Pedagogic Practice in Classroom and Workshop at Technical and Vocational Education Training Colleges

2021 ◽  
pp. 136-161
Author(s):  
Folake Modupe Adelabu
Keyword(s):  
Vocational Education ◽  
Structured Interviews ◽  
Microsoft Excel ◽  
Specific Content ◽  
Content Domain ◽  
Hands On ◽  
Pedagogic Practices ◽  
Technical And Vocational Education ◽  
Education Training ◽  
Selection Of

Good pedagogy practices require a comprehensive list of strategies that will sustain and produce students in a specific content domain. The aim of this chapter is to explore vocational pedagogic practices in classrooms and workshops at technical and vocational education training (TVET) colleges. A closed-ended Likert-type questionnaire on vocational pedagogic practices was administered to the students, while interviews were conducted on the pedagogic practices in the classroom and workshop with the lecturers. Convenient and purposive sampling were used for the selection of the participants. The study sample was 58 students and four lecturers. Data was collected through semi structured interviews and a student's questionnaire. The interviews were transcribed, and each transcription was measured with the purpose to explore vocational pedagogic practices in classrooms and workshops at TVET colleges. The percentage of each item of the questionnaire was analysed through frequency distribution using Microsoft Excel. The findings showed that the NATED section of the TVET colleges is mainly for theory where the NC (V) section is for practical. Some parts of the TVET colleges' curriculum are not satisfactory and the hands-on practical activities that are a true reflection of workplace activities are not presented adequately in the curriculum. Based on the findings, the chapter suggests that the TVET colleges' curriculum be revised and updated in order to meet the standard requirements and the lecturers should be upgraded especially on hands-on practical activities in order to prepare the students to meet the companies' requirements.

scholarly journals The Impact of Contextual Factors on Learning of Agricultural Programmes in Technical and Vocational Education Training Colleges, South Africa

2021 ◽  
Vol 20 (5) ◽  
pp. 282-299
Author(s):  
Ramongwane Daniel Sephokgole ◽  
Moses Makgato ◽  
Sylvia Manto Ramaligela
Keyword(s):  
South Africa ◽  
Vocational Education ◽  
Personality Traits ◽  
Prior Experience ◽  
Contextual Factors ◽  
Limpopo Province ◽  
Microsoft Excel ◽  
Technical And Vocational Education ◽  
Education Training ◽  
The Impact

Contextual factors may influence the learning of agricultural programmes in Technical and Vocational Education Training (TVET) colleges. This study employed a quantitative approach to explore the impact of contextual factors on learning agricultural programmes in TVET colleges in the Limpopo Province of South Africa. The study surveyed 240 students from three TVET colleges. Purposive sampling was used to select the TVET colleges that offer agricultural programmes. Data was collected through a questionnaire to understand the impact of contextual factors on the students learning agricultural programmes. Data was analysed using Microsoft Excel 2016 and was presented in the form of a table. Based on Mitzel’s (1969) model, the impact of the contextual factors will help to guide TVET colleges when recruiting agriculture students. The results of the study indicated that contextual factors such as the student's prior experience, knowledge, skills, and personality traits have an impact on the learning of agricultural programmes in TVET colleges. The study recommends that upon recruiting TVET students, contextual factors such as prior knowledge and skills, prior experience as well as personality traits should be tested.

Reasons Behind a Career Change Through Vocational Education and Training

2021 ◽  
pp. 244-259
Author(s):  
kinza Yousfani ◽  
Thembisile Ernest Gweyi ◽  
Khair un Nisa Noonari
Keyword(s):  
Vocational Education ◽  
Vocational Education And Training ◽  
Career And Technical ◽  
International Labor ◽  
Hands On ◽  
Professional Degree ◽  
General Training ◽  
Technical And Vocational Education ◽  
Government Websites ◽  
The Government

Current changes in the education system and increased competition for employment have pressurized the government to produce major skills among the youth to make them employable. Moreover, technical and vocational education (TVE) worldwide is being used to resolve the problems of unemployment, poverty, and increased competition in the international labor market. Also, technical and vocational education is called career and technical education (CTE), which enables students to get a professional job without graduating or acquiring any other professional degree. Furthermore, it is an education that provides a hands-on experience that helps individuals to get a desirable job easily in the future. This chapter highlights how Pakistan has developed TVE and has taken several initiatives like TEVTA and NAVTTC (National Vocational and Technical Training Commission), which are taken for providing skills to the local people for their better career building. The data is collected from several official government websites of Pakistan which are mentioned further in the chapter and also provided on the reference page. Also, the study supports different previous research articles. To empower women and adolescent girls, TVE has been considered an important factor. So, it is important in every country to include both general training and vocational education for the growth of society.

scholarly journals Partnerships between Cambodia’s Government, NGOs, and the Private Sector in Technical and Vocational Education Training from the NGOs’ Perspectives

2021 ◽  
Author(s):  
◽  
Sokha Chhun
Keyword(s):  
Private Sector ◽  
Vocational Education ◽  
Study Data ◽  
Annual Reports ◽  
Phnom Penh ◽  
Technical And Vocational Education ◽  
Education Training ◽  
The Government ◽  
Depth Interviews

<p>Three-way or tri-sector partnerships were proposed in the World Summit on Sustainable Development in Johannesburg (2002) as a way to reduce poverty and achieve development targets by 2015 (Warner & Sullivan, 2006). These partnerships are between government, civil society and the private sector, and there is not much research on how such partnerships work in the development world. The purpose of this research is to explore the effectiveness of partnerships between Cambodia’s government, NGOs, and the private sector in Technical and Vocational Education Training (TVET), particularly from the NGOs’ perspective.  The research methodology used in this study was a qualitative case study. Data was collected from in-depth interviews as well as document analysis, such as NGO’s annual reports, project agreements with Cambodia’s government, and other related documents from three NGOs working in the TVET sector in Phnom Penh. This research used Creswell’s framework (2014) for qualitative data analysis and interpretation.  The findings conclude that the tri-sector partnerships within one NGO to that of another NGO are quite different depending on the level of trust and interdependence of the parties. These partnerships between government, the business sector and NGOs are based upon the belief that collaboration brings benefits to each actor. From the business’s side, the benefits include the improvement of industrial production processes and productivity due to an increased supply of well-skilled staff. From the NGOs’ perspective, the benefits include accessing enterprises’ equipment and expertise. The government provides decentralised powers to local government to facilitate the working process of the NGOs and the private sector. These findings provide insight into Cambodia’s tri-sector TVET partnerships, making a contribution to understandings and knowledge of NGOs in TVET and their partners.</p>

scholarly journals Partnerships between Cambodia’s Government, NGOs, and the Private Sector in Technical and Vocational Education Training from the NGOs’ Perspectives

2021 ◽  
Author(s):  
◽  
Sokha Chhun
Keyword(s):  
Private Sector ◽  
Vocational Education ◽  
Study Data ◽  
Annual Reports ◽  
Phnom Penh ◽  
Technical And Vocational Education ◽  
Education Training ◽  
The Government ◽  
Depth Interviews

<p>Three-way or tri-sector partnerships were proposed in the World Summit on Sustainable Development in Johannesburg (2002) as a way to reduce poverty and achieve development targets by 2015 (Warner & Sullivan, 2006). These partnerships are between government, civil society and the private sector, and there is not much research on how such partnerships work in the development world. The purpose of this research is to explore the effectiveness of partnerships between Cambodia’s government, NGOs, and the private sector in Technical and Vocational Education Training (TVET), particularly from the NGOs’ perspective.  The research methodology used in this study was a qualitative case study. Data was collected from in-depth interviews as well as document analysis, such as NGO’s annual reports, project agreements with Cambodia’s government, and other related documents from three NGOs working in the TVET sector in Phnom Penh. This research used Creswell’s framework (2014) for qualitative data analysis and interpretation.  The findings conclude that the tri-sector partnerships within one NGO to that of another NGO are quite different depending on the level of trust and interdependence of the parties. These partnerships between government, the business sector and NGOs are based upon the belief that collaboration brings benefits to each actor. From the business’s side, the benefits include the improvement of industrial production processes and productivity due to an increased supply of well-skilled staff. From the NGOs’ perspective, the benefits include accessing enterprises’ equipment and expertise. The government provides decentralised powers to local government to facilitate the working process of the NGOs and the private sector. These findings provide insight into Cambodia’s tri-sector TVET partnerships, making a contribution to understandings and knowledge of NGOs in TVET and their partners.</p>

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