scholarly journals TEACHING PROCEDURES FOR SUMMARY OF UPPER SECONDARY AMONG UNTRAINED TEACHERS (GSTT) IN MAAHAD KAWALAN, KELANTAN

2021 ◽  
Vol 6 (42) ◽  
pp. 168-187
Author(s):  
Mohd Shafie Mohamad ◽  
Rozita Radhiah Said ◽  
Azhar Md. Sabil ◽  
Mohd Mursyid Arshad
Keyword(s):  
Secondary School ◽  
Qualitative Methodology ◽  
Lesson Plan ◽  
Teaching Preparation ◽  
Upper Secondary ◽  
Training Courses ◽  
Assessment Format ◽  
And Training ◽  
School Standard

The Secondary School Standard Kurikulum (KSSM) new syllabus is being developed to look forward to the ability of students to compete at the global level. This syllabus is being used in all secondary schools starting fully at the 2021 school session. Therefore, the aims of this study are to look at the teaching procedures of untrained teachers (GSTT), teaching summary (Section C) according to the format of the Secondary School Standard Curriculum (DSKP-KSSM). In addition, this study will also look at how untrained teachers (GSTT) write their lesson plans in the Teaching Preparation Book (BPM) based on the guidelines set out by Maahad Kawalan to their untrained teacher (GSTT) in Kelantan. Based on a study conducted, the researcher found that there were weaknesses in their process of teaching summary and writing lessons in some items in the Teaching Preparatory Book (BPM). This study used a qualitative methodology in the form of a case study with the instruments of the interview, observation, and document analysis, as well as David Ausubel's Meaningful Learning Theory as the basis of the study. In addition, the study was conducted on 2 teachers who are teaching Bahasa Melayu for form 4 in Maahad Kawalan. The results of the study showed that the untrained teachers GSTT (A) and GSTT (B) did not complete the lesson summary based on two observations conducted using the checklist form. The researcher found that the untrained teachers (GSTT) were weak in the process of teaching summary in accordance with the Syllabus which has been prepared in the DSKP - KSSM Assessment format for summary (Section C). In addition, when the researchers refer to the items in the SKPMg2 form, they noticed that the untrained teachers (GSTT) did not write the lesson according to Bahasa Melayu Yearly Lesson Plan and had unclear writing regarding objectives, activities, and reflection in their Teaching Preparation Book (BPM). The implication of this study is that untrained teachers need to undergo training courses for the Bahasa Melayu curriculum. In addition, writing skills and training course courses for writing lessons should be given in advance to untrained teachers (GSTT), so that they can plan and write their lessons correctly.

scholarly journals Vocational training choice from a regional perspective

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Katja Schuster ◽  
Anne Margarian
Keyword(s):  
Labor Market ◽  
Secondary School ◽  
Labor Markets ◽  
Panel Study ◽  
Local Competition ◽  
Opportunity Structures ◽  
Upper Secondary ◽  
Welfare Implications ◽  
Urban Labor Markets ◽  
And Training

AbstractMotivated by discussions of skill mismatches on local German vocational educational and training (VET) markets, this paper analyses how occupational segments of VET entry of individuals with lower and intermediate secondary school degree relate to local labor market characteristics. The econometric analysis applies data from a survey conducted with 9th graders within the German National Educational Panel Study (NEPS). Considering opportunity structures and the local competition for training positions, we find that the match between occupations' skill demands and individuals' abilities tends to be specifically close in diverse and competitive urban labor markets. In non-competitive peripheral labor markets, in contrast, graduates with lower school certificates seem to have a higher likelihood of entering VET in segments that are specifically attractive for graduates with upper secondary school degree. The results on the allocation of abilities and the weight of preferences under different labor market conditions have different welfare implications from an individual, regional and general economic perspective.

scholarly journals Vietnamese Students’ Perception and Loyalty towards an Image of Vocational Education and Training

2014 ◽  
Vol 5 (4) ◽  
pp. 228-238
Author(s):  
Vi Hoang Dang
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Vocational Education ◽  
Industrial Development ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Vocational Students ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
And Training

Stakeholders’ perceptions towards a career in vocational education and training (VET) in Vietnam negate the country’s industrial development plan. During the last 15 years, the Vietnamese Governments investment in to the sector increased annually. However, parents and their children still pursue the goal of higher education via the mainstream rather than a career path way using the vocational education and training system. Although stereotypical views of vocational students are being challenged, Confucian ideology maintains some influence over stakeholders’ educational decisions leading to the sustained popularity of higher education. This study explores the perceptions of students on the image of and their loyalty towards vocational education and training. A sample of 300 lower secondary school, 300 upper secondary school, and 300 vocational students was drawn from across the Northern and Southern regions of Vietnam. A survey questionnaire was used to collect data and mean analysis conducted to explore the data. The findings indicate that agreement with statements about facilities and equipment, teacher’s ability, curriculum, and soft skills are the clearest indicators of enhanced perceptions about the image of vocational education and training. Encouragement from parents appears most influential to positively affecting lower secondary students’ loyalty. Unexpected was that vocational students had less interesting continuing in vocational education and training compared to lower and upper secondary school students inclination towards a career in VET. First-hand experience seemingly leads to diminished perceptions and loyalty towards vocational education.

scholarly journals Something new under the sun in secondary school: a case study

2020 ◽  
Vol 28 (106) ◽  
pp. 8-24
Author(s):  
Silvia Regina dos Santos Coelho ◽  
Candido Alberto Gomes
Keyword(s):  
Secondary School ◽  
Quantitative Methodology ◽  
Continuous Assessment ◽  
Structured Interviews ◽  
Counter Term ◽  
Organizational Image ◽  
Upper Secondary ◽  
Teachers And Students ◽  
A Company

Abstract This paper reports on a case study carried out in an upper secondary school (grades 10-12), which for 17 years has established learning workshops, with interseriation and interdisciplinarity, as well as complementary distance learning. The establishment, located in the industrial City of Curitiba, Brazil, maintains agreements so that its students, electively, attend the technical education in the counter-term. The qualitative-quantitative methodology included documental analysis, observation, semi-structured interviews with principals, counselors, teachers and students and application of questionnaires to convenience samples of teachers and students. The results show that, according to social expectations, this school has become publicly different due to its methodologies and success in reconciling the preparation for higher studies and technical courses. Continuous assessment and parallel recovery reduce reprobation and abandonment to minimum levels. The predominant organizational image is that of the school as a company, with components of the bureaucratic model, to frame the innovations in the official molds, and the school’s image as culture. Implications of these organizational images are discussed.

The development of gendered occupational aspirations across adolescence: examining the role of different types of upper-secondary education

2020 ◽  
Author(s):  
Ariane Basler ◽  
Irene Kriesi ◽  
Christian Imdorf
Keyword(s):  
Secondary School ◽  
Vocational Education ◽  
Education And Training ◽  
Gender Segregation ◽  
Occupational Aspirations ◽  
Vocational Education And Training ◽  
Childhood And Adolescence ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
And Training

Gender-typical educational and occupational goals are an important precursor of educational gender segregation and unequal opportunities of men and women in the labour market. However, little is known about how gender-typical aspirations develop during childhood and adolescence. Drawing on identity and opportunity arguments from a developmental perspective, this paper attempts to fill this gap by examining whether and to what extent gender-typical aspirations change during adolescence and how track allocation in secondary school is related to the development of gendered occupational aspirations between the ages of 15 and 21. The analyses are based on the Swiss Longitudinal Survey of Children and Youth. They include an observation span of six years, during which respondents were surveyed at the ages of 15, 16, 18 and 21.The findings show that gender-typical occupational aspirations were most prevalent at the age of 15. Their level and development differed by upper-secondary school track and gender. Young men’s aspirations were considerably more gender-typical than those of young women. Aspirations became less gender-typical for women in baccalaureate school and in initial vocational education and training programmes with high academic requirements and, in particular, for young men who entered vocational education and training with low requirements. Overall, our results support the assumption that changes in gender-typical aspirations during adolescence are the result of an interplay between opportunity structures offered by the upper-secondary school track, identity and status considerations.<br />Key messages<br /><ul><li>The development of occupational aspirations differs by upper-secondary track and by gender.</li><br /><li>Gender-typical occupational aspirations are most prevalent at the age of 15.</li><br /><li>Identity formation, perceived opportunities and status considerations may provide an explanation.</li></ul>

scholarly journals L2 fluency in spoken interaction: a case study on the use of other-repetitions and collaborative completions

2018 ◽  
pp. 118-138
Author(s):  
Pauliina Peltonen
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Empirical Studies ◽  
Upper Secondary School ◽  
School Students ◽  
Theoretical Approaches ◽  
Upper Secondary ◽  
Spoken Interaction ◽  
Problem Solving Task

Second language (L2) speech fluency has usually been studied from an individual’s perspective with monologue speech samples, whereas fluency studies examining dialogue data, especially with focus on collaborative practices, have been rare. In the present study, the aim was to examine how participants maintain fluency collaboratively. Four Finnish upper secondary school students of English completed a problem-solving task in pairs, and their spoken interactions were analyzed qualitatively with focus on collaborative completions and other-repetions. The findings demonstrated that collaborative completions and other-repetitions contribute to interactional fluency by creating cohesion to the interaction. Collaborative completions were also used to help the interlocutor to overcome temporary (individual) disfluent phases. Overall, the findings suggest that individual and interactional fluency are intertwined in spoken interaction, which should be acknowledged in theoretical approaches to L2 fluency and in empirical studies examining L2 fluency in interactional contexts.

scholarly journals Women in TVET: Contestation of Agency and Patriarchal Power for Liberation

2020 ◽  
Vol 10 (1) ◽  
pp. 16-31
Author(s):  
Indra Mani Rai ◽  
Pashupati Joshi
Keyword(s):  
Gender Stereotypes ◽  
Qualitative Case Study ◽  
Vocational Education And Training ◽  
Power Domination ◽  
Self Employment ◽  
External Power ◽  
Training Courses ◽  
Patriarchal Power ◽  
And Training

Against the effort made through Technical and Vocational Education and Training (TVET) in ensuring gender equality through providing women with the self/employment opportunities, there exists under-representation of them particularly in male-dominated training courses and jobs. In this context, the paper, based on a qualitative case study of three women who engaged in the courses and then occupations, portrays their struggles for coping with the gender stereotypes of devaluing women’s capability in the context of patriarchal power domination. Visualising from the feminist power perspectives, we came to the insights that the women’s agency (willingness, commitment, motivation, and knowledgeability) contests with the power held by males and patriarchal social structures. The negotiation of within self-power of women and external power of males and society support to unleash them for making a choice of career path.

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