scholarly journals Challenges of Online Teaching during the pandemic COVID-19: Reports from Moldovan Vocational Education and Training Teachers

2020 ◽  
Vol 16 (34) ◽  
Author(s):  
Oleg Stiopca ◽  
Robert Cobb ◽  
Paula E. Faulkner
Keyword(s):  
Focus Group ◽  
Vocational Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
School Administrators ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Online Data ◽  
Face To Face ◽  
And Training

Teachers worldwide are experiencing challenges with transitioning from face-to-face to online teaching during the pandemic COVID-19. Policymakers, school administrators, students, parents, and teachers have all been impacted. Moldovan educational policies and infrastructures are being re-visited to identify the best strategies for supporting its teachers during this time. The purpose of this case study was to assess Moldovan Vocational Education and Training (VET) teachers' challenges faced teaching online. Data were analyzed by researchers reviewing interview notes to ascertain the main points gathered from teachers occurred during the focus group interview. The focus group with mostly female teachers revealed their desire to gain online teaching training and frustration over a lack of stable Internet connection during lessons. It was concluded that teachers’ needs should be shared with policymakers and school administrators to ensure technology training and reliable technology devices for at home use be provided while schools are closed. Based on conclusions, the following recommendations would be to assess student’s needs to ensure their needs are aligned with teachers’ needs so the best teaching and learning can occur.

scholarly journals The Use of e-Learning in Vocational Education and Training (VET): Systematization of Existing Theoretical Approaches

2018 ◽  
Vol 7 (5) ◽  
pp. 92 ◽  
Author(s):  
Vera Belaya
Keyword(s):  
Vocational Education ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Theoretical Approaches ◽  
E Learning ◽  
Pros And Cons ◽  
And Training

Vocational education and training (VET) has been facing a lot of challenges lately in the context of geostrategic forces that are shaping our world. Recent technological changes, combined with shifts in global economic power, accelerating urbanization, and demographic changes have put pressure on the VET to become more responsive to the needs of the labour market and society. E-learning has been seen as an effective way of improving the quality of teaching and learning in VET schools due to its various forms. Nevertheless, there has been some disagreement in the litearture on the advantages and disadvantages of the use of of e-learning in VET. Besides, some studies recently reported a decline in enthusiasm about the effects of e-learning in companies. In order to closely examine the effects of e-learning in VET, we conduct a literature review. We then carry out a discussion of the pros and cons with the aim of developing suggestions for the better use of e-learning in VET. The results of the litearture review show that learners and providers of e-learning benefit from it in different ways. In order to minimise the risks involved in using e-learning, a mixture of online and face-to-face events could be used, and adjusted pedagogical concepts should be designed and developed explicitly for e-learning.

Workplace learning for pre – service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Theresa Chinyere Ogbuanya ◽  
Taiwo Olabanji Shodipe
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Workplace Learning ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Quality Teaching ◽  
Content Type ◽  
Technical Vocational Education ◽  
And Training

Purpose With critical reviews of previous studies in workplace learning, this paper aims to investigate workplace learning for pre-service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development. Design/methodology/approach The study adopted multistage sampling technique to select sample for the study. Empirical analysis was adopted to analyse the data collected from technical vocational education and training pre-service teachers. Findings The result of the study revealed that the constructs of social learning theory had a stronger linkage with the constructive teaching than traditional management. Originality/value This study emphasizes the need to adequately train pre-service teachers on instructional delivery processes, building strong relationship with learners and build the ability to organize and execute necessary actions required to successfully carry out a specific educational task in a particular context.

SIGNIFICANCE OF FACE-TO-FACE LEARNING IN VOCATIONAL EDUCATION AND TRAINING

2019 ◽  
Author(s):  
Iris Usach ◽  
Raquel Taléns-Visconti ◽  
José Esteban Peris ◽  
Amparo Nácher ◽  
Luisa Ruano
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Face To Face ◽  
Face To Face Learning ◽  
And Training

Competence-based vocational education and training (VET)

2017 ◽  
Vol 41 (1) ◽  
pp. 28-38 ◽  
Author(s):  
Christoph Bohne ◽  
Friedhelm Eicker ◽  
Gesine Haseloff
Keyword(s):  
Vocational Education ◽  
Digital Media ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Learning Networks ◽  
Innovative Teaching ◽  
Content Type ◽  
Learning Projects ◽  
And Training

Purpose The purpose of this paper is to develop a vocational scientific constructivist concept meant for shaping competence-based and networked teaching and learning in vocational education and training (VET). Design/methodology/approach VET must enable learners to shape work within the context of conceptions based on the development of society. Refresher trainings cannot realise this. Concepts need a shaping competence-based and networked approach. Teaching and learning networks, learning projects and digital media are the keys to this approach. Findings The focus of the planned concept lies on shaping competence-based teaching and learning. This can be realised with innovative teaching and learning networks. Digital media can support this. The planned concept will be justified. The systematic planning of an exemplary learning project will be discussed. Practical implications This paper lays the ground to evaluate the relevance and range of shaping competence-based and networked teaching and learning. Originality/value The concept was (co-)developed by the University of Rostock. It was tested in first learning projects. These experiences are taken into account. The aim is to emphasise that the intended approach is a justified educational strategy in colleges, companies and other places of learning dealing with VET.

scholarly journals Riding tandem: an organic and collaborative approach to research in vocational education and training

2014 ◽  
Vol 22 ◽  
Author(s):  
Cathy Ellis ◽  
Alec Dyer ◽  
Dominic Thompson
Keyword(s):  
Vocational Education ◽  
Teaching And Learning ◽  
Education And Training ◽  
Further Education ◽  
Vocational Education And Training ◽  
Learning Technology ◽  
Traditional Teaching ◽  
Use Of The Internet ◽  
Conducting Research ◽  
And Training

This study set out to explore the use of the Internet in peer-to-peer learning environments within vocational education and training and to investigate whether this approach could replace traditional teaching and learning. A mixed methods design, including classroom observations, design experiments, interviews and questionnaires was adopted. Although this study represents a mid-term report on work in progress only, a number of observations can nevertheless be made about the process of conducting research within Further Education (FE) colleges. Whilst, traditionally, the pursuit of research is not a priority within FE colleges, this study has encouraged lecturers in Highbury College, Portsmouth, United Kingdom to trial a research-based approach to curriculum development. They have worked as co-researchers in the study from the conceptual phase to implementation. This paper outlines the process of conducting research in partnership with Business lecturers at Highbury College. It presents preliminary findings based on the researcher and lecturers’ reflections on the research methodology and process followed over a period of 9 months.Keywords: Emergent learning; FE Colleges; SOLE; vocational education and training(Published: 28 August 2014)Citation: Research in Learning Technology 2014, 22: 24614 - http://dx.doi.org/10.3402/rlt.v22.24614

scholarly journals From the Reality of Work to Grounded Work-Based Learning in German Vocational Education and Training: Background, Concept and Tools

2015 ◽  
Vol 2 (3) ◽  
pp. 214-238 ◽  
Author(s):  
Michael Gessler ◽  
Falk Howe
Keyword(s):  
Vocational Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Process Analysis ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Work Process ◽  
Starting Point ◽  
And Training

The "Riga Conclusions" of the European Ministries of Education of 22 June 2015 for the orientation of vocational education and training in Europe are promoting work-based learning as one of five "medium-term deliverables" for the next five years. But: How should and can work-based teaching and learning be designed? Our approach was developed within the German Dual VET System. Therefore it is not surprising that the work reality is for us the major principle for designing curricula and learning settings. As a starting point for developing didactical measures in the field of vocational education and training it is crucial in this approach to identify practices, routines and experiences of skilled workers that are experts for what they are doing. What are those people doing when handling a task, how are they acting, what work objects and tools are they operating with, and what requirements do they have to be aware of? To answer these kinds of questions, the real work in practice must be explored. A useful approach for doing this is a vocational work process analysis. The next step comprises developing a workbased learning project for the classroom. These two steps, vocational work process analysis and work-based learning projects, build the core of the article and enable a grounded work-based learning. Additional the changing priorities of curriculum design in the last century are introduced to reach a better understanding of the background and the actual work-oriented focus in German Dual VET. Our key proposition is: If work-based learning in vocational schools is wanted, the gap between the reality of work and the formal learning settings has to be closed. //

New Learning Concepts within the German System of Vocational Education and Training

2003 ◽  
Vol 2 (1) ◽  
pp. 22-40 ◽  
Author(s):  
Waldemar Bauer ◽  
Karin Przygodda
Keyword(s):  
Vocational Education ◽  
Teaching And Learning ◽  
Business Processes ◽  
Education And Training ◽  
Training System ◽  
Vocational Education And Training ◽  
Work Processes ◽  
Domain Specific ◽  
New Learning ◽  
And Training

In 1997, a new curricular framework for vocational education and training (VET) schools — ‘learning fields' — was implemented in Germany. As a result, vocational curricula with their elements and contents had to relate to work and business processes and be described on the basis of competences. Regarding the German tradition of curricula, a paradigm shift can be observed, because earlier curricula were organised according to disciplines. In 1998, a pilot programme was launched which focused on ‘new learning concepts within the dual vocational education and training system’ and involved projects in the construction of learning fields, which were implemented in VET schools. These projects developed concepts for the empirical analysis of work processes or tasks and identified the competences required as a basis for curricula, in order to link qualification research with curriculum development. By analysing the different approaches, it became clear that an integration of the analysis of work and the transformation of the empirical results into curricula was necessary. This work also implies a model of competence development, because the focus of this VET research is ultimately teaching and learning practices in VET schools. Research in these areas has to be domain specific because it deals with the content and expertise in an occupational field and therefore requires an in-depth understanding of knowledge and skills in these fields.

scholarly journals Nordic research on special needs education in upper secondary vocational education and training: A review

2021 ◽  
Vol 11 (1) ◽  
pp. 97-123
Author(s):  
Robert Holmgren ◽  
Gerd Pettersson ◽  
Kristina Ström ◽  
Camilla Björk-Åhman
Keyword(s):  
Vocational Education ◽  
Special Needs ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Student Transition ◽  
Student Dropout ◽  
Practice Level ◽  
Special Needs Education ◽  
And Training

The purpose of this article is to describe and analyse the state of the art of research on special needs education (SNE) in the context of the Nordic countries’ vocational education and training (VET) systems during the period January 2010 to September 2018.  Twenty studies remained after the search procedure and thematic analysis, 15 of which deal with the practice level and five with the organisation level. No studies were identified as belonging to the policy level. The following themes were found at the practice level: teachers’ work and role, teaching and learning, student transition and student dropout. Themes identified at the organisation level were changes to vocational policy documents and educational practices, and school organisation and its implementation. Finland dominates in terms of number of studies. Furthermore, the review shows that there were few studies in the area of SNE in VET. The results show that further studies are needed to acquire more knowledge about SNE in vocational education.

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