering implementation of health services research findings into

practice: a consolidated framework for advancing implementation

science

Laura J Damschroder, David C Aron, Rosalind E Keith, Susan R Kirsh, Jeffery A Alexander,  and Julie C Lowery

Implementation Science 2009, 4:50

3. Developing and Testing a Model to Predict Outcomes of Organizational Change

David H. Gustafson, François Sainfort, Mary Eichler, Laura Adams, Maureen Bisognano and Harold Steudel

Health Services Research

Volume 38, Issue 2, pages 751–776, April 2003

Good question: Specific to your question, counsellors should profile their clients and know all critical factors about their current clientele; understanding the ever changing industry and job expectations (i.e currency, context and relevance); and skill wise, counsellors need to be aware that not all clients can think independently, based on their abilities and how long they struggled with the their counselling issue and will need a helping hand or "lets walk together kind of approach".

here are two partial answers: Bakker, A., & Akkerman, S. F. (in press). A boundary-crossing approach to support students' integration of statistical and work-related knowledge. Educational Studies in Mathematics. http://link.springer.com/article/10.1007%2Fs10649-013-9517-z

Bakker, A., Groenveld, D. J. G., Wijers, M., Akkerman, S. F., & Gravemeijer, K. P. E. (in press). Proportional reasoning in the laboratory: An intervention study in vocational education. Educational Studies in Mathematics. http://dx.doi.org/10.1007/s10649-012-9393-y

I am interested in expanding the conventional association of technology as tools, hence incorporating the three functions of computers [tools, media, and social actors] from Fogg’s (Fogg, Cuellar, & Danielson, 2002; Fogg, 1998) triadic taxonomy, and by compounding these three technological roles with Chi’s (2009) three types of learning activities [active, constructive, and interactive]. https://www.researchgate.net/publication/259942338_Learning_With_From__Through_Technology_Re-Designing_TPACK_as_TPACK9

Thank you, Parul. Interesting that you say that ownership of the design of the course is important. I wonder how much 'ownership' lecturers should/can have? In England we are moving more to employer designed courses rather than teacher designed. And there is an issue of course specifications and how far they are owned by teachers as opposed to awarding bodies (and even governments!).

Another option is to contact potential participants via community/vocational college. I've taught young adults for 10 years at an Australian TAFE institute (similar to US community colleges). Many of these students are undertaking courses to develop skills for employment in various sectors. There is usually a mixture of those who are unable to find employment because of a lack of skills and those who have employment but need to improve their skills.

In Australia the Longitudinal Surveys of Australian Youth (http://www.lsay.edu.au/) has been doing similar research for a number of years by following young adults trajectories from school into the work force.

A lot depends on the quality of the e-learning modules and their purpose. Unfortunately, there are examples of industry or educational institutions using e-learning modules more as a method of checking a box. If they are truly interactive and allow the option of researching questions as they come up e-learning modules can be a great tool for introducing new information or practicing techniques. They also may work well for introducing nuanced change to a technology for which the student has a good foundational understanding. It is important to remember that for most technical education, the goal is that the student will be able to use the new knowledge to complete some sort of tangible project. Unless that project exists only in the virtual realm, some sort of non virtual component is needed to reinforce the learning and give confidence to the learner.

While I have used excellent asynchronous e-learning modules, I favor a blended learning approach as both a student and an educator. Human to human observation is an important component of both teaching and learning processes. Electronic communication such as Skype is second best.

Hello Anh!

First, I think you should conceptualize protean, boundaryless and traditional careers not as individuals' traits and types but more as social and career trends which are determined by various financial, psychological and social conditions and the forms the work organization takes from the period of industrialism to the one of postmodernism. If I were you I wouldn't struggle to find out which types of careers people follow. Alternatively, using a qualitative method as interviews with a small sample could be a useful way to discover the career experiences of several individuals asking about their work routines, the work values which they consider to be more important for them, their incentives, the change and the variability of jobs they have done, the relationships at the workplace. Also, about the ways work and life roles are intertwined. Perhaps, the themes that would emerge from questions like these - and many others of course- could help you construct a questionnaire in order to capture several activities and behaviours related to the career types indicated by theory. However, I suppose that in case your goal is to make a typology of careers based on participants' responses you would need a very large sample and a clearly quantitative method.

Best regards,

Andronikos

The President just signed the Executive Order to institutionalize the Philippine Qualifications Framework. We have to start the work.

I would not think that UK is the most successful country in vocational education. Many countries like Germany, Singapore, and United States are doing well in vocational education compared to other parts of the world. The challenge remains that there are people who still view vocational education as an education for the misfits of society, dummies, and people from low socioeconomic status. This is true to some extent, but not everyone in vocational education is in those categories. Vocational education has evolved in several developed and developing countries,and I think it can still evolve for the better as long as it (vocational education) is valued by people in the world to be one of the alternatives to take to be successful in life.