Abstract
Today’s world is currently knowledge-based due to globalization which brought information and communication technology into being. This paper highlights the concept of Technical Vocational Education and Training (TVET), its objectives and training areas. The paper discussed the concept of knowledge-based economy, the pillars of knowledge-based economy, and the characteristics of knowledge-driven economy. The paper also discussed instructional strategies for effective delivery of TVET in knowledge-based economy. The paper affirms that reflective teaching model allows teachers to closely and critically observes all that goes on in the class and enables the teacher to examine his/her work in order to consider alternative ways of ensuring that students learn thereby encouraging joint construction of knowledge. The paper also looked at the characteristics, benefits and limitations of reflective learning. Conclusively, the paper suggested among other that: teachers should constantly question their aims and actions because they need to be clear on what they want to achieve and how they intend to achieve it; the curriculum of TVET should include training on effective communications in an increasingly technical and knowledge-driven environment. It should also include training on willingness to take on responsibility, collaborative work skills, innovation, critical thinking and problem-solving.
Highlights
Education is the bedrock of any society
Educational programme, as a teaching and learning device can be manipulated in order to cause a desirable change in any community
Education has a lot of programmes but this paper is focused on technical, vocational education and training (TVET)
Summary
Education is the bedrock of any society. Globally, education is the panacea to various problems and an instrument for economic advancement. A knowledge-driven economy has so many defining characteristics Some of these characteristics according to Wokocha (2012) include: requirement for conceptual, interpersonal and communication skills as the economy no longer relies solely on machines for the production of goods and services. Knowledge as a commodity: In a knowledge-driven economy, information is mass produced, packaged, distributed, exchanged and sold as discrete objects This requires persons to learn to critically consume knowledge products provided by educators. A way of addressing the issue of knowledge-driven economy in relation to TVET might be to revisit the instructional strategies presently being employed in TVET delivery with a view to producing employable TVET graduates who are adaptable and capable of operating effectively in a knowledge-driven economy This is necessary as the current instructional strategies are mainly anchored on the stimulus – response learning theory which does not make for higher-order learning. An instructional strategy that needs urgent attention in the current state is the reflective teaching model
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