The Alignment of Civil Engineering Tools and Equipment Between TVET Colleges and Industries

2021 ◽  
pp. 29-48
Author(s):  
Thokozani Isaac Mtshali ◽  
Sylvia Manto Ramaligela
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Industrial Revolution ◽  
Civil Engineering ◽  
Document Analysis ◽  
Limpopo Province ◽  
Fourth Industrial Revolution ◽  
Qualitative Research Design ◽  
Engineering Industries ◽  
And Training

This study was conducted in response to the call made by the Department of Higher Education and Training (DHET) in South Africa to strengthen the awareness levels of TVET colleges' readiness to embrace the 4IR era. The purpose of this study was to focus on equipment alignment between TVET colleges and industries. This study used Eulau and Karps' theory of responsiveness as a guide to explore the purpose. Also, this study purposefully sampled five TVET colleges in Limpopo province and two civil engineering industries linked to these institutions. This study used a descriptive qualitative research design. Document analysis and non-participant observations were used as data collection instruments. The study found that the working tools and equipment used by these TVET colleges were not fancy or showing prospects of Fourth Industrial Revolution. This was the same thing with the linked industries. Hence, all tools used were simply outdated when it comes to 4IR integration. And so, the study recommends that TVET colleges should institute new partnerships with 4IR responsive industries than being linked to industries that are using conventional tools and equipment.

scholarly journals A Policy Agenda for Legal Education and Training and the Fourth Industrial Revolution: The Case of England and Wales

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Andra Le Roux-Kemp
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Industrial Revolution ◽  
Legal Education ◽  
Education And Training ◽  
Policy Agenda ◽  
England And Wales ◽  
Fourth Industrial Revolution ◽  
And Training

While the full impact of the Fourth Industrial Revolution remains uncertain, it is by now generally accepted that highly intelligent technologies and their applications – such as robotics, artificial intelligence (AI), machine learning, digitialisation, and big Data – will continue to fundamentally transform all aspects of our occupational and personal lives. Yet, in the realm of higher education policy and specifically with regard to non-STEM disciplines like law, thorough-going engagement with this most recent wave of technological development remains lacking. It is the aim of this article to set a policy agenda for legal education and training that is sensitive to the opportunities and potential negative outfall of the Fourth Industrial Revolution (now exacerbated by COVID-19), while also taking into consideration the distinctive nature of legal education and training in England and Wales. Set against the higher education policy landscape of England and Wales, a number of concrete recommendations are made for bringing legal education and training into the age of the Fourth Industrial Revolution. These include, for example, a call for the radical transformation of the traditional, linear, and monodisciplinary LLB degree, addressing current and projected skills gaps and skills shortages by way of, inter alia, curriculum reform, and working towards greater mobility of law graduates between different legal jurisdictions and also within one jurisdiction but amongst different roles. These changes are necessary as legal education and training in England and Wales currently leave law graduates ill-equipped for the future labour market and do not adequately value and build on the job-tasks that legal professionals uniquely supply.

The education system in the era of the fourth industrial revolution: developing skills and thinking for learning

2021 ◽  
Vol 83 (1) ◽  
pp. 44-51
Author(s):  
S. Bespalyy ◽  
◽  
Ye. Ifutina ◽  
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Education System ◽  
Industrial Revolution ◽  
Digital Technologies ◽  
Professional Activity ◽  
Critical Element ◽  
Higher Education System ◽  
Fourth Industrial Revolution ◽  
The Impact

Computer systems and technologies are changing our society significantly. These changes are interconnected with both social and production spheres. Innovative digital technologies have a huge impact on the labor market and professional activity, contributing to their transfer to the electronic environment. Using digital technologies, modern people set new goals and solve problems with an increasing speed of problem solving, capitalizing on the possibilities of collaborative distributed actions within networks. In this regard, new competencies of specialists are in demand. Purpose: The purpose of this study was to establish the impact of the fourth industrial revolution on the education system and the development of skills and thinking for learning. Methods: When conducting scientific research, economic and statistical methods were used. These methods were also used in comparative analysis, as well as in assessing data and indicators of the higher education system, taking into account the impact of the fourth industrial revolution. The analytical method was used to consider the characteristics and factors influencing the development of skills and thinking for learning in modern conditions. The abstract-logical method is used to identify problems affecting the development of the labor market under the influence of digital technologies. Results and their value: The result of the study is that conclusions are drawn about the upcoming changes. Automation and digitalization are likely to lead to significant unemployment in most countries, so adaptation innovation policies are needed to help offset unemployment due to digitalization. Governments need to invest heavily in higher education as an economic development tool for their citizens. Lifelong learning should be identified as a critical element of success in the era of the fourth industrial revolution. Curricula should develop digital skills and address workforce disruptions due to automation.

scholarly journals EXAMINATION OF GRADUATE THESES CONDUCTED ON PRESCHOOL INCLUSION BETWEEN 2016-2020 IN TURKEY

2021 ◽  
Vol 4 (1) ◽  
pp. 88-99
Author(s):  
Mahide Özçelik ◽  
Mukaddes Sakallı Demirok
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Data Analysis ◽  
Document Analysis ◽  
Research Trends ◽  
Future Research ◽  
Research Model ◽  
Analysis Method ◽  
Data Collection Tool ◽  
Analysis Technique

  The aim of this study is to examine the current research trends in graduate theses on preschool inclusion in Turkey. Document analysis technique, one of the qualitative research methods, was used in the research. It was carried out on 31 graduate theses, which were obtained as a result of scanning the thesis archive of the Higher Education Council (YÖK) and were open to access between 2016 to 2020. The search was carried out by typing "pre-school integration" into the search engine of the Higher Education Institution's thesis archive. The theses included in the study were analyzed using the thesis analysis form prepared beforehand by the researchers. In the prepared form, the theses were analyzed according to the year, thesis level, university, institute, department, thesis supervisor title, research model, number of participants, data collection tool, data analysis method, and domestic and foreign references. The findings obtained within the framework of the examination were interpreted with percentage and frequency tables, and recommendations were made for future research. Key Words: Mainstreaming, preschool, thesis, document analysis.

scholarly journals Implementation of Augmented Reality in a Mechanical Engineering Training Context

Computers ◽  
2021 ◽  
Vol 10 (12) ◽  
pp. 163
Author(s):  
Dominique Scaravetti ◽  
Rémy François
Keyword(s):  
Higher Education ◽  
Augmented Reality ◽  
Industrial Revolution ◽  
Power Transmission ◽  
Digital Tools ◽  
Training Context ◽  
Global Industry ◽  
Fourth Industrial Revolution ◽  
Engineering Training ◽  
3D Representations

Global industry is at the heart of its fourth industrial revolution, being driven by the emergence of new digital solutions: Augmented reality allows us to consider the evolution towards the “the augmented operator”. This technology is currently little used in higher education, especially for mechanical engineers. We believe that it can facilitate learning and develop autonomy. The objective of this work is to assess the relevance of augmented reality in this context, as well as its impact on learning. The difficulties for a student approaching a technical system are related to reading and understanding 2D and even 3D representations, lack of knowledge on components functions, and the analysis of the chain of power transmission and transformation of movement. The research is intended to see if AR technologies are relevant to answer these issues and help beginners get started. To that end, several AR scenarios have been developed on different mechanical systems, using the relevant features of the AR interfaces that we have identified. Otherwise, these experiences have enabled us to identify specific issues linked to the implementation of AR. Our choice of AR devices and software allows us to have an integrated digital chain with digital tools and files used by mechanical engineers. Finally, we sought to assess how this technology made it possible to overcome the difficulties of learners, in different learning situations.

scholarly journals Field-based Learning in Higher Education

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Heather N. Fedesco ◽  
Drew Cavin ◽  
Regina Henares
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Qualitative Research ◽  
Natural Sciences ◽  
Traditional Classroom ◽  
Academic Literature ◽  
Individual Interviews ◽  
Social Sciences And Humanities ◽  
Qualitative Research Design ◽  
Education Courses

Field-based learning in higher education is lacking both in practice at colleges and in research within the academic literature. This study aims to address these deficits by exploring the benefits of, and suggesting strategies for, executing field study in higher education across a variety of courses. We report the results of a qualitative research design that included the observation of five courses within the natural sciences, social sciences, and humanities. Approximately eight students per observed course were interviewed three times during their course to assess perceptions of the class, their peers and instructor, the field experiences, and their motivation throughout the course. In total, 130 individual interviews were conducted with 45 students. Results revealed that field-based learning enhances the degree of relatedness students feel with their classmates and instructors, they have a greater degree of intrinsic motivation in the course, and these experiences facilitate learning in ways that may not be replicated in the traditional classroom. In addition, we created a typology of field-based learning, which includes eight different trips that could be employed in higher education courses. We also identified general strategies to improve the execution of these trips.

scholarly journals Internal factors supporting business and technological transformation in the context of Industry 4.0

2019 ◽  
Vol 20 ◽  
pp. 137-145 ◽  
Author(s):  
Lucia Kohnová ◽  
Ján Papula ◽  
Nikola Salajová
Keyword(s):  
Industry 4.0 ◽  
Industrial Revolution ◽  
New Technologies ◽  
Employee Education ◽  
Technological Transformation ◽  
Internal Factors ◽  
Fourth Industrial Revolution ◽  
Culture Strategy ◽  
Technology Transformation ◽  
And Training

Radical changes resulting from the Fourth Industrial Revolution strongly affect industrialized European countries. In particular, due to the new technologies that are characteristic of Industry 4.0, it will be essential for companies to make the necessary changes and achieve competitiveness through the implementation of these technologies. In order for companies to be able to make radical changes and innovations, they need to secure all the supporting areas in their organization. This research paper is focused on comparison of companies from Slovakia, Czech Republic, Austria, Germany and Switzerland in the context of readiness for Industry 4.0. This research was part of a research project, while data were collected in the period of 2015–2016. We have analysed companies from selected countries based on 7 areas which are closely interconnected with the business transformation and technology transformation coming from Industry 4.0. The main analysed questions focused on areas such as employee education and training, organizational culture, strategy, or organizational processes, that will be most affected by radical changes in the environment. Research has highlighted the differences between countries as a result of long-standing cultural differences, but at the same time identified the unified influence of the ongoing global debate on the need for technological innovation. With Slovak and Czech companies being below stronger innovators in the maturity of education systems, we strongly advise considering partnering in education which can bring valuable information to businesses that want to take on the wave of innovation.

scholarly journals The role of Christian institutions in witnessing to students of the Muslim faith: The case of the University of Eastern African Baraton in Kenya

2016 ◽  
Vol 50 (1) ◽  
Author(s):  
Rebecca J. Lagat
Keyword(s):  
Qualitative Research ◽  
Religious Education ◽  
Research Design ◽  
Document Analysis ◽  
Muslim Students ◽  
Qualitative Research Design ◽  
The University ◽  
Basic Philosophy ◽  
New Strategies

The University of Eastern African, Baraton (UEAB) mission is concerned with providing a religious education in a holistic environment. This includes education in the gospel globally by recruiting students from all spheres including those of other faiths. The aim is witnessing to them during their four-year stay at the institution with the hope of introducing them to the Adventist faith. The main focus of this study was to establish whether the UEAB was true to its basic philosophy of witnessing to people of other faiths – in this case by engaging Muslim students. A qualitative-research design was adopted for the study. The data was collected by means of document analysis, interviews and observations. Fifteen administrators and twelve Muslim students were used for the investigation. The study investigated the strategies and channels to evangelise students from other faiths contextually, and ascertain whether the UEAB indeed is living up to its own vision and mission. Recommendations are put forward to engage students from other faiths through more personnel and, for instance, new strategies to engage the Muslims on campus through friendship evangelisation.

Sign in / Sign up

Export Citation Format

Share Document