Technical Vocational Research Articles

Creation of Learning Opportunities for Electrical Engineering Students at Northern Cape Urban Technical Vocational Education and Training College

Technical and Vocational Education and Training (TVET) colleges are currently not succeeding in developing requisite skills in Electrical Engineering Studies. The aim of this study was to investigate opportunities to learn (OTL) created for Electrical Engineering students at a TVET College. The study was conducted using a mixed method case study where 101 questionnaires were distributed to all the students enrolled for N1 Electrical Trade Theory, and interviews conducted with 6 students purposively sampled based on their performance, and with the only lecturer teaching the subject. Document analysis was also employed to source vital curriculum information for the subject. The research resulted in a number of significant findings, namely; engineering theory lessons taught were not complemented by practical work or experiments, teaching methods and learning activities did not promote active participation on the part of students, classes were composed of both young and so-called mature students, there were not enough assessment opportunities and instructional resources. The research therefore, recommends that lecturers be appropriately qualified, so that they are informed about teaching and learning methods suitable for students of mixed abilities, ages and backgrounds; and that they employ teaching methods that are learning-centred, which result in students actively creating knowledge through their own experiences. It is likely that the more a lecturer practices this type of teaching, and takes into consideration relevant contextual factors; the more s/he will enhance the creation of OTL for Electrical Engineering at a TVET college.

Talent Engagement Drivers And Employee Productivity In Technical Vocational Education Training Institutions In Kenya

Talent Engagement Drivers And Employee Productivity In Technical Vocational Education Training Institutions In Kenya

Social Learning Management System (Slms) For Technical Vocational Education And Training (Tvet) Program With Filtered Foul Words

This study aimed to develop, deploy and evaluate a Social Learning Management System for the Technical Vocational Education Training (TVET) Programs with Filtered Foul Words as a tool for the faculty and students in the institution. Specifically, this sought to identify the challenges met and experienced by the respondents in conducting academic services and teaching-learning activities; levels of satisfaction on the features offered by the proposed system; and the issues encountered in the facilitation of the proposed system.
 After developing SLMS, researcher-made questionnaire was administered to the randomly selected 338 students and 14 faculty members from the Polytechnic University of the Philippines Institute of Technology to evaluate the proposed system. Rate and Weighted Mean were utilized in treating the information.
 The study reveals the challenges met and experienced by the respondents in conducting academic services and teaching learning activities. Aside from that, respondents are very satisfied in the usability, functionality, efficiency, reliability and portability features of the developed system. There were very minimal number of problems during the deployment of the system

Evaluation on TVET Assessment in Oil Palm Operation Focuses on Mechanized FFB Harvesting and Collecting

Technical Vocational Education Training (TVET) is a work-based education and training process with a strong emphasis on industry practice. The purpose of this paper is to study whether TVET in oil palm industry can produce a competent trainee in Fresh Fruit Bunch (FFB) harvesting and collecting. A competent trainee must have knowledge and skill to do job successfully. A qualified harvester cuts the ripe FFB to maximize Oil Extraction Rate (OER) and prunes the optimum frond number. Same goes to a trained collector picks FFB as well as loose fruit within 24 hours to minimize Free Fatty Acid (FFA). By studying National Occupational Skills Standards (NOSS) used, Pusat Latihan Sawit Malaysia (PLASMA) standard practice, and analysing trainee’s examination results, this study shows PLASMA capable and able to train skilled workers in oil palm industry. Several recommendations and suggestions have been highlighted in ensuring the improvement of the PLASMA quality and maintain its value and standard in the future as well as to the oil palm plantation company to take serious action for hiring the TVET trainee as their skilled workers.

Utility of government initiatives in technical, vocational and training institutions on student enrolment in Bungoma County, Kenya

The Government of Kenya lays great emphasis on Technical Vocational Education and Training (TVET) for her social and economic growth in the 21st century. Her estimated requirements for an effectual technical workforce, is in hundreds of thousands by the year 2030. The prerequisite for this milestone is pegged on attainment of a gross enrolment ratio of 20% in TVET institutions annually, whose enrolment however, continues to be far below targeted numbers. It was against these facts that the current study sought to investigate the government initiatives in TVET institutions on student enrolment in Bungoma County, Kenya. The study targeted 82 TVET institutions, 82 principals, 714 lecturers, 9098 students. The study employed proportionate stratified random sampling, simple random sampling and census to select the TVET institutions and respondents from the 9 sub-counties in Bungoma County. From the 82 TVET institutions in Bungoma County, proportionate stratified random sampling was used to select 65 TVET institutions for the study. Data collection tools comprised questionnaires for primary data which had closed-ended. The study recommended that all TVET institutions and be should utilized for learning and administration in the institutions. Article visualizations:

Technical Vocational Education and Training (TVET) Workforce Skill Development Policy and Strategy to Support 4th Industrial Revolution due to Disruptive Technology

Research papers on Technical Vocational Education and Training Workforce Skill Development Policy and Strategy to Support fourth industrial revolution due to Disruptive Technology aim to explore directions, trends, impacts, as well as policies for managing labor issues in the Disruptive Technologies era, studying the opinions of executives of businesses used or affected by Disruptive Technology, as well as obstacles, feedback, focusing on issues, concepts about Disruptive Technologies and vocational education concepts. Research methodology used in qualitative research and procedures for conducting studies. The study results are the impact of Disruptive Technology on Thai workers and technical vocational education and training (TVET) to develop a skill for the Thai workforce during disruptive technology, educational management to develop Thai people in the Thai era.4.0. Therefore, two focuses must be placed on: 1) increasing labor skills and 2) educating new workers under reality. In conclusion, the article outlines the approach of skill development to the labor force that must be advanced in the era of Disruptive Technology. It was briefly explained that realistic work means workers with flexible knowledge and skills adapting to advanced technologies. Therefore, for work to meet the required standards, TVET development requires a professional standardization process, namely information related to work knowledge. Creating the necessary skills and attributes requires operational standards. Procedures and scope of operation operational equipment prove performance and expertise in technical skills knowledge, competence, and performance results and policy recommendations on the government sector: Private Educational Institutions in managing labor issues in the Disruptive Technology era.

MATHEMATICS LECTURERS AND STUDENTS VIEWS ON THE ROLE OF LANGUAGE IN A MULTILINGUAL CLASSROOM AT TVET COLLEGE LEVEL

Ponte Academic JournalSep 2021, Volume 77, Issue 9 MATHEMATICS LECTURERS AND STUDENTS VIEWS ON THE ROLE OF LANGUAGE IN A MULTILINGUAL CLASSROOM AT TVET COLLEGE LEVELAuthor(s): Antoinette Kahiya ,Deonarain BrijlallJ. Ponte - Sep 2021 - Volume 77 - Issue 9 doi: 10.21506/j.ponte.2021.9.1 Abstract:This paper reports on a study exploring the teaching and learning of mathematics in a multilingual classroom at a Technical Vocational Education and Training College (TVET). A case study research method was used. Three N5 mathematics lecturers and 20 N5 students were purposefully selected from two campuses of a TVET college in South Africa. Data were collected using semi-structured interviews and through classroom observations. Lecturers were interviewed individually to find out the effects of the language of teaching and learning on student understanding, and to find out the teaching strategies they use to teach mathematics. Findings reveal that students know what they should do in order to understand mathematical concepts, although they do not always adhere to them, and they also know what they expect from lecturers. Lecturers also know the teaching strategies that could give them good results, but the students seem to not do their part. Findings also reveal that a common language between lecturers and students helps a lot in explaining some important mathematical facts and it also helps in improving participation during lessons. Download full text:Check if you have access through your login credentials or your institution Username Password

Gastro-intestinal Tract Nematodes of Small Ruminants: Prevalence and Their Identification in and Around Alage, Southern Ethiopia

A cross sectional study was conducted in small ruminants kept under extensive management system in and around Alage Agricultural Technical Vocational Educational and Training (ATVET) College from October to May, 2018/19. The objectives were set to estimate the prevalence and types of recovered parasites at genus level and assessment of their association with the animal risk factors. A total of 310 randomly collected fecal samples of small ruminants (206 goats and 104 sheep) were examined by simple floatation. In the study area, the overall prevalence of GIT nematodes in small ruminants was 79.68% (247/310). Species specific prevalence of GIT nematode was 78.2% (161/206) and 82.7% (86/104), goats and sheep, respectively. The result showed the existence of single as well as mixed parasitic infections. Accordingly, higher proportion of Haemonchus in sheep (33.72%) and Trichostrongylus in goats (31.1%) represent single infections while Haemonchus with Trichostrongylus in sheep (5.8%), and Trichostrongylus with Oesophagostomum in goats (4.35%) weremixed parasitic infections. Conversely, Bunostomum and Trichuris appeared to be the lowestin proportions in goats (3.73%) and sheep (2.33%) as a single infection whereas Haemonchus with Bunostomum in goats (0.62%) and Trichostrongylus with Bunostomum in sheep (1.2%), as mixed parasitic infections. Analysis of risk factors (species, age, sex and body condition score) revealed that only sex and BCS had significant association with occurrence of parasitic infection (p 0.05) for parasitic infection. In general, the occurrences of high prevalence of nematodes in the study area suggest that GI nematodes are major constraints for production and productivity of small ruminants. Therefore, application of strategic control measures is recommended to reduce the impact of nematodes in ruminants in the current area.

"УЧИЛИЩЕ ПРОФЕССИОНАЛЬНОЕ ТЕХНИЧЕСКОЕ" В БАРНАУЛЕ - ИСТОРИЯ УЧЕБНОГО ЗДАНИЯ СЕРЕДИНЫ ХХ В

In 2018-2019, the author took part in the teamwork on the development of a project of restoration of facades of the regional significance heritage monument “VOCATIONAL TECHNICAL SCHOOL” and in the cultural heritage site protection project development. The team has prepared project documentation on the ground of the first-time use of archival materials and other sources. Next, there a state historical and cultural examination of the submitted documentation was carried out, according to the results of which the experts have concluded the compliance of the documents with the current legislation of the Russian Federation in the field of protection of cultural heritage objects. The building was built in Barnaul, Altai Krai in 1942 and was prepared to accommodate the vocational school No. 4, evacuated from Stalingrad (Volgograd). The building has a variable number of storeys with a basement floor and is located in the city center in a row of stone buildings of the Soviet period on Lenina Prospect, with an indentation from the building line. It is an example of an educational building in the forms of Soviet neoclassicism. Keywords: educational building, technical school, evacuated school, architectural monument, monuments of history and culture, objects of cultural heritage

Nutritional and anthropometric assessment of individuals having apprenticeship education in vocational education center: Van example

Bu çalışma Van ilinde bulunan Vali Ali Paşa Mesleki Teknik Eğitim Merkezi’nde çıraklık eğitimi gören bireylerin beslenme alışkanlıklarını saptamak, vücut kompozisyonunu belirlemek, literatürde bulunan mevcut referans değerler ile karşılaştırmak ve bireylerin fiziki yapısını antropometrik yöntemlerle değerlendirerek vücut bileşimini ortaya koymak amacıyla yapılmıştır. Çalışma kapsamında 261 erkek 117 kadın olmak üzere toplamda 378 birey katılmıştır. Bireylerden boy uzunluğu, vücut ağırlığı, bel çevresi ve kalça çevresi ölçümleri alınmıştır. Aynı zamanda bireylerin beslenme alışkanlıklarının incelenmesi amacıyla düzenli öğün tüketme sıklıkları incelenip tablolar halinde sunulmuştur. Araştırma bulgularına göre erkek bireylerin boy uzunluk ortalaması 169,69 cm, ağırlık ortalaması 64,02 kg, beden kütle endeksi (BKE) ortalaması 22,14 kg/m2’dir. Kadın bireylerde boy uzunluk ortalaması 158,68 cm, ağırlık ortalaması 57,31 kg, BKE ortalaması 22,83 kg/m2 olarak tespit edilmiştir. Bireylerin en fazla atladıkları öğünün sabah kahvaltısı olduğu saptanmıştır. Sağlığın korunması ve geliştirilmesi için beslenme durumunun toplumu oluşturan bireyler üzerinde sürekli izlenmesi ve değerlendirilmesi, ileride ortaya çıkabilecek çeşitli hastalıkların önüne geçilmesi bakımından büyük önem taşımaktadır.

Necessity of Knowledge Management Practices in TVET Projects in Nepal

Unemployed youths in Nepal have been receiving vocational training through different projects with the support of international donor communities. Many of these projects simply meet their objectives by fulfilling the quotas of the training participants. There are some TVET projects in Nepal, which do not have priorities in sharing the learning and good practices that were gained during their implementation period due to the lack of Knowledge Management (KM) and disseminating mechanism. The purposes of this article are (i) to disseminate some activities and learnings gained by a Technical Education and Vocational Training (TVET) Project in Nepal which trained nearly 3000 youths from 2012-2016, and (ii) tracing out the importance of the KM practices in every TVET projects. This is a case study research in which secondary information such as the review of the project documents and the reflections of the author as a practitioner-scholar have been used as data. The findings of this research reveal that every TVET project in Nepal has gathered vast sources of knowledge and data. These learning will be beneficial to other forthcoming projects of similar nature. If these data and knowledge are shared among other TEVT project's, then huge financial resources of the state will also be saved. This research article could help us to consider about the importance of KM system in TVET projects.

TVET Programs in Nepal: Issue of Access and Relevancy

Equitable access of market relevant TVET (Technical and Vocational Education and Training) programs is the first and foremost pre-condition to get the desired outcomes from TVET. The access and relevancy of TVET programs in Nepal are usually questionable. The major objectives of this paper is to analyze the access and relevancy of presently available long term TVET programs and identify its gap with the market demand. The analytical approach adopted for this paper is mainly quantitative and is based on the analysis of micro data of TVET institutes affiliated with Council for Technical Education and Vocational Training (CTEVT) and Central for Education and Human Resource Development (CEHRD) with corresponding information of their location, programs and enrolment capacity. Likewise, review of various other literatures including, journal articles, workshops proceedings, research reports etc. are also taken into reference. Significant variation is found between the ratio of district level enrolment capacity of long-term TVET programs to corresponding number of SEE graduates of the districts which raises question on the equitable access of TVET programs in terms of geography. Based on the analysis made in this paper, health related programs are justified as over accessed programs whereas a clear gap can be observed in the supply mechanism of TVET regarding tourism and agriculture sector. Attention is therefore needed to promote TVET programs in agriculture and tourism related sectors both in quality and quantity in order to mitigate existing mismatch between demand and supply.

La Educación Secundaria en Argentina: Obligatoriedad, Inclusión y Producción de Nuevas/Viejas Desigualdades Escolares

En Argentina las condiciones de acceso, permanencia y egreso a la escuela secundaria han sido modificadas en las últimas dos décadas. El derecho a la educación es la bandera política de las vigentes leyes de Educación Nacional y Técnico Profesional. A partir de investigaciones enmarcadas en el paradigma cualitativo y utilizando el estudio de casos, nos proponemos analizar y problematizar, desde los aportes de Nancy Fraser y Stephen Ball, dos instrumentos de las políticas educativas en escuelas secundarias de la ciudad de Córdoba que atienden a una población afectada por múltiples desigualdades: el Nuevo Régimen Académico, diseñado para reformar el formato escolar y las Prácticas Profesionalizantes en la figura de la pasantía, para la inserción en el mundo laboral. A modo de hipótesis orientadora sostenemos que si bien ambos instrumentos tuvieron como propósitos la inclusión educativa para efectivizar el cumplimiento de la obligatoriedad escolar se estarían produciendo nuevas desigualdades que se manifiestan en las estrategias utilizadas por las instituciones escolares para la puesta en acto de esas políticas. Los resultados alcanzados buscan contribuir a los debates actuales sobre las dinámicas y tensiones de los procesos de inclusión/exclusión educativa en la escuela secundaria.

Context Clues Knowledge and Reading Comprehension Skills of Grade 10 Students

One of the goals of education is to develop learners with strong reading and comprehension skills. Memorandum No. 173 s. 2019 of the Department of Education strongly encouraged all elementary and secondary public schools to intensify their advocacy for independence in reading in all grade levels and align the promotion of reading culture as the key in closing achievement gaps in producing productive citizens. It is a fact that many Filipino learners struggle to meet the standards in English communication and language. Given the literature gap, this study determined the level of context clues knowledge and level of reading comprehension skills of Grade 10 students in the three-class programs: Basic Education Curriculum (BEC), Science Technology (STE), and the Strengthened Technical Vocational Education Program (STVEP) of a public junior high school in the Division of Bacolod City. The study also determined the difference in the level of context clues knowledge and level of reading comprehension skills of the students when grouped according to class programs and explored the relationship between context clues knowledge and reading comprehension skills.

The Epistemological Dilemma: Student Teachers Shared Experiences of Jamaica’s National Standards Curriculum (NSC)

In this paper, we examined the epistemological dilemma embedded in Jamaica’s new National Standards Curriculum (NSC), as seen through student teachers' experience. A basic qualitative research design was used with a purposive sample of ten student teachers, eight females and two males. They were all in the final semester of their four-year teacher education program for a Bachelor of Education in Technical Vocational Education and Training (TVET). Findings indicated student teachers perceived the 5 E-Design process in the new National Standards Curriculum allows knowledge to be constructed through facilitation, conducting research in class, problem-solving, exploration, questioning, real-life experiences, and using active learning strategies. They also reported that resources were lacking in classrooms, some cooperating teachers were resistant to the 5E Methodology, readiness of students were lacking but over time students adopted to strategies used in the 5E approach and began to participate actively in class.

Avaliação do processo de ensino e aprendizagem na educação profissional técnica de nível médio

O objetivo desta pesquisa é analisar a avaliação na Educação Profissional Técnica de Nível Médio considerando a diversidade identitária do perfil dos estudantes. A presente pesquisa bibliográfica e documental utiliza a metodologia de abordagem qualitativa. Para tanto, foi realizada busca detalhada da produção científica na Biblioteca Digital de Teses e Dissertações (BDTD) e no Portal de Periódicos da CAPES, priorizando publicações sobre a avaliação na educação profissional. Também contemplou a análise documental dos projetos pedagógicos dos cursos da Educação Profissional Técnica de Nível Médio. A partir da organização das informações e conhecimentos dos materiais analisados identificamos três categorias de análise: as funções da avaliação; os instrumentos avaliativos; os critérios avaliativos. Entre os referenciais teóricos com os quais dialogamos destacam-se: André & Passos, Sposito, Souza & Silva, Vianna, Dayrell, Carrano & Maia, Dayrell, Depresbiteris, Hadji, entre outros. Os resultados apontam que a avaliação da aprendizagem deve possibilitar que o professor tenha o máximo de informações sobre o desenvolvimento dos alunos, constituindo-se uma estratégia norteadora do processo, por meio das diversas funções que ela assume no contexto escolar. Além de consistir em instrumentos e critérios diversos, contribui para atender o perfil dos estudantes da educação profissional, constitutivo de múltiplos fatores decorrentes das condições de vida e das diferentes experiências que vivenciam em seus contextos sociais e escolares.

Research and Practice of “423 Mode” Teaching Based on Scratch Assisted Instruction——Taking the Java Programming Course as an Example

In the case of a general decline in the quality of students in vocational colleges, how to improve the teaching effectiveness of programming basic courses? This article introduces the use of graphical and Scratch software as teaching aids in the basic courses of higher vocational programming. At this stage, following two lines including Scratch and Java in the course design, and also following “423 model” consists of “pre-class”–“in class”–“after class” in the implementation of the classes to cultivate students’ innovative thinking ability, stimulate students’ learning interest, reduce the course difficulty and improving course teaching effectiveness. This teaching mode has achieved ideal teaching effect in Java teaching of Rizhao Vocational Technical College.

Socio Economic Barriers Young Females Face in Accessing Technical Vocational Education and Training (Tvet) in Rwanda

The objective of this study was to Assess the extent to which the female household’s socio-economic capacity affects enrolment in TVET” in Rwanda. Females have been sensitized on the availability, benefits of TVET, and that most of them meet the required qualifications to be enrolled and yet the uptake of females to TVET remains low. Rwandans are classified in community socio economic categories known as Ubudehe. The latter refers to the long-standing Rwandan practice and culture of collective action and mutual support to solve problems within a community. It allocates each household to one of four income and poverty-related categories as basis to access mainly public services including not limited to TVET. The study analyzed the relationship of the Household socio economic status and enrolment of females in TVET in Rwanda to attempt to answer why females are not embracing TVET as a promising avenue of acquisition of professional skills. The study used both qualitative and quantitative-triangulation methodology. The study used questionnaires, FGDs, Interviews and secondary data as data sources. The respondents included 400 females, female’s parents, local leaders, TVET and IPRCS staff for the KIIs. The research performed a simple linear regression analysis to find out predictor factors to enroll in TVET hence access to TVET that supplemented the correlation analysis.The study found that the household socio economic status showed very strong correlation to the enrolment of females with a p <.001 with a negative Pearson’s coefficient of r, -.628 **. The study showed that household socio economic status was statistically significant predictor of the enrolment of female in Technical Vocational Education Training, β. -.415, t (-16.090), p<.001, R² = .394. The results revealed that the higher the level of the household socio economic status, the less the enrolment of females in the TVET Education. The results indicated that the more a household increased income and became wealthier the more negative perception “labelling TVET as Second best option therefore the less their kids joined TVET. The study indicated that TVET scholarship loan plays an important role in the enrolment of Females in TVET. However, it recommends the Government to adjust or remove the wealth classification (Ubudehe category) from the list of criteria considered for a student to acquire a TVET scholarship loan.

Productive Participation of the Physically Challenged through Technical Vocational Education Training Programmes in Rivers State

The study examined the productive participation of the physically challenged through Technical Vocational Education Training programmes in Rivers State. A population of 387 registered mobility impaired and visually impaired persons were used for the study while a sample of 284 was selected through purposive sampling technique. Three research questions were answered, and three null hypotheses were tested at 0.05 level of significance. The instrument for data collection was a self-structure questionnaire developed by the researchers that was structured in the pattern of 5-point Likert rating scale of agreement and extent. The instrument was face and contents validated by three experts. The reliability of the instrument was established through Pearson Product Moment Correlation (PPMC) which yielded correlation coefficient of 0.86. Mean and standard deviation were used to analyse the research questions while z-test was used to test the hypotheses. The study found among others that unwillingness of the participant to training, discrimination, lack of jobs after training and high technical fees were some of the barriers for implementing TVET to the physically challenged persons in Rivers State. It was recommended among others that at least two TVET special schools and training centres should be built (setup) in each senatorial zone in Rivers State, trained technical teachers should be employed, TVET programmes should be free for productive participation of the physically challenged in Rivers State.

Evasão nos cursos da Educação Profissional Técnica de Nível Médio na modalidade a distância: um estudo em uma Instituição Pública Federal de Minas Gerais

Na contemporaneidade a evasão representa um dos grandes desafios enfrentados pelas instituições escolares nas diversas modalidades de ensino, sobretudo, na Educação a Distância (EaD). Apesar dos crescentes números de instituições que ofertam algum tipo de curso a distância e do expressivo índice de discentes matriculados, percebe-se que a evasão é recorrente. Nesse entendimento, o objetivo desta pesquisa consistiu em identificar os índices de evasão e investigar as principais causas da não permanência dos discentes dos cursos da Educação Profissional Técnica de Nível Médio na modalidade a distância (EPTNMEaD) ofertados em uma Instituição Pública Federal de Minas Gerais. Para obtenção das informações foram empregados os procedimentos bibliográfico, documental e levantamento a partir da aplicação de questionários on line aos discentes evadidos. Constatou-se que, no terceiro módulo dos cursos (penúltimo módulo) o índice de evasão foi de 50%. Considerando que a não permanência é determinada tanto por fatores internos quanto externos à instituição, buscou-se investigar tais fatores separadamente. Dentre os fatores internos que contribuíram para a não permanência destacam-se a falta de planejamento das disciplinas, pouca atratividade ou estímulo do curso e baixa interatividade do Ambiente Virtual de Ensino e Aprendizagem (AVEA). Em relação aos fatores externos, a dificuldade de organização e gerenciamento do tempo foi o fator que se destacou. Portanto, o conhecimento dos motivos que ocasionam a não permanência é de fundamental importância para o debate de possíveis soluções ao problema e elaboração de estratégias de ação.