scholarly journals Simulation in vocational education

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Susanne Gustavsson
Keyword(s):  
Vocational Education ◽  
Learning Process ◽  
New Technology ◽  
Quality Measures ◽  
Vocational Teachers ◽  
Teacher Competencies ◽  
Driving Simulators ◽  
Discussion Section ◽  
Vocational Programme ◽  
Critical Aspects

This study addresses the use of driving simulators in vocational education. The aim of the study is to use the experiences of vocational teachers and questions to identify critical aspects of simulator-assisted teaching. The Background section contains a description of studies regarding digitalisation within other educational contexts and teaching with simulators in other contexts as well as teacher competencies and the school’s quality measures. The study’s empirical evidence consists of observations and discussions with vocational teachers. The Results section contains an account of the vocational teacher’s questions in the form of identified problem areas. The Conclusions section of the study highlights simulator-assisted teaching and the importance of substantive aspects, as well as the connection to professional knowledge and competency, the possibility of adapting the teaching based on the needs of the student, and the consequences of the teaching for the professional skills and knowledge acquired by the student. The Discussion section addresses aspects such as teaching-related issues regarding transfer, the work of the vocational programme and the school with regard to the implementation of new technology in the teaching process, and the vocational teacher’s role and situation. In order to further develop knowledge about simulator-supported teaching in vocational education, more practice related studies of students' learning process and how the teaching contributes to the development of vocational skills are required.

scholarly journals COMPETENCIES OF FUTURE VOCATIONAL TEACHERS: PERSPECTIVE OF IN-SERVICE TEACHERS AND EDUCATIONAL EXPERTS

2019 ◽  
Vol 38 (2) ◽  
pp. 387-397 ◽  
Author(s):  
Wagiran Wagiran ◽  
Pardjono Pardjono ◽  
Wardan Suyanto ◽  
Herminarto Sofyan ◽  
Sunaryo Soenarto ◽  
...  
Keyword(s):  
Vocational Education ◽  
Industrial Revolution ◽  
Soft Skills ◽  
Core Competencies ◽  
Vocational Teachers ◽  
Teacher Competencies ◽  
The Core ◽  
Hard Skills ◽  
The Future ◽  
Key Competencies

Workforce in the 21st century has been marked by the acceleration of disruptive moves as the Industrial Revolution 4.0 and Society 5.0. This era requires human resources with new competencies that may be far different from current competencies. To present vocational education that is able to facilitate future human resource to learn compentencies that meet the need of future changes, vocational teachers should master new competencies comprehensively. This study aims to formulate the core vocational teacher competencies, hard skills and soft skills, which are in line with the various demands of the future. This qualitative research involved active vocational teachers and vocational education experts in several Focus Group Discussions and questionnaire completion. Research questions are focused on reflection of current teacher competencies and perceptions of teacher competencies in the future. The results lead to a conclusion that for future teachers, the core competencies are the pedagogic, content, and ICT competencies. These competences are relevant to hard skills aspects categorised as curriculum and content. In the aspect of soft skills, category living in the world is dominant. The three aspects considered very important for future vocational teachers are able to be exemplary, honest, and discipline. As a consequence, this research suggests to teacher educational institutes that produce vocational teachers to develop the teacher education curricula that integrates these key competencies in their vocational education teacher standards.

scholarly journals TEACHER COMPETENCIES AND THEIR RELATIONSHIP WITH THE DEVELOPMENT OF INTERACTIVE MEDIA

2021 ◽  
Author(s):  
Larasati
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Interactive Media ◽  
Teacher Competencies ◽  
Learning Achievement ◽  
National Education ◽  
Guaranteed Quality ◽  
The Media ◽  
Improving Student Learning ◽  
Improve Student Learning

In an effort to develop national education, teachers (educators) are urgently needed with guaranteed quality standards of competence and professionalism. learning at this time is an educator must be able to create creativity and the latest innovations in the learning process in order to improve student learning achievement. One form of innovation is to create effective and technology-based learning resources. So that the learning process with the aim of improving student learning achievement can be achieved, the media needed is right to support the maximum learning process

scholarly journals The general technological competency model for vocational teachers in Kazakhstan

2021 ◽  
Vol 13 (4) ◽  
pp. 574-588
Author(s):  
Zaure Shagataeva ◽  
Yernazar Kaspaevich Sarbassov ◽  
Erkegul Seminar ◽  
Marianna Amangeldyevna Sydykbekova ◽  
Ardak Tolegenovna Kydyrbaeva
Keyword(s):  
Vocational Education ◽  
Online Survey ◽  
Numerical Data ◽  
Education And Training ◽  
Training System ◽  
Educational Process ◽  
Vocational Education And Training ◽  
Vocational Teachers ◽  
Technological Competency ◽  
And Training

Like in many Global South countries, the vocational education and training system in Kazakhstan has some weaknesses, including low-competent educators poorly applying digital technologies in their instructional repertoire, which highlights the need for motivating teachers towards incorporating technologies representing students' everyday life in the educational process. Meanwhile, there are no practically applicable competency frameworks for Kazakhstani vocational teachers to date. This paper aimed to gather students’ opinions on which skills are more or less important for vocational educators to outline a technological competency framework for Kazakhstani vocational teachers based on Digital Competency Profiler, with content validity tested by five experts. A set of nineteen items measured on a five-point Likert scale, organized into technical, communicational, informational, and epistemological domains, was uploaded to an online survey platform and distributed among Master degree students enrolled in vocational programs in Kazakhstan. Based on survey data, the construct validity of the model was assessed by confirmatory factor analysis, which yielded high entire reliability and internal consistency. The learners assigned importance to all the four domains. However, they estimated vocational teacher’s ability to utilize productivity tracking tools as almost futile, which allegedly indicates the surveyees’ insufficient awareness about those applications and their purposes. Generally, the participants tend to prioritize vocational educators’ capacities to process mathematical computations, visualize numerical data, and operate with electronic text files and projectors, as well as their readiness for effective communication through messengers and electronic mail. The framework that emerged from this research can be used as a blueprint for synchronizing and improving educational programs in Kazakhstan.   Keywords: education; survey; technology; ICT; vocational education and training.

scholarly journals PELATIHAN INSTALLASI DAN OPERASIONAL BLENDED LEARNING UNTUK ADMIN FAKULTAS

2018 ◽  
Vol 1 (3) ◽  
pp. 235-242
Author(s):  
Zamzami Zamzami ◽  
Yogi Yunefri ◽  
Didik Siswanto
Keyword(s):  
Blended Learning ◽  
Vocational Education ◽  
Learning Process ◽  
Lecture Material ◽  
Faculty Of Education

The Learning process at Faculty of Education and Vocational Education (FKIP)) and the Faculty of Administrative Sciences (FIA) lecturers has been providing materials by displaying lecture materials using projector, as well as writing lecture materials on the blackboard. The student quiz is conducted after several meetings, the students are required to work on and complete the quiz given by the lecturer and then immediately collected after the time is up or finished. To give and collect the task, the lecturer give it during the lecture period and there are also lecturers who give the task at the end of the lecture after the lecturer delivered the lecture material, and the collection is done during the meeting in the class or on the next day schedule in the form of hardcopy so that the lecturer must certain to correct it. To face the problems faced by the Faculty of Education (FKIP) and Faculty of Administrative Sciences (FIA) the authors suggest with the use of electronic-based learning media that is Blended Learning.  

The Development of aFlexibility-Project Based Learning Model on Vocational Education: A Need Analysis

2021 ◽  
Vol 12 (3) ◽  
pp. 2782-2786
Author(s):  
Oriza Candra Et.al
Keyword(s):  
Vocational Education ◽  
Learning Process ◽  
Learning Model ◽  
Project Based Learning ◽  
Leading Indicators ◽  
Learning Models ◽  
The Third ◽  
Need Analysis ◽  
Model Project ◽  
Electrical Installation

This study discusses the needs analysis for developing flexibility-project-based learning models in vocational education to optimize the learning process and outcomes. The purpose of this study was to obtain information about the need for developing a proper learning model that can be applied in the domestic electrical installation learning process for students of electrical engineering vocational education at the third diploma level.The instrument used in this study was a questionnaire consisting of four leading indicators. 27 students who took part in the domestic electrical installation learning process became respondents in this study. The results showed that the need for a flexibility-based learning model project obtained a significant score. Thus, the need for a flexibility-project-based learning model developed in the domestic electrical installation learning process is high.

Green, Sustainable, or Clean

2013 ◽  
pp. 384-396
Author(s):  
Albena Antonova
Keyword(s):  
Information Technologies ◽  
Business Processes ◽  
New Technologies ◽  
Human Life ◽  
New Technology ◽  
Resource Extraction ◽  
Business Activity ◽  
Natural Ecosystems ◽  
Green It ◽  
Discussion Section

Since antiquity, human activity and technological innovations endanger environmental balance. Any new technology generates more business activity, leading to increased resource extraction and waste and directly menacing natural ecosystems. As a result, technological progress and economic growth are based on unsustainable practices. In the last few decades, ICT has accelerated and globalized business activity and many problems emerged as scarcity of natural resources, global warming, and population growth are only few of them. For less than 20 years, information technologies made the world smaller and smarter. ICT transformed all aspects of human life including business processes and practices, communication, logistics and transportation, learning, entertainment, commerce, and many others. The present research aims to outline some of the challenges to new technologies and IT/IS practices. It proposes a practice-oriented framework for adoption of green IT/IS strategy in companies. While literature is dominated by specific technological issues, businesses still miss the general vision of sustainable/green/clean technologies and how to adopt green IT/IS. Therefore, the discussion section of this chapter proposes an analysis of wider practices and initiatives leading to green IT/IS.

scholarly journals Trends in and principles of training vocational teachers

2018 ◽  
Vol 7 (2.13) ◽  
pp. 200 ◽  
Author(s):  
Natalia I. Zyrianova ◽  
Evgeny M. Dorozhkin ◽  
Yekaterina V. Zaitseva ◽  
Ivan S. Korotayer ◽  
Matvey D. Shcherbin
Keyword(s):  
Teacher Training ◽  
Vocational Education ◽  
Vocational Training ◽  
Corporate Training ◽  
Education Quality ◽  
Vocational Teachers ◽  
Domain Specific ◽  
Educational Standard ◽  
Vocational Teacher

The urgency of the problem under consideration here has been necessitated by a need for training more vocational teachers for the system; they are to be specialists in developing and implementing the basic and optional educational programs designed for workshop force and mid-tier specialists; this means preparing the personnel resource for innovation industry. The goal of the paper is to reveal the changes that are necessary to be brought about for improving the quality of training delivered to students of vocational pedagogy and continuing vocational education. The key approach to the study of the problem is the systems activity approach that allows us to employ the systems concepts for building domain-specific schema linked to the investigation of how vocational teacher training is organized today, with regard to the requirements set by Russia's educational standard "Teacher of vocational training and continuing vocational education". Analysis of theory and findings in the literature led us to the conclusion that, considering the particular properties and logic of vocational teacher’s education, as well as reliance on the approaches and concepts under consideration, is what shall cater to the ever increasing demands to it from man, society and state. In view of the analysis' results, we suggest recommendations for improving vocational teacher training that would lead to vocational education/training/continuing education quality enhancement, including training offered in corporate training centers and innovation industries. The materials herein may be of value to educational managers in forming their personnel resource.  

Change Management and Distance Education

2011 ◽  
pp. 1481-1487 ◽  
Author(s):  
Parviz Partow-Navid ◽  
Ludwig Slusky
Keyword(s):  
Information Technology ◽  
Distance Education ◽  
Learning Process ◽  
New Technology ◽  
Instructional Materials ◽  
Transmission Of Knowledge ◽  
Rapid Changes ◽  
E Learning ◽  
Low Performance ◽  
Primary Focus

E-learning is defined as the transmission of knowledge whereby the instructor and/or the student participate in the learning process from different places and/or different times (Henry, 2001). Many organizations have adopted e-learning as a way to make the learning process faster and better (Roshan, 2002). However, recent studies have revealed that about 85% of students participating in e-learning and distance education fall short of completing their program. Low completion leads to low retention, which leads to low performance (Land, 2002). The problem, exacerbated by rapid changes in information technology (IT), lies on the shoulder of the universities and the students. For universities, e-learning often is such a giant technological and managerial change that the faculty attempts to deal with it by scaling instructions down to merely automated text lectures with a primary focus on the delivery of instructional materials, rather than addressing the students’ needs. For students, e-learning is usually a short experience coupled with little-known technologies for which they need extra guidance and support that is more persistent. However, the challenge is how to employ this new technology and bring students the help they need when they need it (Gordon, 2003; Roberts, 2001).

Change Management and Distance Education

2011 ◽  
pp. 218-223
Author(s):  
Parviz Partow-Navid ◽  
Ludwig Slusky
Keyword(s):  
Information Technology ◽  
Distance Education ◽  
Learning Process ◽  
New Technology ◽  
Instructional Materials ◽  
Transmission Of Knowledge ◽  
Rapid Changes ◽  
E Learning ◽  
Low Performance ◽  
Primary Focus

E-learning is defined as the transmission of knowledge whereby the instructor and/or the student participate in the learning process from different places and/or different times (Henry, 2001). Many organizations have adopted e-learning as a way to make the learning process faster and better (Roshan, 2002). However, recent studies have revealed that about 85% of students participating in e-learning and distance education fall short of completing their program. Low completion leads to low retention, which leads to low performance (Land, 2002). The problem, exacerbated by rapid changes in information technology (IT), lies on the shoulder of the universities and the students. For universities, e-learning often is such a giant technological and managerial change that the faculty attempts to deal with it by scaling instructions down to merely automated text lectures with a primary focus on the delivery of instructional materials, rather than addressing the students’ needs. For students, e-learning is usually a short experience coupled with little-known technologies for which they need extra guidance and support that is more persistent. However, the challenge is how to employ this new technology and bring students the help they need when they need it (Gordon, 2003; Roberts, 2001).

scholarly journals Gender and Digital Teaching Competence in Dual Vocational Education and Training

2020 ◽  
Vol 10 (3) ◽  
pp. 84 ◽  
Author(s):  
Jesús Sánchez Prieto ◽  
Juan Manuel Trujillo Torres ◽  
Melchor Gómez García ◽  
Gerardo Gómez García
Keyword(s):  
Vocational Education ◽  
Information And Communication Technologies ◽  
Gender Gap ◽  
New Technology ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Teaching Resources ◽  
Technological Advances ◽  
Digital Skills ◽  
And Training

In recent decades, technological advances have been revolutionizing all areas of society, including the teaching resources and methodologies used in the world of education. Teachers are in the process of adapting to develop the digital skills they need for the use of Information and Communication Technologies (ICTs), a process that must be permanent and in which there are still knowledge gaps undermining its application. This study aims to determine whether this lack of digital skills is influenced by the gender of teachers, for example, whether there is a gender gap in ICT application in teaching, specifically Dual Vocational Education and Training, which is a teaching area that has been growing exponentially in recent years. A descriptive quantitative method has been used for this study with a sample of 1568 teachers of Dual Vocational Education and Training from the Autonomous Community of Andalusia, with data collected through a questionnaire. The results show that while the level of knowledge of ICT resources is medium among this group and is therefore improvable, there are no significant gender differences between teachers with respect to the application of e-skills by teaching professionals, despite the existence in other contexts of a large digital gender gap in new technology professionals.

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