scholarly journals Australian VET Sector – A Critical Evaluation

2016 ◽  
Vol 11 (1) ◽  
pp. 270
Author(s):  
Stanislaw Paul MAJ
Keyword(s):  
Best Practices ◽  
Teaching And Learning ◽  
Critical Evaluation ◽  
Vocational Education And Training ◽  
Quality Outcomes ◽  
Checks And Balances ◽  
National Surveys ◽  
Course Material ◽  
National Framework ◽  
And Training

The Australian Vocational Education and Training (VET) system is a comprehensive, national framework designed to provide quality outcomes for learners and meet the needs of potential employers. The interdependent checks and balances provide mechanisms for validating quality and relevance. Regular national surveys demonstrate that both students and employers are satisfied with their experience of the VET sector. However, whilst positive feedback is necessary it is not of itself sufficient. In effect it is a false benchmark. To provide best practices in teaching and learning necessitates lecturers having the appropriate skills and underpinning knowledge something that the mandatory Certificate IVE in Training and Assessment does not provide. A more valid benchmark is an objective analysis of the quality using a learning taxonomy such as SOLO. This preliminary analysis of a range of VET courses unequivocally found that course material was well below best practices expectations. However further work is needed.

Vocation Education Quality from Demand Side’s Perspective: The Case of Transport Technology Universities in the North of Vietnam

2019 ◽  
Vol 10 (11) ◽  
pp. 1089-1097
Author(s):  
Nguyen Quynh Hoa ◽  
◽  
Phung Chu Hoang ◽  
Keyword(s):  
Vocational Training ◽  
Vocational Education And Training ◽  
Quality Outcomes ◽  
The North ◽  
Job Opportunities ◽  
Management Capacity ◽  
Negative Effect ◽  
Training Quality ◽  
And Training

Quality outcomes from vocational education and training (VET) are fundamental to ensuring a skilled workforce and supporting a productive economy. The quality of vocational training from the demand’s perspective is defined as meeting the customer specification, needs or requirements. Using the method of Exploratory Factor Analysis (EFA) and Multiple Regression Analysis to get the analytical results of 275 respondents as graduates of University of Transport and Communication, University of Transport Technology (the two universities training on transportation in the North of Vietnam), the results show that factors are measured by the observed variables in the study that ensure reliability and relevance. The descriptive statistics result of vocational training quality is 3.28, while all independent variables are at average level (between 3.1 to 3.48) with the highest value related to the quality of the teacher and the lowest are facilities and training programs and management capacity of university. However, the regression results show that the qualification of the teacher, material facilities and training program, management capacity and job opportunities at the training school do not affect the quality of the training while “Learners-NH” have a great positive effect and the labor market information has a negative effect on the training quality of the school significantly. Base on those data, some policy recommendations have been given out in order to improve the training quality of transport technology universities in the north of Vietnam in particular and the vocational training quality of Vietnam in general.

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.

Competence-based vocational education and training (VET)

2017 ◽  
Vol 41 (1) ◽  
pp. 28-38 ◽  
Author(s):  
Christoph Bohne ◽  
Friedhelm Eicker ◽  
Gesine Haseloff
Keyword(s):  
Vocational Education ◽  
Digital Media ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Learning Networks ◽  
Innovative Teaching ◽  
Content Type ◽  
Learning Projects ◽  
And Training

Purpose The purpose of this paper is to develop a vocational scientific constructivist concept meant for shaping competence-based and networked teaching and learning in vocational education and training (VET). Design/methodology/approach VET must enable learners to shape work within the context of conceptions based on the development of society. Refresher trainings cannot realise this. Concepts need a shaping competence-based and networked approach. Teaching and learning networks, learning projects and digital media are the keys to this approach. Findings The focus of the planned concept lies on shaping competence-based teaching and learning. This can be realised with innovative teaching and learning networks. Digital media can support this. The planned concept will be justified. The systematic planning of an exemplary learning project will be discussed. Practical implications This paper lays the ground to evaluate the relevance and range of shaping competence-based and networked teaching and learning. Originality/value The concept was (co-)developed by the University of Rostock. It was tested in first learning projects. These experiences are taken into account. The aim is to emphasise that the intended approach is a justified educational strategy in colleges, companies and other places of learning dealing with VET.

scholarly journals EU AND UKRAINIAN INNOVATIVE EXPERIENCE IN EDUCATION: THE ORIENTATION POINT FOR VET OF UKRAINE

2020 ◽  
pp. 42-49
Author(s):  
Liudmyla Puhovska ◽  
Snizhana Leu-Severynenko
Keyword(s):  
Best Practices ◽  
Vocational Education ◽  
Management Training ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Public And Private ◽  
Local Practices ◽  
Main Ideas ◽  
And Training ◽  
The Eu

The article analyses the EU policy for innovations in the sector of vocational education and training (VET). It reveals the activity results of the European network “Innovations in vocational education and training” leading by the European Centre for the Development of Vocational Training (Cedefop). The paper identifies main development directions in VET systems and reviews its best practices of the EU countries based on the analysis of the experience of Campus of Occupations and Qualifications (France), Centre for Management, Training and Employment of Youth (Italy) and Centres of (Vocational) Excellence (Great Britain). Additionally, the following research covers some best practices in public and private educational sectors of Ukraine e.g. two university-based models of innovations eco-system realised via innovation hubs and startup schools, STEM-centres and Fabrication Laboratories. Therefore, the main ideas of positive European experience are identified being the valuable tool for developing the modern policy for innovations and VET in Ukraine. The identified local practices in education sector can be adapted to the capacity and needs of VET sector after additional and more detailed study.

scholarly journals Designing a learning analytics dashboard for Twitter-facilitated teaching

2021 ◽  
Author(s):  
Anatoliy Gruzd ◽  
Nadia Conroy
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Best Practices ◽  
Informal Learning ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Practice ◽  
Formal And Informal Learning ◽  
Course Material

Social media sites are increasingly being adopted to support teaching practice in higher education. Learning Analytics (LA) dashboards can be used to reveal how students engage with course material and others in the class. However, research on the best practices of designing, developing, and evaluating such dashboards to support teaching and learning with social media has been limited. Considering the increasing use of Twitter for both formal and informal learning processes, this paper presents our design process and a LA prototype dashboard developed based on a comprehensive literature review and an online survey among 54 higher education instructors who have used Twitter in their teaching. Keywords : Learning analytics, teaching, dashboards, survey

scholarly journals Riding tandem: an organic and collaborative approach to research in vocational education and training

2014 ◽  
Vol 22 ◽  
Author(s):  
Cathy Ellis ◽  
Alec Dyer ◽  
Dominic Thompson
Keyword(s):  
Vocational Education ◽  
Teaching And Learning ◽  
Education And Training ◽  
Further Education ◽  
Vocational Education And Training ◽  
Learning Technology ◽  
Traditional Teaching ◽  
Use Of The Internet ◽  
Conducting Research ◽  
And Training

This study set out to explore the use of the Internet in peer-to-peer learning environments within vocational education and training and to investigate whether this approach could replace traditional teaching and learning. A mixed methods design, including classroom observations, design experiments, interviews and questionnaires was adopted. Although this study represents a mid-term report on work in progress only, a number of observations can nevertheless be made about the process of conducting research within Further Education (FE) colleges. Whilst, traditionally, the pursuit of research is not a priority within FE colleges, this study has encouraged lecturers in Highbury College, Portsmouth, United Kingdom to trial a research-based approach to curriculum development. They have worked as co-researchers in the study from the conceptual phase to implementation. This paper outlines the process of conducting research in partnership with Business lecturers at Highbury College. It presents preliminary findings based on the researcher and lecturers’ reflections on the research methodology and process followed over a period of 9 months.Keywords: Emergent learning; FE Colleges; SOLE; vocational education and training(Published: 28 August 2014)Citation: Research in Learning Technology 2014, 22: 24614 - http://dx.doi.org/10.3402/rlt.v22.24614

scholarly journals Green and Sustainable Development for TVET in Asia

2016 ◽  
Vol 11 (2) ◽  
Author(s):  
Ramlee B Mustapha
Keyword(s):  
Sustainable Development ◽  
Best Practices ◽  
Human Resources ◽  
Green Economy ◽  
Asia Pacific ◽  
Vocational Education And Training ◽  
Asian Countries ◽  
The Sustainable Development ◽  
Quantum Leap ◽  
And Training

Green paradigm is emerging in Asia.  In order to achieve  sustainability, embracing green paradigm is critical.  The growing significance of sustainability is having a major impact on business, industry, and society as a whole. Hence, preparing the future workforce for the coming green economy is a challenging task for many Asian countries especially in Technical and Vocational Education and Training (TVET) in the post-2015 agenda.  As a ground work, transforming TVET in Asia to meet the challenges of the green economy for the purpose of sustainability should begin now.   The aim of this paper is to map the sustainable development in terms of green mindset, lifestyle, economy, education, training, employability and sustainability in selected Asian countries. A country’s quantum leap or leap-frogging in sustainable economy is dependent of its transformation of human resources especially in TVET sector. Thus, TVET should be transformed to fit the requirements of the sustainable green paradigm.  The results posit the country’s policies, best practices, and challenges toward green economy in order to achieve sustainable development.   Finally, the implication of green paradigm on TVET system in selected countries in the Asia Pacific will be discussed.

scholarly journals From the Reality of Work to Grounded Work-Based Learning in German Vocational Education and Training: Background, Concept and Tools

2015 ◽  
Vol 2 (3) ◽  
pp. 214-238 ◽  
Author(s):  
Michael Gessler ◽  
Falk Howe
Keyword(s):  
Vocational Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Process Analysis ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Work Process ◽  
Starting Point ◽  
And Training

The "Riga Conclusions" of the European Ministries of Education of 22 June 2015 for the orientation of vocational education and training in Europe are promoting work-based learning as one of five "medium-term deliverables" for the next five years. But: How should and can work-based teaching and learning be designed? Our approach was developed within the German Dual VET System. Therefore it is not surprising that the work reality is for us the major principle for designing curricula and learning settings. As a starting point for developing didactical measures in the field of vocational education and training it is crucial in this approach to identify practices, routines and experiences of skilled workers that are experts for what they are doing. What are those people doing when handling a task, how are they acting, what work objects and tools are they operating with, and what requirements do they have to be aware of? To answer these kinds of questions, the real work in practice must be explored. A useful approach for doing this is a vocational work process analysis. The next step comprises developing a workbased learning project for the classroom. These two steps, vocational work process analysis and work-based learning projects, build the core of the article and enable a grounded work-based learning. Additional the changing priorities of curriculum design in the last century are introduced to reach a better understanding of the background and the actual work-oriented focus in German Dual VET. Our key proposition is: If work-based learning in vocational schools is wanted, the gap between the reality of work and the formal learning settings has to be closed. //

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