scholarly journals Creating an inclusive educational environment for vocational learning: A tale of two cities

2021 ◽  
Author(s):  
Darren Turnbull ◽  
Ritesh Chugh ◽  
Jo Luck
Keyword(s):  
Curriculum Design ◽  
Vocational Training ◽  
Course Delivery ◽  
Pedagogical Practices ◽  
Individual Autonomy ◽  
Learning Materials ◽  
Diverse Range ◽  
Inclusive Learning ◽  
Training Institutions ◽  
The Creation

One of the significant challenges facing vocational training institutions is the conundrum of providing the best possible learning outcomes to a diverse range of people using pedagogical practices and materials that by design demand uniformity in delivery approaches. In this paper, we examined a snapshot of perspectives from teachers and students in two distinctly different vocational training institutions, one in China and the other in Australia. Comments from participants revealed that flexible approaches to course delivery, the provision of a range of different types of learning materials, and institutional support in teacher training and curriculum design are vital elements in implementing an inclusive learning space for students. This paper proposes that a triad of interrelated elements, consisting of pedagogy, learning materials and institutions, are bound together by learning management systems that facilitate the creation of multi-modal course delivery approaches. We further contend that teaching practices that pigeonhole people as belonging to immutable categories of learning styles are outmoded and detract from creating inclusive learning environments. The findings from this study indicate that best practice approaches for developing truly engaging educational environments are rooted in the facilitation of individual autonomy in the learning process. The creation of opportunities for constructive interaction between learners is needed.

scholarly journals Moving From Fragmented to Seamless Sense-Making in Blended Learning

2021 ◽  
Vol 8 (3) ◽  
pp. 251-275
Author(s):  
Bi Xiaofang
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Curriculum Design ◽  
Vocational Training ◽  
Meaning Making ◽  
Pedagogical Practices ◽  
Sense Making ◽  
High Quality ◽  
Authentic Problems

Context: Sense-making, understood as meaning making or giving meaning to experience, is an integral part of everyday life, work and learning, and is a process critical in enabling people to recognise how and when to respond to situations appropriately so that they can resolve problems effectively (Weick et al., 2005). Earlier studies on sense-making in educational or organizational settings (e.g. Harverly et al., 2020; Weick et al., 2005) tended to focus on the sense-making process per se in particular setting such as classrooms or organizations, few of them have paid much attention to the sense-making process in blended learning (BL). BL in vocational training mainly aims to enable adult learners to apply what was learnt in classrooms to solve authentic problems in workplaces or simulated settings. High quality of sense-making is crucial to help the learners achieve the aim. This timely study is to offer a comparative look at how different dynamics of BL interplay together to mediate the quality of sense-making in achieving learning outcomes. The dynamics include industry and training connections, policy and institutional contexts, the inhabited pedagogical practices and curriculum design. Methods: This study adopted phenomenological (Moran, 2000) and semi-ethnographic approaches (Hammersley, 2010), including semi-structured interviews, observations, analysis of relevant documents (e.g. curriculum and learning materials) to capture the rich data in case studies to understand learners’ sense-making experience in BL. Researchers focused on seeking to understand how different environments, tools and artefacts mediate the quality of sense-making as the learners progressed through their learning journey. To triangulate the data, adult educators, curriculum designers and where possible, workplace supervisors, were also interviewed and observed for their perceptions and behaviours in learners’ sense-making in BL. Findings: The findings from two different BL courses (ICT and HR) surface that the degree to which learners’ sense-making is fragmented (low quality) or seamless (high quality) is mediated by the interplay of different contextual factors in BL in multiple ways, such as, the connections (or not) with industry, the use (or not) of authentic problems and tasks. Conclusion: The interplay between different dynamics in BL is of great importance to mediate the curriculum design and pedagogical approaches used in BL for high quality of sense-making of adult learners in vocational training.

scholarly journals FORMAÇÃO DE JOVENS APRENDIZES-TRABALHADORES: trabalho, acidentes e identidades profissionais

Revista Labor ◽  
2018 ◽  
Vol 2 (18) ◽  
pp. 120
Author(s):  
Solange Regina Schäffer ◽  
Maria Gabriela Silva Martins da Cunha Marinho ◽  
Júlio Francisco Blumetti Facó
Keyword(s):  
Group Dynamics ◽  
Automotive Industry ◽  
Vocational Training ◽  
Pedagogical Practices ◽  
Structural Constraints ◽  
Work Safety ◽  
Anthony Giddens ◽  
The Subject ◽  
Work Accident ◽  
Training Institutions

O Programa Jovem Aprendiz oportuniza a formação de jovens em determinada profissão, expandindo seus conhecimentos, por mais limitada que seja a formação profissional. A pesquisa qualitativa descritiva em andamento discute as coerções estruturais emergentes das práticas pedagógicas e dos discursos empregados por instituições formadoras dos aprendizes-trabalhadores, Camp e CIEE, parceiras de uma indústria automotiva de São Bernardo do Campo na preparação destes jovens para e no trabalho. Objetivando saber se a formação profissional no trabalho auxiliou um grupo de aprendizes, próximos a concluírem a aprendizagem, a se identificarem com as profissões escolhidas e se o tema acidente do trabalho foi suficientemente abordado, utilizou-se as técnicas de observação direta e dinâmica de grupo guiada por Roteiro de Entrevista. A interlocução sobre as falas dos aprendizes-trabalhadores quanto às suas identificações entre a teoria abordada pelas instituições formadoras e a práxis desenvolvida na indústria automotiva, e o sentido do tema Acidente do Trabalho, é mediada pela sociologia reflexiva de Anthony Giddens (2002). Os resultados apontam que para boa parte dos aprendizes não há correlação entre a parte teórica e a práxis laboral, sentem-se à parte da cultura organizacional da fábrica, reclamam que a disciplina da segurança do trabalho não considera os fatores psicossociais, e preferem ter um emprego ao acertar na escolha da profissão. AbstractThe Young Apprentice Program allows the training of young people in a given profession, expanding their knowledge, however limited vocational formation. The descriptive qualitative research underway discusses the emerging structural constraints of pedagogical practices and discourses employed by apprentices-workers training institutions, Camp and CIEE, partners of an automotive industry in São Bernardo do Campo in the preparation of these young for and at work. In order to know if the vocational training in the work helped a group of apprentices, to conclude the learning, to identify themselves with the professions chosen and if the subject of work accident was sufficiently approached, the techniques of direct observation and group dynamics were used guided by Interview Script. The interlocution of the learner-worker speeches as to their identifications between the theory approached by the training institutions and the praxis developed in the automotive industry, and the meaning of the Work Accident theme, is mediated by the reflective sociology of Anthony Giddens (2002). The results show that for most of the apprentices there is no correlation between the theoretical part and the labor praxis, they feel apart from the organizational culture of the factory, they complain that the discipline of work safety does not consider psychosocial factors, and prefer to have to employment in choosing the profession.

INFLUENCE OF HARMFUL FACTORS OF LOW INTENSITY ON ADAPTATION OF STUDENTS VOCATIONAL TRAINING INSTITUTIONS

2017 ◽  
Vol 2017 (67) ◽  
pp. 214-219
Author(s):  
I.V. Меzhibеtskа ◽  
◽  
L.V. Тyмоschеnkо ◽  
O.I. Popov ◽  
Т.М. Popova ◽  
...  
Keyword(s):  
Vocational Training ◽  
Low Intensity ◽  
Training Institutions

Asymmetric information among stakeholders and consequences in vocational training for ethnic minority youth in Hoa Binh province

2019 ◽  
Vol 5 (5) ◽  
pp. 619-631
Keyword(s):  
Ethnic Minority ◽  
Vocational Training ◽  
Minority Youth ◽  
Ethnic Minority Youth ◽  
Specific Population ◽  
State Management ◽  
Principal Agent Problem ◽  
Training Institutions ◽  
The Government ◽  
Hoa Binh

The government supports vocational training in order to improve social security for specific population groups, such as the ethnic minority youth. However, there exists information asymmetry among the stakeholders in vocational training, including the ethnic minority youth, local authorities, training institutions, enterprises and state management agencies, leading to adverse selection, moral hazard and principal-agent problem. These problems have negatively impacted the effectiveness of vocational training for ethnic minority youth. Received 19th September 2019; Revised 20th October 2019; Accepted 24th October 2019

scholarly journals Motivating for Reading through Transmedia Storytelling: A Case Study with Students from a Middle School in the Médio Tejo Region

2021 ◽  
Vol 22 ◽  
pp. e23680
Author(s):  
Ana Paula Faria-Ferreira ◽  
Patrícia Alexandra Faria Ferreira ◽  
Célio Gonçalo Marques
Keyword(s):  
Learning Environments ◽  
Information And Communication Technologies ◽  
Pedagogical Practices ◽  
Mobile Technologies ◽  
Immersive Learning ◽  
Transmedia Storytelling ◽  
The Creation ◽  
Level Of Motivation ◽  
The Impact

The evolution of information and communication technologies has changed the way we relate to each other and how we build our knowledge. This creates challenges for education systems, as school must provide all students with the educational experiences that will enable them to develop the skills reflected in the profile of the 21st-century student on com  pletion of compulsory schooling. It is up to teachers to find new ways of teaching, making the most of the resources and digital tools made available by mobile technologies. Technology can make a significant contribution to increasing students' motivation because it is closer to what they like and use in their daily lives. And this introduction of technology into the classroom can promote student-oriented teaching, which contributes to the development of skills such as autonomy, critical thinking and self-esteem. One of the areas that can contribute to this paradigm shift is the creation of experiences in immersive learning environments such as Transmedia Storytelling. Immersive learning environments can favour the creation and implementation of projects that promote reading skills in schools. This is the focus of this article. The aim of this study is to evaluate the impact of transmedia storytelling on the level of motivation of students and on the improvement of pedagogical practices implemented by the teachers involved. This case study was carried out in the subject of Portuguese in three 7th-grade classes of a school from the Médio Tejo region. The results obtained suggest a high level of motivation of students and teachers. The latter recognise that pedagogical routes using Transmedia Storytelling contribute to the motivation, autonomy and improvement of students' learning.

scholarly journals (Re) Pensar a formação de Professores pelo caminho da cooperação

2021 ◽  
Vol 14 (2) ◽  
pp. 107
Author(s):  
Jose Wnilson Figueiredo ◽  
Adriana Salete Loss ◽  
Daniela Ghisleni Figueiredo
Keyword(s):  
Teacher Training ◽  
The Other ◽  
Pedagogical Practices ◽  
The Creation ◽  
Opening Up ◽  
Formación Docente

A partir de uma experiência pedagógica, o presente artigo pretende estabelecer uma interlocução a respeito da implantação de uma formação de professores, por meio de uma metodologia de cunho coletivo, ancorada em uma razão solidária, sustentada na cooperação em oposição à hegemonia da razão neoliberal individualista, vigente na atualidade. Para tanto, nos amparamos nas categorias da ética da alteridade e do diálogo como fundamentos para a criação e  recriação de práticas políticas e pedagógicas com vistas à abertura de possíveis caminhos para a constituição de um professor disponível ao outro e ao coletivo (escola e sociedade), bem como do surgimento de uma educação pautada pela cooperação e que, em última instância, contribua para a edificação de uma civilização comunitária. A percepção é que a efetivação do sugerido é essencial para uma formação docente libertária.Palavras-chave: Formação de Professores. Cooperação. Razão Neoliberal.(Re) Thinking about teacher training on the path of cooperationAbstractBased on a pedagogical experience, this article intends to establish an interlocution regarding the implementation of a teacher training, through a collective methodology, anchored in a solidary reason, sustained in cooperation in opposition to the hegemony of the neoliberal individualist reason, currently in force. To this end, we rely on the categories of the ethics of alterity and dialogue as foundations for the creation and re-creation of political and pedagogical practices with a view to opening up possible paths for the constitution of a teacher available to the other and to the collective (school and society), as well as the emergence of an education based on cooperation and ultimately contributing to the building of a community civilization.  The perception is that the implementation of what is suggested is essential for a libertarian teacher training.Keywords: Teacher Training. Cooperation. Neoliberal Reason.(Re)Pensar la formación del profesorado a través del camino de la cooperaciónRESUMENA partir de una experiencia pedagógica, el presente artículo pretende establecer una interlocución acerca de la implantación de una formación de profesores, por medio de una metodología de cuño colectivo, anclada en una razón solidaria, sostenida en la cooperación en oposición a la hegemonía de la razón neoliberal individualista, vigente en la actualidad. Para ello, nos amparamos en las categorías de la ética de la alteridad y del diálogo como fundamentos para la creación y recreación de prácticas políticas y pedagógicas con miradas a la apertura de posibles caminos para la constitución de un profesor disponible al otro y al colectivo (escuela y sociedad), así como del surgimiento de una educación pautada por la cooperación y que, en última instancia, contribuya a la edificación de una civilización comunitaria. La percepción es que la efectividad de lo sugerido es esencial para una formación docente libertaria.Palabras Clave: Formación de Profesores. Cooperación. Razón Neoliberal.

Internal efficiency of public vocational training centres in Kenya

2021 ◽  
Vol 9 (2) ◽  
pp. 375-384
Author(s):  
Rachel Okinyi ◽  
Keyword(s):  
Developing Countries ◽  
Public Schools ◽  
Vocational Training ◽  
Past Research ◽  
Educational Institutions ◽  
Resource Utilisation ◽  
Completion Rates ◽  
Internal Efficiency ◽  
Training Institutions ◽  
Low Levels

The efficiency of educational institutions is critical in the justification of resource allocation and use. However, some developing countries like Kenya face efficiency challenges regarding resource utilisation and the flow of students through the school system at various levels of education and programs. Past research in Kenya has focused more on resource utilisation in public schools. Very few studies have looked at the internal efficiency of public vocational training centres (VTCs). This paper assesses the level of internal efficiency in Kenya's public vocational training institutions through a mixed research design. The findings reveal low levels of internal efficiency as indicated by low enrolment, high dropout and low completion rates in the VTC institutions. The result also shows a low level of tutor utilisation. These results provide vital insights into improving the internal efficiency of public vocational training institutions in developing countries. The study recommends, among other things, subsidisation of examination fees to enhance students' completion rates.

The Consistency Dilemma

2021 ◽  
pp. 215-233
Author(s):  
Damian Paul Rentoule
Keyword(s):  
Curriculum Design ◽  
Dual Language ◽  
International Baccalaureate ◽  
Teacher Autonomy ◽  
Pedagogical Practices ◽  
Collaborative Practices ◽  
Collaborative Environment ◽  
Curriculum Frameworks ◽  
Diploma Program ◽  
Pedagogical Approaches

The International Baccalaureate (IB) offers curriculum frameworks within which schools and teachers experience a degree of creative freedom in the planning and delivery of the programs. This results in a potential consistency dilemma when an IB school is required to foster creative professionalism through collaborative practices, yet needs to ensure consistency of both content and pedagogical approaches. A collaborative environment requires a clearly defined balance between teacher autonomy and school direction in order to align pedagogical practices with curriculum intent. Teachers moving from a Japanese Article 1 school where limited autonomy is required may experience challenges when adjusting to requirements for a greater role in curriculum design in an IB Dual Language Diploma Program. Collaborative practices may not result in the necessary shifts in pedagogical practices if teachers are not adequately prepared for a school culture focused on creative professionalism.

scholarly journals Graduate Qualitative Methods Training in Political Science: A Disciplinary Crisis

2019 ◽  
Vol 53 (2) ◽  
pp. 258-264
Author(s):  
Cassandra V. Emmons ◽  
Andrew M. Moravcsik
Keyword(s):  
Qualitative Research ◽  
Qualitative Methods ◽  
Political Science ◽  
Curriculum Design ◽  
Doctoral Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Pedagogical Practices ◽  
Training Analysis ◽  
And Training

ABSTRACTMost political scientists conduct and publish qualitative research, but what training in qualitative methods do political science doctoral programs offer? Do scholarly views converge on the proper content of such training? Analysis of methods curricula and syllabi from 25 leading US political science doctoral programs reveals a troubling gap: only 60% of top departments offer any dedicated graduate training in qualitative methods. Departments can remedy this disjuncture between scholarship and training by enhancing their basic qualitative methods curricula. Our research shows that scholars agree broadly on the content of such training, effective pedagogical practices, major alternatives for curriculum design, and a menu of focused topics. Graduate programs that aspire to train professionally competent qualitative and multi-method researchers now can orient their reform efforts on shared disciplinary standards for qualitative methods training.

scholarly journals Digitally enabled advanced services: a socio-technical perspective on the role of the internet of things (IoT)

2020 ◽  
Vol 40 (7/8) ◽  
pp. 1243-1268
Author(s):  
Andreas Schroeder ◽  
Parikshit Naik ◽  
Ali Ziaee Bigdeli ◽  
Tim Baines
Keyword(s):  
Internet Of Things ◽  
The Internet ◽  
Diverse Range ◽  
Content Type ◽  
Research Perspective ◽  
Technological Information ◽  
Value Propositions ◽  
Multiple Case ◽  
The Creation ◽  
The Internet Of Things

PurposeThe purpose of this study is to investigate how the internet of things (IoT) contributes to manufacturers' advanced services development and delivery. To better understand the creation of these IoT contributions, the study adopts a socio-technical research perspective, which expands the scope of the investigation and integrates the technological, information and social factors that enable these IoT contributions.Design/methodology/approachA multiple-case research method was employed to investigate the IoT contribution scenarios of 15 manufacturers who offer advanced services and to examine their dependence on other non-IoT factors, using thematic analysis.FindingsThe analysis identified five advanced services value propositions, which are enabled by nine “IoT-enabled information systems (IS) artefacts” that specify the distinct interactions between the technological, information and social subsystems supporting the manufacturers' advanced services value propositions.Originality/valueThe study advances the servitisation research by demonstrating that IoT technology on its own is insufficient for the creation of the IoT contributions. It shows, instead, the need for close interactions with a diverse range of other factors, which are often not considered when developing an IoT strategy. The study also introduces the IS artefact notion as a unit of analysis that constitutes an alternative to the commonly adopted techno-centric perspective used to conceptualise IoT contributions. The study and its findings add to the development of a socio-technical perspective on the IoT in advanced services and thereby suggests a number of theoretical and practical implications.

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