Equipment For Students Research Articles

Quality assurance in Nigerian technical and vocational education and training institutions: strategies for improvement

Technical and Vocational Education and Training (TVET) has become increasingly important in meeting the needs of the global workforce. The objective is to examine some activities that promote quality assurance in TVET institutions and recommend solutions to any challenges. A hundred and fifty questionnaires were administered only 50 responses were returned. Descriptive statistics was used to analyse the data collected. Results showed that the National Board for Technical Education curriculum is not reviewed regularly and the time span for the review varies from department to department. Also, local content is integrated into the NBTE curriculum. TVET institutions take accreditation seriously, all programmes for departments surveyed are accredited. 96% of the academic staff give feedback to students after continuous assessment and examination. Some equipment for students’ practical are obsolete. TVET trainers do not attend conferences/workshops/seminars as regularly as expected due to lack of sponsorship. Most departments do not conduct industry needs assessment and about 90% are not in partnership with any industry for curriculum enhancement nor job placement. The study concludes, curriculum review should be done at least once in two academic sessions with more emphasis on local content. For quality assurance the accreditation pattern should be improved upon. Also, feedback mechanism must be improved. The obsolete equipment needs to be replaced through increased funding for TVET institutions. For continuous professional development, conspicuous allowance should be provided for TVET trainers for conferences/workshops/seminars. Invariably, ccollaborative curriculum development with the industries is a key to entrepreneurship, and relevance in the work environment.

Perceptions of teachers and students on the application of testportal for TOEIC practice testing

Assessment has always been an important part of education. However, with the recent advent and popularity of online education, teachers must devise new methods and tools for engaging online learners in examinations. Regrettably, there are limited applications available to be implemented quickly on flexible assessments. The purpose of this study is to discover how teachers and students understand this online assessment program, Testportal, for summative assessment. This is a mixed-method study. Three English teachers and 70 students from three English 1 sessions were recruited and agreed to participate in the study. A closed questionnaire, interviews, and nonparticipatory observation were used to collect data. The findings revealed that teachers' and students' perceptions of the Testportal's use were positive. The biggest obstacles that teachers and students experience when accessing Testportal are slow internet connections and teachers' difficulty in operating digital examinations. The challenges that prohibit language teachers from incorporating technology for assessment objectives originate from a lack of rules for planning, technology training, practice, and school and student equipment. Language instructors with understanding of technology and assistance from related sources should be given the opportunity to put their knowledge into practice, be watched by teacher educators, and receive feedback on their progress. The Testportal provided teachers with up-to-date information regarding online exams that support students' learning processes through dynamic assessment feedback cycles, such as teaching, assessing, and modifying different instructions to fit students' learning needs.

Bottlenecks to Inclusive Higher Education for Students with Disabilities during the COVID-19 Pandemic in Tanzania

This study explored the bottlenecks to the inclusive higher education for students with disabilities (SWD) during the COVID-19 pandemic in Tanzaniaand ways proposed to overcome them. The study useda qualitative approach that was informed by the phenomenological and multiple holistic case study design. A total of 158 research participants from four higher learning institutions in Tanzania were involved. They included 28 academic staff and 28 wardens who were selected through simple random selection.Others were 4 deans of students, 80 students with disabilities, 2 students’ leaders with disabilities, 8 personal assistants of students with physical impairments,and 8 heads of academic departments (these were purposively selected). The sample size was, however, determined by the point of saturation. Data were collected through interviews, focus group discussion (FGD), and direct observation where thematic analysis was used for data analysis. The findings revealed that allocation of rooms without consideration to SWDs and their personal assistants, difficulties in accessing information, unhygienic hostels, mobility difficulties, difficulties in access to preventive facilities and inadequate counselling services were part of the bottlenecks to inclusive higher education among SWD during COVID-19. The paper suggestsways to overcome the bottlenecks to inclusive education such as allocating rooms for SWDs and their assistants, improvement of infrastructures, orientation on mobility, and purchasing facilities and equipment which improvehygiene within inclusive education. It is recommended in this paper that the universities should establish units and resource centres well furnished with necessary equipment for students with disabilities which will be responsible for all matters related to SWDs.

Problems of the university teaching transition to e-learning

The article discusses the higher educational institutions transition problems to a distance learning operation mode during the pandemic, taking into account the technical universities work specifics. The article describes the problems that have arisen as a result of e-learning mode transition, as well as some solutions to these problems. The article focuses on: the teachers’ readiness problems; the e-courses quality for technical specialities students; the teachers’ developed materials copyright; virtual learning environments to replace the laboratory stands and equipment for students in distance learning process; distance learning educational process implementation technical support problems. The described problems’ proposed solutions’ implementation can be carried out in higher educational institutions without hiring additional personnel.

ОРГАНІЗАЦІЙНО-ПЕДАГОГІЧНА ДІЯЛЬНІСТЬ І. П. ЛЬВОВА

Аrticle described the activities of I. P. Lvov as the head of the department of pedagogy of the Chernigov Pedagogical Institute. It were studied the handwritten labor of a teacher in conducting state examinations, analyzed the annual reports of the Department of Pedagogy, compiled by I. P. Lvov during the 1950-1951,1951-1952,1952-1953 school year, the plans of the department and the lesson plan with students of the 2nd year, Ukrainian and Russian departments of the Faculty of Humanities. A personal qualities of the teacher were analyzed in the several archival documents. It showed that I. P. Lvov was a wise teacher and morally honest to students and colleagues, intellectually creative to support the department of pedagogy, as well as the laboratory of psychology with it with all the necessary equipment for students' independent education. He was quick-witted, presented innovative pedagogical ideas and introduced them into the pedagogical process of the department of pedagogy. I. P. Lvov took the initiative to realization educational activities among students such as reports, lectures on the plans of public education authorities, school education authorities, school administration, parental committees and leadership of pedagogical circles. I. P. Lvov considered it necessary that teachers of the institute read popular lectures to parents of students and thereby pedagogue them. Students of the institute were supposed to get involved in the work of class teachers, to carry out various types of classroom and extracurricular activities with pupils. Report on the educational and methodical work of the Department of Pedagogy was analyzed At the Department of Pedagogy under the leadership of I. P. Lvov, working curricula for all disciplines of the department were heard in due time at regular meetings. I. P. Lvov in the report indicated positive moments about the educational activities carried out during the school year by teachers of the department of pedagogy to change the working plans of the department.

A Metaphorical Approach Regarding the Equipment of Students with Abstract Concepts and Values Included in the Citizenship and Democracy Education Curriculum

This study attempted to investigate the effects of metaphor-based teaching activities on equipping students with abstract concepts and values, such as “rights, freedom, tolerance, responsibility, equality, honor, solidarity, love, fairness, reconciliation, peace, and patriotism, all of which are included in the themes “Our Rights and Freedoms” and “Our Duties and Responsibilities” of the 8th Grade Citizenship and Democracy Education Curriculum. The study was conducted in the eighth grade students attending a secondary school located in the city center of Konya, in 2012-2013 academic year. This study was designed based on the Mixed Methods Research and consists and consist two stages. The first stage of the study was designed according to the experimental design. To this end, two groups, namely an experimental group and a control group, were formed. The experimental group included 38 students whereas the control group consisted of 36 students. “Concept Test” was used to collect data. The second stage of the study, on the other hand, was designed based on the case study design and the focus group interview was used to collect data. Interviews were held with 36 students in the experimental group. The content analysis technique was used to reach the concepts and correlations that would account for the data that were collected. As a result of the study (according to the quantitative and qualitative research findings), it was observed that metaphor-based teaching activities were effective in the teaching of abstract concepts and values.

Teaching Practice of Physical Education Teachers for Students with Special Needs: An Application of the Theory of Planned Behaviour

This study examines the teaching behavior of physical education (PE) teachers in teaching students with special needs and the factors that determine their teaching behaviour. An extended theory of planned behaviour (TPB) was utilised as the theoretical framework. Three secondary and two high school PE teachers participated in the study. Data collection consisted of systematic and non-participant observations of teaching behaviour of PE teachers, as well as semi-structured interviews on the factors that determine their behaviours. Results revealed that four of five participants interacted more verbally and less physically with students with special needs. Peer partners were used to enhance the learning of students with special needs. Only two teachers modified their instruction and equipment for students with special needs. Sometimes, teachers excluded this group of students from cooperative activities. Extended TPB components, including attitude, moral norm, affective beliefs, social norm, and perceived behaviour control, were identified to determine the intention of PE teachers to teach students with special needs and their inclusive teaching practice. The study has important implications for policy and practice of inclusive PE.

Creative Funding Ideas for Your Physical Education Program

Physical educators often find it difficult to secure funding for their program in these tough economic times. However, there is funding out there, if one knows where to look and how to ask for it. This article describes how physical education teachers can make a funding action plan, who to contact, where to write to, and how to get equipment for students. Sometimes the people who can help the teacher are directly in front of them. Other times, the teacher will have to do some research through websites, national organizations, grants, professional sports teams, local school districts, local civic organizations, and even the school's parent-teacher association.

Equipment Experts: Enhancing Student Learning in Textile Science

Student equipment experts promote active learning in a product and materials analysis class. After preparation through reading about a specific piece of equipment and meeting with the instructor to see and practice with the equipment, the student demonstrates its use to the class and answers questions from the class. While this activity is time intensive for the instructor during the training period, use of equipment experts has produced more interest from students during class, better attention during demonstrations, and one-on-one interactions between the instructor and students. An unexpected benefit is the assistance of equipment experts during laboratory work. Equipment experts in a lab class enhance active learning and student comfort with lab work.

The Effectiveness of Selected Self-Instructional Approaches in Teaching Diagnostic Problem Solving

This study examined the effects of three self-instructional approaches of teaching diagnostic problem-solving (troubleshooting). Two of the approaches attempted to simulate student-equipment interaction via programmed and text instruction while a third approach utilized actual equipment. After forty-five community college students received an orientation to equipment operation, fifteen were randomly assigned to each of the three treatments. Criterion variables included troubleshooting knowledge, troubleshooting performance, and attitude toward instruc tion received. Results indicated that the equipment approach was superior to non-equipment simulation approaches in terms of troubleshooting performance outcomes. Correlational analyses of criterion variables provided some evidence that relationships between attitude and behavior were dependent upon the instructional approach used. ALTHOUGH a number of investigations have indicated that equipment simulators can be used as effectively as actual equipment in teaching diagnostic problem-solving or troubleshooting (8, 10), simulator use in public education has been limited. The reason for restricted utilization of simulators in troubleshooting instruction can be generally traced to their characteristics. Hard ware of this type is usually oriented toward specific instructional objectives and may command a high purchase price. A possible alternative to teaching troubleshooting via equipment or equip ment simulators might involve the use of pro grammed instruction. Several studies have indi cated that certain aspects of problem-solving can be taught successfully with programmed instruc tion (1, 2, 6). Additionally, programs are rela tively low in cost and could be made readily avail able for each student. The question which may be raised, however, is whether or not programmed instruction can simulate student-equipment inter action. This study examined the effects of three differ ent approaches of teaching troubleshooting. Two of the approaches were designed to simulate stu dent equipment interaction via programmed and text instruction. A third approach provided in struction on actual equipment. More specifically, the study investigated treatment effects relative to (a) troubleshooting knowledge, (b) trouble shooting performance, and (c) student attitude toward instruction received.

Student Equipment

Student Equipment

Propaganda and Leisure Reading

7(7ARIOUS scholarly attempts to define propaganda have not gone far beyond the statement that propaganda is selected evidence. That is, the difference between propaganda and truth is the difference between a part and the whole of the pertinent facts. Various minority groups, ranging from super-patriots to power-trusts, have been accused of using devious means to secure the adoption of elementaryand highschool textbooks in which their interests are somewhat glorified. But much less attention has been paid to propaganda on the collegiate level, doubtless on the assumption that the students can recognize it as such and therefore can beware. The weakness of any such assumption is apparent in the typical undergraduate's preference for what is interestingly presented as distinct from what is demonstrably true. Appeals to group loyalties and to group prejudices are proverbially effective. The curricula of the American college have accordingly attempted, by prescribing varied programs for the junior-college classes and by other means, to present subjects as wholes, to teach the importance of checking the completeness and validity of sources, and to develop a critical attitude toward conclusions based upon unreliable data. Authorities on the collegiate curriculum are hard at work on this major problem of giving the student an adequate perspective. Hence the danger is less that students will be misled by propaganda in respect to matters which are covered by systematic courses of instruction than in respect to matters not so covered. Many significant problems confronting the college student are not treated by systematic courses simply because the problems have no departmental classification; for example, sex, militarism, crime, business ethics, and personal ideals. The student's equipment for dealing with such problems consists of information obtained from entirely casual sources such as early home influences, conversation with other students, and media like popular literature, the theater, and motion pictures which no one can escape. Here propaganda is most insidious and effective, since from these sources the undergraduate obtains only what is interesting, and this presumably falls considerably short of the whole truth. It is here also that the most deliberate attempts are made to restrict the supply of reading-matter within certain social and political limits-by city