scholarly journals REFLECTIVE TEACHING FOR EFFECTIVE TECHNICAL VOCATIONAL EDUCATION AND TRAINING INSTRUCTIONAL DELIVERY IN A KNOWLEDGE-BASED ECONOMY

2020 ◽  
Vol 8 (2) ◽  
pp. 176-187
Author(s):  
Jane Itohan Oviawe
Keyword(s):  
Vocational Education ◽  
Collaborative Work ◽  
Education And Training ◽  
Reflective Teaching ◽  
Vocational Education And Training ◽  
Knowledge Based ◽  
Joint Construction ◽  
Knowledge Based Economy ◽  
Technical Vocational Education ◽  
And Training

Today’s world is currently knowledge-based due to globalization which brought information and communication technology into being. This paper highlights the concept of Technical Vocational Education and Training (TVET), its objectives and training areas. The paper discussed the concept of knowledge-based economy, the pillars of knowledge-based economy, and the characteristics of knowledge-driven economy. The paper also discussed instructional strategies for effective delivery of TVET in knowledge-based economy. The paper affirms that reflective teaching model allows teachers to closely and critically observes all that goes on in the class and enables the teacher to examine his/her work in order to consider alternative ways of ensuring that students learn thereby encouraging joint construction of knowledge. The paper also looked at the characteristics, benefits and limitations of reflective learning. Conclusively, the paper suggested among other that: teachers should constantly question their aims and actions because they need to be clear on what they want to achieve and how they intend to achieve it; the curriculum of TVET should include training on effective communications in an increasingly technical and knowledge-driven environment. It should also include training on willingness to take on responsibility, collaborative work skills, innovation, critical thinking and problem-solving.

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.

scholarly journals Upskilling and Reskilling the Workforce via Industry Driven Technical and Vocational Education and Training: Strategies to Initiate Industry/Institution Partnership in Malaysia

2020 ◽  
Vol 7 (2) ◽  
pp. 94-103
Author(s):  
Gowrie Vinayan ◽  
Davindran Harikirishanan ◽  
Siow May Ling
Keyword(s):  
Adult Learning ◽  
Vocational Education ◽  
Mixed Method ◽  
Sampling Technique ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Empowerment Theory ◽  
Knowledge Based ◽  
And Training ◽  
Industrial Revolutions

The advent of Industrial Revolutions that swept the region has not spared the Malaysian business landscape.  This has compelled industries to produce highly skilled workforce (Yizit and Yezim Denis, 2018) to promote knowledge-based skills in various sectors in Malaysia. Anticipating this change, the Malaysian Government initiated Technical Vocational Education and Training (TVET) program to address the issue during the early 90’s. However, the current highly pedagogical supply driven TVET system has not addressed the need to effectively upskill and reskill workforce talents to achieve maximum productivity. Hence, this study, which is grounded on empowerment theory, aims to develop mechanisms to skew the path towards industry-driven TVET by adopting heutagogical approaches that promotes lifelong and independent adult learning (Blaschke, 2012). The study will be executed using sequential exploratory design (mixed method) beginning with qualitative followed by a quantitative study by collecting samples via stratified random and proportional sampling technique whereby a framework will be developed to enable Government policymakers an impetus to formulate relevant strategies that forges the collaboration between the industry and academia.  

scholarly journals The benefits of exposing post-secondary students to entrepreneurship training in Trinidad and Tobago

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Abede Jawara Mack ◽  
Daniel White ◽  
Osiris Senghor
Keyword(s):  
Trinidad And Tobago ◽  
Vocational Education ◽  
Secondary Students ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Post Secondary ◽  
Technical Vocational Education ◽  
Entrepreneurial Training ◽  
And Training

AbstractTechnical Vocational Education and Training (TVET) serves as a pillar for economic stability globally. Entrepreneurship education provides young people with essential skills that can be used in a positive manner, thus enabling them to be employers rather than employees. Marrying TVET and entrepreneurship education can help Trinidad and Tobago (T&T) in tremendous ways. These two subjects TVET and entrepreneurship can lift T&T to global prestige. Given this context, the study explored the benefits of exposing Post-Secondary TVET students to entrepreneurial training. An investigation was carried out using a mix-methods approach. The use of regression analysis and Spearman’s Correlation Analysis were used that determine the relationship between exposing Post-Secondary Technical Vocational Education and Training Students (PSTVETS) to entrepreneurship education and their interest in entrepreneurial training. Additionally, qualitative data was incorporated by utilising content analysis, focus groups and semi-structured interviews. The data revealed there was an absence of entrepreneurship education. Upon further investigation there was no real entrepreneurship culture or framework implemented within the PS schools. The results also showed the more students are exposed to entrepreneurship education more they are inclined to pursue entrepreneurship endeavours. Data also allowed the reader to grasped copious challenges experienced within TVET in T&T, that impacts on entrepreneurial training within post-secondary institutions in T&T. The researchers put forward an entrepreneurship education model that can be incorporated in the training of post-secondary schools. Additionally a strategy was articulated as to how entrepreneurship education can be adopted within the training of post-secondary institutions. Providing an adequate framework for entrepreneurial training within entrepreneurship education, and TVET provides originality and contribution to the field of TVET and entrepreneurship education.

Information Technology, Technical Vocational Education in Developing Workforce Towards Globalization

2020 ◽  
pp. 80-97 ◽  
Author(s):  
Olabiyi Oladiran Stephen
Keyword(s):  
Information Technology ◽  
Vocational Education ◽  
Workforce Development ◽  
Industrial Development ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Continuous Change ◽  
Technical Vocational Education ◽  
Impact Of Technology ◽  
And Training

Industrial development of any country depends to a great extent on the level of skills its workforce possesses, and the skills and effectiveness of workforce, in turn, are dependent upon the quality of nation's education and training. Education and training are undergoing continuous change, and this poses more challenges to the workers in the 21st century and technical vocational education and training (TVET) institutions responsible for their training. Therefore, this chapter discusses relevance of information technology in transforming TVET in developing workforce towards globalization. The chapter points out clearly the meaning of workforce, meaning of TVET, and workforce development, globalization and TVET, information technology (IT), information technology and workforce development, utilization of information technology for developing workforce, impact of technology education in improving Nigerian workforce, place of information technology in transforming workforce. The chapter concludes by identifying different types of technology tools and benefits of information technology.

scholarly journals How careers advice and guidance can facilitate career development in technical, vocational education, and training graduates: The case in Nigeria

2020 ◽  
Vol 29 (2) ◽  
pp. 97-106
Author(s):  
Ugochukwu Chinonso Okolie ◽  
Chinyere A Nwajiuba ◽  
Michael Olayinka Binuomote ◽  
Catherine U Osuji ◽  
Godwin Onnon Onajite ◽  
...  
Keyword(s):  
Career Development ◽  
Vocational Education ◽  
Education And Training ◽  
Structured Interview ◽  
Sampling Procedure ◽  
Vocational Education And Training ◽  
National Board ◽  
Purposeful Sampling ◽  
Technical Vocational Education ◽  
And Training

This study examined the current state of careers advice, guidance, and counselling (CAGC) services and programmes in the technical, vocational education, and training (TVET) system of Nigerian higher education institutions (HEIs). This was to determine how well current CAGC services and programmes foster students’ career development, aspirations, and choices. Forty-eight participants, who were members of the Nigerian National Board for Technical Education (8 participants), guidance counsellors (6), university TVET teachers (18), career experts from the National Directorate of Employment (7), and newly employed TVET graduates (9), volunteered for the study. A purposeful sampling procedure was adopted to recruit participants. Data were collected using a semi-structured interview approach, and we employed a thematic design for the coding and analysis of the transcribed data. The study found no CAGC services and programmes in the TVET system. It is recommended, therefore, that TVET systems should focus on providing career development enhanced learning rather than schooling only by revising the curriculum to include programmes and activities that promote CAGC activities and programmes.

IDENTIFYING CREATIVITY ENGAGEMENT AMONG NIGERIAN CHILDREN: IMPLICATION FOR ENHANCING A SUSTAINABLE TECHNICAL VOCATIONAL EDUCATION AND TRAINING PROGRAMME

2015 ◽  
Vol 77 (13) ◽  
Author(s):  
Jonathan O. Oke ◽  
Aede Hatib Musta’amal ◽  
Muhammad Muhammad Inti
Keyword(s):  
Vocational Education ◽  
Training Programme ◽  
Education And Training ◽  
Vocational Education And Training ◽  
School Students ◽  
Nigerian Children ◽  
Significant Difference ◽  
Technical Vocational Education ◽  
And Training ◽  
At Home

Creativity is a natural skill often exhibited by children at home and in schools, especially during play. Children are often seen playing with drawings and moulding of objects. Hence, if care is taken to encourage and develop children’s creativity, it may enhance a sustainable development in Technical Vocational Education and Training (TVET) programme. The aim of this study therefore was to determine the level of engagement of Nigerian children in creativity practice.  The study was carried out using 400 (232 boys and 168 girls) Junior Secondary School students of age eleven to thirteen as sample. Specifically, the study sought to find out whether or not the children do undertake creative activities at home and the domains in which their creative activities are based upon.  A Child-Creative Inventory Form (CCIF) was used as an instrument for data collection. Data collected were analyzed using both percentages and Chi-Square. The findings of the study revealed that Nigerian children love to engage in creative activities mostly in the domain of technical and vocational skills such as: building technology, woodwork, mechanical technology, and electrical electronics. The study revealed that 87.07% of the boys were engaged in creativity while that of girls was 73.81.5%; 7.76.% of the boys were not engaged in creativity while that of girls was 20.8%. 24.57% of the boys were not sure of their involvement while that of girls was 5.36%. In all, the study found a significant difference in the level of engagement of boys and girls in creativity with P< 0.05 level of Significance. It was therefore recommended that children who are creative in the domains of technology could be assisted to develop their career in these domains as this would be a means to sustain the TVET programme in the nation.

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