Technical Education, Vocational Training and Industrialisation in Sub-Saharan Africa(SSA)

This study contributes to a deeper understanding and perspective on the current debate on structural transformation in Sub-Saharan Africa (SSA) by investigating the effect of technical vocational education and training on industrial performance between 1980 - 2018. The panel data used for this study were obtained from World Development Indicators (WDI), International Labour Organization (ILO), United Nations Educational, Social and Cultural Organization (UNESCO) and Fraser Institute databases. The empirical results derived from the Instrumental Variable (IV) Two-Stage Least Squares (2-SLS) econometric approach highlighted the important role of Technical Vocational Education and Training (TVET) as key determinants of industrial performance in SSA. The study found strong and robust relationship between TVET and measures of industrialisation. General secondary education, on the other hand, had a negative effect on industrialisation in SSA. The paper recommends therefore that there is the need for a complete overhaul and revision of the educational system in SSA with more emphasis on TVET in order to meet the required labour demand for industrial needs in the foreseable future.

STUDENTS’ UNDERSTANDING LEVEL OF ONLINE TEACHING IN THE TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) SECTOR

Although online education is not a recently emerged concept, the popularity of the concept has been boosted with the pandemic COVID-19, where the students have to depend totally on online education and they have been framed in it forcefully irrespective of the fact whether online education suits all type of education, especially for the sectors where the practicality is given the priority such as in the Technical and Vocational Education and Training (TVET) sector. Therefore, there arises a need to investigate the understanding level of the students. The objectives of this research are to identify the students’ understanding level of online teaching and to evaluate the relationship between the understanding level of students and online teaching methods. The population of the study was all the students in the TVET sector in Sri Lanka and the sample was 294 students from 6 university colleges. Structured questionnaires were distributed among the sample for data collection. Descriptive analysis and correlation analysis were employed in the data analysis. The results discovered that a majority of students understand the online theoretical lecture delivery but they lack infrastructure facilities to engage in the academic activities. There is a low level of understanding of practical lessons. Moreover, the results visualize a moderate positive relationship between the students’ understanding level and online teaching methods. The researchers suggested that online teaching can be used for theory lectures in critical situations such as disasters but for the practical sessions, the student should physically be present to the field. Efficient strategies relevant to each type of professional qualification provided by the institutes should be implemented.

On the Effect of Employer Offered Leave of Work on Participation in Continuing Vocational Education and Training – Investigating the Intention-Behavior Relation

The availability of time is a deciding factor for participation of adults in continuing vocational education and training (CVET). In view of the importance of time for participation, the present study investigates the impact of employer offered leave of work on employees’ participation behavior in CVET. Leave of work provides a specific timeframe for CVET by enabling the use of working time as learning time. The rationale of the intention-behavior relation as theorized by the theory of planned behavior provides the theoretical framework for the study. The theory allows the integration of individual and contextual factors (e.g., the work environment) in explaining individual behavior and the underpinning decision-making process. The theory conceptualizes time as an element of behavioral control that is required to act on an intention. Behavioral control is theorized to moderate the intention-behavior relation. Two modes of behavioral control are distinguished. We use employer offered leave of work as a proxy for actual behavioral control and the degree of perceived behavioral control regarding the availability of temporal resources to participate in CVET to investigate the theorized moderating role of behavior control on the intention-behavior relation. To test the hypotheses, two waves of panel data from the German National Educational Panel Study (NEPS) are used. Aiming at causal inferences, hybrid logit models are employed. We find that a participation intention is a significant predictor of CVET participation. However, the results provide no evidence regarding the theorized moderating role of actual behavioral control in terms of an employer offered leave of work on the intention-behavior relation. Furthermore, the results provide evidence that the degree of perceived behavioral control regarding the availability of temporal resources to participate in CVET does neither moderate the intention-behavior relation nor is a proxy for actual behavioral control. Finally, we discuss possible future developments of the theory of planned behavior by integrating action-theoretical assumptions from the value-expectancy theory.

Using communities of practice as a lens for exploring experiential pharmacy learning in general practice: Are communities of practice the way forward in changing the training culture in pharmacy?

Background Currently, there is little experiential learning in general practice (GP) during UK undergraduate and postgraduate pharmacy education and training. Aim To apply educational theories to explore pharmacy stakeholders’ perceptions of placements in general practice and contribute to the development of a model of experiential learning for pharmacy. Methods Qualitative, semi-structured interviews, conducted as part of two studies exploring experiential learning in general practice, with learners and their GP based supervisors. Interviews explored experiences of learning and practice, and what aided or hindered this. An abductive approach to analysis combined inductive coding with deductive, theory-driven interpretation using Lave and Wenger’s concept of “Communities of Practice”. Results Forty-four interviews were conducted, with learners and placement supervisors. Participants valued placements for providing authentic patient-facing learning experiences in the workplace, facilitated through legitimate peripheral participation by supervisors and supported by the use of pre- and de-briefing. Learners benefitted from support from their supervisor(s) and other staff during their day-to-day learning (informal learning), whilst also having protected time with their supervisors to discuss learning needs or go through workplace-based assessments (formal learning). Lack of clarity regarding which and how competencies should be assessed / demonstrated in general practice challenged monitoring progress from peripheral to full participation. Findings suggest that GP placements provide opportunities for learning about the patient journey between care settings; to work effectively with multidisciplinary teams; and consolidation and application of consultation / communication skills learning. Conclusions The learning culture of GP supports learners’ development, providing time and opportunities for meaningful and authentic workplace learning, with healthcare professionals acting as supervisors and mentors. These findings can usefully inform implementation of meaningful learning opportunities in primary and secondary care for those involved in pharmacy education and training.

How To Enhance Empathy Nursing Students In Education: Literature Review

Introduction. The tendency of reducing student empathy requires efforts to improve it through education or training. The purpose of this review is to identify education, learning, or teaching that is used to increase student empathy. Method. The design used a Literature Systematic Review. Articles were conducted in three electronic databases guided by The PRISMA. Articles published in English and from 2019 to 2021. Results. The result obtained 20 articles and will be reviewed. Eighteen articles show an effect or relationship between intervention and empathy. Training materials that can increase student empathy are the concept of empathy, communication, mindfulness, and transcultural nursing education. Education and training using patients/patient simulations to help improve student empathy, namely: expert patients, ECARE Program, polypharmacy effects; clinical Simulation of Inpatients, Lectures in class, Virtual Dementia Tour, living in poverty, and games for team interaction. Another method is through the KSS module, mannequin simulator experience, and peers. Conclusion. Education and training on the concepts of empathy, communication, meditation, and cultural competence using Simulation and immersion methods with patients, being like patients, using mannequins, or interacting with vulnerable groups can increase student empathy. Faculty and lecturers can apply experiential learning methods with Simulation and immersion in learning or training courses. Keywords: empathy, student, nursing, learning, education

Educational Activity Suggestion System of Children With Pervasive Developmental Disorder for Guiding Education and Training Staff Activities

Individuals with pervasive developmental disorders should be supported with special education programs that are planned according to the type and degree of the disorder, age, characteristics, and needs of the individual. Search over internet resources may provide suitable educational material and methods (and associated activity/game). However, syntactic search in today's static-based internet is insufficient to offer desired relevant results. An intelligent system able to identify the needed educational methods and material with the help of semantic web-based agents will not only contribute to the development of individuals with disorders, and support education specialists in this process, but also be extremely useful for the families of these individuals in assisting and monitoring their child's developmental progress. In this chapter, an agent-based educational activity suggestion system of children with pervasive developmental disorder for guiding education and training staff activities is proposed.

Innovation Paths in Italian Schools

Almost 10 years after the Cl@ssi 2.0 project began in Italy, the contribution intends to take stock of the consequences and the development of the project, broadening the view to the role of informal learning and the new 4.0 technologies, with a look at the effects of the emergence of COVID-19. The last part of the chapter focuses on the role of new enabling technologies in the future model of 4.0 learning which in turn fits into the Society 5.0 framework. These scenarios will offer insights for a concluding reflection on Society 5.0, a society in which the integration of technologies will offer an opportunity to develop all sectors of social life, including the education and training sector.