scholarly journals Development of Mobile Application Framework Based on Competency-Based Education for Technical and Vocational Education

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Khairul Anuar Abdul Rahman ◽  
◽  
Norazwani Abd Jalil ◽  
Mohd Azhar M.Arsad ◽  
Suhaizal Hashim ◽  
...  
Keyword(s):  
Vocational Education ◽  
Mobile Application ◽  
Structured Interview ◽  
Mobile App ◽  
Application Framework ◽  
Kappa Index ◽  
Competency Based Education ◽  
Interview Session ◽  
Competency Based ◽  
Technical And Vocational Education

This study aimed to develop a mobile application framework based on Competency-Based Education (CBE) in Technical and Vocational Education. CBE approach in teaching and learning should be applied because this approach is suitable for skill-based education. In technological advancement, the mobile application approach causes students to have their own control in teaching and to learn to be implemented seamlessly and more effectively. This research is a qualitative method that has gone through three phases to form a framework for the mobile app based on CBE. The instruments used are structured interview and evaluators' reliability review form. The study sample consisted of 6 experts in CBE and technology for the interview session and 3 experts in TVET for reliability data verification. The raw data obtained from the interviews have gone through a thematic analysis process using Atlas.ti software. The results show 36 items identified as characteristics of CBE in the mobile application, with the average Cohen Kappa Index Approval coefficient was 0.9 indicating a very good reliability scale. The findings of this study consist of 33 items with seven constructs approved after the inter-rater reliability among the expert. The implication from this research could be used as guidance in the development of the instructional mobile application, particularly in Technical and Vocational Education and as an instrument for evaluating existing instructional mobile applications.

Reformed and reduced: Vocational education and structural oppression

2020 ◽  
Vol 12 (3) ◽  
pp. 276-291
Author(s):  
Teressa Schmidt
Keyword(s):  
Vocational Education ◽  
Social Mobility ◽  
Social Theory ◽  
Education And Training ◽  
Critical Social Theory ◽  
Vocational Education And Training ◽  
Competency Based Education ◽  
Competency Based ◽  
The Impact ◽  
And Training

Internationally, vocational education and training (VET) is intended to fulfil important economic and social objectives. There is, however, a concerning discourse relating to funding, esteem, reputation and quality, and questions have been raised about whether social mobility aspirations of the sector’s students are achieved or achievable. This paper argues that rather than resulting from deficiency or fault of VET, these issues are, instead, manifestations of the sector’s structural oppression. Further, unless this oppression is recognised and addressed as an underlying cause, VET’s troubles will remain. While acknowledging the claim may be contentious, the paper applies Freirean philosophy and contemporary critical social theory to examine the case of Australian VET, identifying the oppressive structures and policies which have progressively rendered the sector powerless and lacking the autonomy needed to enact positive and necessary change. It expounds upon Australian VET’s vulnerability to neoliberal educational reform along with the impact of competency based education and training (CBE/T), its reductionist curriculum, and the de-professionalisation of VET, its teachers and the vocations it serves, before proposing that any further reforms must be led from within the sector itself. While the paper focuses on Australian VET, its examination will likely hold meaning elsewhere.

scholarly journals The Application of Bonang Gamelan Music Based on Mobile Application

2020 ◽  
Vol 8 (6) ◽  
pp. 1077-1082
Keyword(s):  
Mobile Phone ◽  
Vocational Education ◽  
Mobile Application ◽  
Musical Instruments ◽  
It Professionals ◽  
Mobile Phone Technology ◽  
Adobe Flash ◽  
Analysis Phase ◽  
Technical And Vocational Education

The application of bonang gamelan music based on mobile application was developed with the aim of maintaining the tradition of traditional musical instruments in the society of this modern day. Users can recognise and learn how to play the traditional musical instruments, especially bonang gamelan by using mobile phone technology. This application provides convenience for users without spending time and money and they can also access it anywhere. The development of this animated application is based on the ADDIE methodology and uses Adobe Flash software as a platform to develop this music app. The respondents involved in the development of this music app consist of six (6) specialists in bonang gamelan music and IT professionals. The user respondents were ten (10) students of the Faculty of Technical and Vocational Education (FPTV). The evaluation of this application was carried out using questionnaires. Overall, this application succeeds in meeting the objectives and goals set out in the analysis phase although it still has its own weaknesses. It is hoped that the development of bonang gamelan music application based on mobile application will benefit all societies.

scholarly journals Factor Analysis of Competency Based Trained Graduates of Polytechnic/Technical Universities in Ghana

2017 ◽  
Vol 13 (36) ◽  
pp. 282
Author(s):  
Edwin Mends–Brew ◽  
Joseph Dadzie ◽  
Ben Apau Dadson ◽  
Martin Owusu Amoamah
Keyword(s):  
Factor Analysis ◽  
Vocational Education ◽  
Education And Training ◽  
Primary Objective ◽  
Global Market ◽  
Vocational Education And Training ◽  
Job Market ◽  
Competency Based ◽  
Technical And Vocational Education ◽  
And Training

Higher Education, particularly Polytechnic education which sits at the apex of Technical and Vocational Education and Training (TVET) has undergone a great deal of transformation over the last several years. Polytechnic education was incorporated into the educational system with the primary objective of providing employable skills needed to propel growth in the various sectors of the economy. Therefore, Technical and vocational education and training (TVET) plays a significant role for the socioeconomic development of any country to meet the challenges of skilled labour in the global market and the ever widening digital divide coupled with the development of a knowledge-based economy. Competency Based Training (CBT) which entails the practical aspect of technical and vocational training relates theoretical knowledge to actual practice. For more than a decade, this has been part of the curricula of polytechnic education in Ghana as an alternative method of delivery to equip students with hands-on experience and competencies required in the job market (Salifu et al, 2010). CBT provides an improved form of delivery centered on the integration of acquired knowledge, professional and practical skills and attitude, coupled with a market-driven focus on the student (Afeti et al, 2003). Having churned out graduates through the CBT approach, it is imperative to assess the readiness of these graduates for the job market. It is against this background that the study was conducted to do a ‘Need Analysis’ of these graduates. A total of 55 graduates in two polytechnics were used for the study. The study sought to examine the relative influence of factors influencing career choices of these graduates having been trained through the competency based mode of Teaching and delivery. Factor analysis of ratings of importance of a number of job creation characteristics were used. These results were used to build scales of importance and preference, which were then tested with other variables in a predictive model in which the dependent variable was the decision to be self-employed or to be engaged for employment by third parties upon completion of their respective programmes. The following were found to influence decisions; work-related concerns, gender, age, financial support, family background and internship placements. The results also showed that most of the graduates exhibited that sense of inadequacy towards becoming entrepreneurs or starting their own businesses.

Giving Up the Grade Chase for a Competency-Based Education

1996 ◽  
Vol 23 ◽  
pp. 69-77
Author(s):  
Donald E. Mowrer
Keyword(s):  
Competency Based Education ◽  
Competency Based

A culture of competence: A survey of implementation of competency-based education and assessment.

2016 ◽  
Vol 10 (4) ◽  
pp. 198-205 ◽  
Author(s):  
Catherine L. Grus ◽  
Carol Falender ◽  
Nadya A. Fouad ◽  
Ashima Kapur Lavelle
Keyword(s):  
Competency Based Education ◽  
Competency Based
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