Teachers In Technical Institutions Research Articles

THE ROLE OF THE TEACHER OF THE CONSTRUCTION INSTITUTION OF HIGHER EDUCATION IN FORMATION OF ACADEMIC INTEGRITY OF STUDENTS

Formulation of the problem. The relevance of the study of the role of teachers of technical institutions of higher education in the formation of academic integrity of students is determined by: global trends in education, which are aimed at raising the standards of academic culture; National Strategy for Education Development in Ukraine; a new educational paradigm, which is based on the introduction of personality-oriented and competency-based approaches to learning, as well as compliance by all participants in the educational process of the principles of academic and scientific integrity. The purpose of the article is to analyze the level of development of professional and pedagogical competence of teachers of modern institutions of higher technical education and determine the role of research and teaching staff in shaping the academic integrity of students to improve the pedagogical process in higher technical school of Ukraine. Conclusion. The principles of academic integrity should become the daily norm of corporate culture of the modern academic community. Despite the fact that higher education in Ukraine has many problems with integrity, as it has only recently embarked on the path of building a virtuous educational environment, it is the principled position of teaching staff can help successfully introduce the norms of academic and scientific integrity in everyday practice including at Prydniprovska State Academy of Civil Engineering and Architecture.

Apology for Literature in Engineering Curriculum

The need for English literature teaching in technical institutions becomes imperative in the changing global scenario that is increasingly becoming multilingual and multicultural. Technocrats who command machines and systems created by the human brain need to be distinguished from these gadgets. They are thinking and feeling beings capable of making decisions in unpredictably critical moments because they are not programmed the way machines are. English language teachers with a very strong base in English literature can play an exceptionally vital role in acquisition of creative/critical thinking skills and human values. English language teachers in technical institutions need to re-invent their role from being a mere ‘facilitator’ of language skills or being ‘high priests’ of ethics through explication of literary texts to becoming a ‘catalyst’ in the formative process of the young technocrats’ affective and cognitive domains through exposure to appropriate literary texts. This article examines the role of English literature teaching and the complementary role of humanities and sciences in the formation of young technocrats, who should be academically bright, intellectually upright, ethically honest, and spiritually inspiring.

Quality of teachers in technical higher education institutions in India

PurposeThe quality of education depends upon the quality of teachers, i.e. professional competence. The purpose of this paper is to empirically identify the state of faculty’s quality in technical higher education institutions of Punjab (India) in terms of their competences. Later, differences in the quality of the faculty of both public (government funded) and private (partially or not funded by government) technical institutions were examined.Design/methodology/approachIn total, 35 technical institutes were selected to conduct a field survey and total 594 respondents including teachers, students and administrators had responded to the present study from different departments of engineering and management. The state of faculty’s quality in terms of their competences has been examined through confirmatory factor analysis in AMOS 20.0. Discriminant analysis in SPSS 20.0 has been performed to find the differences in faculty of both the public and private sectors.FindingsThis paper provides a broader picture of the poor quality of teachers in technical institutions of Punjab (India) in terms of lacking most of the competencies. The study also reveals significant differences in the faculty of both public and private sector institutes in terms of select competences.Originality/valueThis paper demonstrates an alarming stage of poor-quality state of teachers. Therefore, educational administrators and policy makers need to show their concern for the improvement of teachers’ quality in technical higher education institutions of Punjab (India).

Soft Computing Model for Academic Performance of Teachers Using Fuzzy Logic

Worldwide National policies on higher education are giving increasing importance to improve the quality of education on offer. Consequently, the evaluation of teachers’ performance in teaching activity is especially relevant for the academic institutions. It helps to define efficient plans to guarantee quality of teachers and the teaching learning process. In this paper, a soft computing model for academic performance of the teachers in technical institutions based on teaching activity series of qualitative reports is presented. We have proposed a Fuzzy Expert System for evaluating teachers overall performance based on fuzzy logic techniques under “uncertain facts” in the decision making process. A suitable fuzzy inference mechanism and associated rule has been discussed. It introduces the principles behind fuzzy logic and illustrates how these principles could be applied by educators to evaluating teachers’ performance. This model will help to write the Annual Confidential Reports of all the employees of an organization.

Factors Influencing Job Satisfaction: A Study on the Technical Institutions in Chhattisgarh

Globalisation has created a cutthroat competition among the major players. Organisations are indulged in tempting the customers. They are offering tremendous benefit schemes in order to win a considerable level of customer satisfaction. But this customer satisfaction cannot be compared with the employee satisfaction as the employees play the key role and without whose effort the organisation cannot develop and survive in the market. A study has been conducted on the teachers of technical institutions to evaluate the factors which influence job satisfaction. The paper attempts at finding out the relationship among the various factors as well as significant differences among them.

The Russell report: The Supply and Training of Teachers for Further Education

Abstract This report of the Standing Sub-Committee on Teachers for Further Education of the National Advisory Council on the Training and Supply of Teachers was published on 7 March 1966, and its three main recommendations were rejected publicly that afternoon on behalf of Mr. Crosland by the present Minister of Public Building and Works, Mr. Reginald Prentice, then Minister of State at the Department of Education and Science. The Committee, under the chairmanship of Sir Lionel Russell, CBE, was broadly based, with representatives of the local authority associations, teachers' organizations (including one member of the Association of Teachers in Technical Institutions) and the area training organizations; the Committee was strengthened by four persons appointed by the Secretary of State to represent industry and commerce and by five assessors from the Department of Education and Science; Sir William Alexander, Dr. J. E. Richardson, CBE, and Sir Willis Jackson were among the members. The Report of the Committee was unanimous.

Professional Association or Teachers' Trade Union: The A.T.T.I. and the Question of T.U.C. Affiliation

On January 1, 1967, the Association of Teachers in Technical Institutions became the first organization of British academics to affiliate with the Trades Union Congress. Over the next ten years such major educational bodies as the National Union of Teachers, the National Association of Schoolmasters, and the Association of University Teachers followed its lead and sought formal alignment with the organized labor movement in Britain. Participation in the T.U.C. meant identification as a trade union. This issue lay at the very heart of a lengthy debate within the A.T.T.I. over affiliation. For affiliation required a fundamental reappraisal of the A.T.T.I.'s traditional professional identity and organizational principles, one that ultimately led its members to recognize and acknowledge both the Association's primary role as a teachers' trade union and its common interests with the labor movement. The issue generated similar debate within many British education associations and signaled the emergence of teachers as active participants in the trade union movement. But it was an issue not easily resolved given teachers' historical identity as professionals. A.T.T.I. presence in the T.U.C. helped other associations move in the same direction and eased acceptance of this new identity in many instances. The A.T.T.I. decision to affiliate thus represents an important turning point in the history of that Association and the relationship between academics and the organized labor movement in Britain.

Topics

At their Annual General Meeting the Association of College Principals, formerly the Association of Principals in Mechnical Institutions, have voted against close links with the Association of Teachers in Technical Institutions. Earlier they had decided against a link‐up with the Association of Scientific, Technical and Managerial Staffs. A third alternative still remains open to them; to explore further a closer association with the Association of Vice‐Principals in Technical Institutions. Whilst the older established teachers unions in the tertiary sector seek to resolve their relationships, ASTMS is exploring ways to extend its influence in colleges and universities. Currently, it has linked‐up with the Association of Tutors in Adult Education; its literature is circulating amongst college staff and appears to have been favourably received in some quarters. This new body is not only negotiating for higher fee increases for extra‐mural and WEA Tutor Organisers, but is also pressing for better fringe benefits. In particular, it is seeking for its members increases in expenses and concessions, and allowances on income tax. This demand for higher fringe benefits is in line with the thinking enunciated in our December leader.

The Association of Teachers in Technical Institutions (1904–14)

The purpose of this essay is to examine the emergence and development, between 1904 and 1914, of the Association of Teachers in Technical Institutions. A main conclusion is that the ATTI, in being mainly concerned with its members' employment interests, was implicitly a trade union despite continual protestations by both officers and members that the Association was a professional body and would not “degenerate into a mere trades union […]. For people of education, like teachers, […] it is wrong to begin at the salary end”. In the first place, therefore, this paper is an investigation into certain aspects of the early history of a white-collar union, in this case the organization whose membership was drawn initially from among a small group of teachers in local authority technical institutes in England at the beginning of this century. Secondly, however, insofar as the technical teachers of this period saw themselves as professional people for whom trade unionism was inappropriate, the case-study also, in passing, illustrates the common conflict over the goals sought by most teachers' organizations at some time during their evolution as to whether they “should be concerned only with professional matters or should also fight for better salaries”.

Programme for development

Salaries and conditions of service more than usually dominated the 64th annual conference of the Association of Teachers in Technical Institutions at Manchester last month. Delegates voted for the restoration of free collective bargaining and the abolition of the Burnham Further Education Committee. The recent Pooling Committee memorandum on staff/student ratios was strongly rejected, following the redundancies at Maidstone College of Art; and sanctions were threatened wherever working conditions were being worsened or not improved, or even to secure a better pensions deal.

Further education and industrial training

The appearance of a memorandum prepared by the Association of Teachers in Technical Institutions, together with the Association of Principals of Technical Institutions, on relations between colleges and the representatives of Industry Training Boards, gives public recognition, at least by implication if not by direct statement, to difficulties which have for some time existed in the working of the 1964 Industrial Training Act. A year ago, W. M. MacQueen referred to evidence which suggested that … the Industrial Training Act is being misinterpreted to the detriment of our technical education service and consequently of our industry, and more recently, EDUCATION, the official journal of the Association of Education Committees, commented that Resentment against the training officers attached to industry training boards has been steadily hotting up in colleges of further education. Some of them, the technical teachers say privately, are butting in like self‐styled HMIs, and presuming too far to tell the teachers their business. And some local authorities, the teachers allege, instead of defending the teachers, have been turning a blind eye to the interference because of the undeniable financial benefits which accrue to the education service from investment by industry.

First reactions to Haslesrave

The Haslegrave Report, which will bring a more systematic approach to the education and training of the technician, was published on 16 December 1969. Already it has attracted a great deal of comment, mostly favourable. Recently the Institution of Electrical and Electronic Technician Engineers organised a conference on the Haslegrave Report at Nottingham University and this provided a valuable formal platform for the public expression of views. Two speeches in particular seemed of special interest to our readers. The first reported speech is that given by Mr W A C Kendall, President of the Association of Teachers in Technical Institutions (ATTI), presenting the official view of the technical college teaching profession. Following this is a report of the speech by Mr R F Marshall, a well‐known and distinguished training manager, looking at the Haslegrave proposals from an industrial viewpoint. Reference is made to Dr Haslegrave's own speech to the conference in our editorial leader on page 248 of this issue.

Cost effectiveness

Higher education is expanding explosively: such is the scale of the rising demand that it could require the creation of 400 000 additional places in the universities and polytechnics by 1980. High policy decisions on these matters will have to be taken by the Government during the next six months. Some guide to future policy was to be seen in the debate in the House of Commons on the White Paper on Government Expenditure: at the moment the Government does not propose to make available the financial support which such a massive expansion would call for. One question which now arises is this: can this expansion be provided within our present resources? A White Paper setting out the projections of student places for 1980 and the basis on which they were formulated is expected in April 1970. A Green Paper setting out the options for policy is expected in December 1970. In June the Association of Teachers in Technical Institutions meets in Harrogate and will consider the topic of efficiency in higher education. It is against this background that Thomas Gore has set out the issues.

Teachers

Since teachers are more strongly represented in the Commons than any other single profession, one would expect their influence there to be considerable. There are at present some 32 members of the National Union of Teachers in the House; they include the Speaker, Deputy Speaker, the Secretary of State for Education and one of his predecessors, a Minister of State for Education, a Government Whip and five other ministers. There are another 11 MPs from the ranks of the NUT‐affiliated Association of Teachers in Technical Institutions, and two from the National Association of Schoolmasters, plus a third who acts as an unofficial spokesman in the House.

COMMENT

At the end of the year there is to be an upheaval at the headquarters of the Association of Teachers in Technical Institutions. Mr Edward Britton moves downstairs in Hamilton House to take up his appointment as general secretary designate of the NUT and is to be succeeded as ATTI Secretary by Mr Tom Driver; at the same time the ATTI acquires two new assistant secretaries, Mr William Boaden and Mr Peter Dawson. These changes will have important consequences for both the NUT and the ATTI.

A new approach to teacher training

A well‐known educationist, under a necessary cloak of anonymity, examines closely the position of the Association of Teachers in Technical Institutions regarding teacher training in technical colleges. He points out that by their very nature these colleges can offer much to clear away the present fusty atmosphere of colleges of education.

OUTLINE

The setting up of a National Council for Further and Higher Education and an increase in expenditure on education were the priority requests made by the Association of Teachers in Technical Institutions at their 58th Annual Conference in Birmingham on 26–29 May.

Notes and news

At their 57th annual conference, held at Torquay from 28–30 May, the Association of Teachers in Technical Institutions successfully moved a resolution that the body should seek affiliation to the TUC forthwith. Thus the ATTI become the first teachers' organization to realize its responsibilities as a trade union body. Its 24 000 members may look with some amusement at the antics of the NUT (whose membership rights they also hold) at whose Easter conference a similar motion was in effect rejected. Perhaps an interchange of initials is indicated and in future one should talk of the NAT and the UTTI. Quite rightly it was put that not only the future power of the organization, but the strength of further education depended on such a move. Indeed the non‐partisan wing of the TUC will itself be strengthened by affiliation.

Time to help

Signs are that the levy or the threat is beginning to bite. Many small and medium‐sized companies — and several large ones whose training activities are a disgrace to them and the nation — are at long last realising that the Industrial Training Act really is on the Statute Book and that real money is going to be extracted from them in order to expand industrial and commercial training throughout the country. Quite a few are now turning to training officers, training organisations, management consultants and teachers in technical institutions for help and are doing so in some bewilderment.

Notes and News

In his address to the Annual Conference of the Association of Teachers in Technical Institutions, the newly installed President, Mr Jack Longden of Leamington Spa, referred to the present difficulty of salary negotiations. He pointed out that some 60 per cent of technical teachers are on Assistant Lecturer grades and will be worse off under the proposed scales of the Minister of Education than under the proposed Burnham Scales. He also spoke of the difficulties of teachers in CATs who do not even now know how their salaries will be negotiated and who are not included in the present scales.