Technical Education, Knowledge and Skills in the Metalworking Industry in Tanzania

The importance of vocational and technical education (VTE) is increasing in response to the rapidly changing information, technology, production methods, and developments in every aspect of life. The only way to survive in this age and to compete with this challenge is to continuously develop comprehensive educational policies that relate to each other (MoNE, 2018). In this sense, VTE has a very central role in providing societies with the knowledge and skills that the 21st century requires (Çınar, Döngel, & Söğütlü, 2009). For this reason, in educational policy discussions, an area that requires as much attention as other areas of education is VTE. This paper aims to review the current problematic states of VTE in Turkey and make recommendations for improving it.

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Digital Media

Encyclopedia of Information Communication Technologies and Adult Education Integration ◽

10.4018/978-1-61692-906-0.ch035 ◽

2010 ◽

pp. 595-608

Author(s):

Kathleen P. King

Keyword(s):

Adult Learners ◽

Continuing Education ◽

Digital Media ◽

Technical Education ◽

Learning Experience ◽

Project Based Learning ◽

Knowledge And Skills ◽

Career And Technical ◽

21St Century Learning Skills ◽

Instructional Settings

Digital media, podcasting, digital video, and blogging all provide great opportunities for adult learners to become actively involved in expressing their knowledge and skills through project based learning. While this deep learning experience involves research, critical thinking and 21st Century learning skills, it also provides substantial opportunities for the cultivation of much needed affective benefits. Soft skills have long been recognized as a valid and valued realm within career and technical education (CTE), continuing education and adult education. This chapter reveals how to use digital media in instructional settings to cultivate voice and empowerment among adult learners. The author includes details of outcomes and practical strategies and processes.

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AAC Knowledge and Skills

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac11.3.17 ◽

2002 ◽

Vol 11 (3) ◽

pp. 17-18

Author(s):

Stephen N. Calculator

Keyword(s):

Knowledge And Skills

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Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

Perspectives on Administration and Supervision ◽

10.1044/aas19.1.13 ◽

2009 ◽

Vol 19 (1) ◽

pp. 13-18

Author(s):

Corey L. Herd

Keyword(s):

Language Development ◽

Training Program ◽

Peer Interaction ◽

Graduate Program ◽

Peer Interactions ◽

Graduate Programs ◽

Communication Disorders ◽

Learning Opportunities ◽

Knowledge And Skills ◽

Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

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Knowledge and Skills for Evaluation of Velopharyngeal Physiology for Speech

Perspectives on Speech Science and Orofacial Disorders ◽

10.1044/ssod24.2.67 ◽

2014 ◽

Vol 24 (2) ◽

pp. 67-76 ◽

Cited By ~ 2

Author(s):

Thomas Watterson ◽

Lynn Marty Grames

Keyword(s):

Visual Evaluation ◽

Swallowing Function ◽

Knowledge And Skills ◽

Speech Language Pathologist ◽

Speech Evaluation ◽

The Relationship

The American Speech-Language-Hearing Association (ASHA) has developed Knowledge and Skills (KAS) recommendations for evaluation of the larynx and swallowing function but the evaluation of velopharyngeal (VP) function has never been addressed. This article will review previous documents that have addressed general endoscopic knowledge and skills and develop a case for a new KAS that specifically addresses visualization and evaluation of the VP mechanism. The new KAS document will delineate and explain the relationship between speech evaluation and visual evaluation of VP physiology. The unique skills required of the speech-language pathologist for this kind of evaluation will be discussed.

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