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IVETA JOURNAL VOL 19 NBR 2
ABSTRACTS
Below,
you will find abstracts of the articles in the most current issue of
the IVETA Journal. The full Journal and previous issues are available
on-line at this Web Site to members of IVETA, after they sign into the
Members Section of this Site. If you are interested in accessing them, it is easy to obtain membership. Visit: http://www.iveta.org/members/index.php/IVETA-Basics/Frequently-Asked-Questions.html for details on obtaining membership. Then click on the “Membership Application” box at the top of the page [or go to http://www.iveta.org/members/images//newmbrshipapp.2010.pdf ]
Greatly Underestimated: The Role of Vocational
Curriculum Tracks in U.S. High Schools
Sinan Gemici
National Centre for Vocational Education Research, Australia
ABSTRACT Decades of research on the outcomes of curriculum tracking in the United States have produced inconsistent results, mainly due to insufficient attention to selection bias. Data from the NLSY97 were used to conduct a re-assessment of high school tracking effects on educational attainment, with a particular focus on addressing bias from non-random selection into curriculum tracks. Career-technical education and college-preparatory tracks produced favorable outcomes at distinct attainment levels when compared to general tracks. Results indicate a need to qualify blanket assumptions about the advantages of college-preparatory tracks for all students. Moreover, results support a growing body of literature that considers career-technical education an effective option to increase high school completion rates as an important precursor to postsecondary educational attainment.
Strengthening Career and Technical Education in the California Community
College System: An Implication for Workforce Development in the 21st Century
Renah Wolzinger
Golden West Community College, USA
Henry O'Lawrence
California State University, Long Beach, USA
ABSTRACT
This study investigated the different Career and Technical Education
(CTE) programs offered in California community colleges. Data from all
CTE programs in five colleges were analyzed and the top 17 programs were
chosen for their significantly higher number of enrolled students
during the past three years. Only programs that were identified as
vocational by the California Community College Chancellor's Office were
included in the study. The overall purpose of this study was to identify
the core strengths of CTE programs that provide preparation for a state
licensure exam. The results were used to develop a profile of strong
CTE programs and to recommend ways of strengthening CTE program
offerings in a single college environment.
Twenty-first Century Skills: Contemporary
Instructional Strategies and Approaches for
Technology Education
Joe R. Busby
North Carolina State University
Jeremy V. Ernst
Virginia Tech
Aaron C. Clark
North Carolina State University
ABSTRACT Technology education is experiencing change because of the progression of information being addressed and the instructional methods employed in secondary and post-secondary levels. Computational modeling, the focus of this transcript, is one contemporary technology that allows students to acquire 21st century skills and can be taught in Technology and Engineering Education classrooms. Expert thinking and complex communications are central to computational modeling. True science, technology, engineering and mathematics (STEM) integration can occur through the study of visualization and the development of both virtual and physical models. These new skills are sought after by business and industry, are transferable across communities and cultures, and promote continued education. Implementing computational technology in classrooms is possible because the technology required is now intuitive and cost effective.
Large Scale Workforce Planning Strategies:
Issues in Conducting a Supply Analysis
George R. Maughan
Indiana State University, USA
Davison M. Mupinga
Kent State University, USA
ABSTRACT The need to determine workforce capacity in developing countries is an important task for government and business planners. Issues associated with acquiring and analyzing data about basic skills or advanced specialized knowledge within a current or potential workforce are complex. Yet existing data sources must be accessed in addition to the collection of localized data from existing government and private training institutions, schools, and pre-existing business entities. The compilation and synthesis of workforce supply data is primarily accomplished through blended quantitative and qualitative methods. However, the data may not be readily accessible from informal sectors, thereby presenting challenges in the design of effective workforce planning strategies. With reference to developing countries, this paper discusses issues to consider when conducting a workforce supply analysis and provides examples of useful resources.
Advancing the Affective Domain for
Vocational Education Research
Sunyoung Park
Indiana University, USA
Doo Hun Lim
University of Oklahoma, USA
Seung Won Yoon
Western Illinois University, USA
Yeol Huh and DaBae Lee
Indiana University, USA
ABSTRACT The purpose of this study was to clarify core concepts and components in the affective domain, review current affective taxonomies or typologies for a consistent and comparable evaluation framework, and synthesize existing affective intervention areas that are important in vocational education and organizational contexts. Through the integrative literature review, 86 affective intervention areas were identified and categorized into six groups: (a) emotions, (b) motivation, (c) self development, (d) value, (e) affective team development, and (f) organizational behavior, and outcomes commonly measured were identified. Implications for practices and future research are also discussed.
Consequences of Employee Turnover in the Banking Industry:
A Review of Selected Literature
Dan Obiero, Fredrick M. Nafukho, and Homer Tolson
Texas A&M University
ABSTRACT Understanding employee turnover behaviors is critical in planning and improving human capital capacities in organizations. This review of selected literature on the antecedents and consequences of turnover focuses on the banking sector, an industry that intermediates activities in other sectors. The review summarizes the major antecedents of turnover as being the economic state of the national economy, the job satisfaction, employee training and development, and earnings. The consequences arising from turnover include reduced employee productivity, lost training and skills set, low commitment to the organization, and a high cost of replacement of separated staff. Results of the review show that turnover is expensive and has a negative impact on the organizations' performance.
Modern Automobile Maintenance in Nigeria:
Technical Skills Needs of Technical College
Students
Matthew A. Odigiri
University of Jos, Nigeria
Benjamin A. Ogwo
State University of New York, Oswego
ABSTRACT This study was designed to identify the skills need of service personnel for effective maintenance of modern automobiles and technical college curriculum review in Nigeria. Automobile mechanics and technical college teachers were purposively sampled. A structured questionnaire was administered to 56 mechanics from two automobile assembly plants and 11 technical college teachers from Benue, Enugu, and Kaduna states. Four null hypotheses were tested using the t-test statistics. Among other findings, the following needed skills set were identified: correct interpretation of warning and trouble codes from electronic diagnostic tools; application of vehicle manual specifications on the new systems; troubleshooting and faults diagnoses on some of the new subsystems. These findings when acted upon would improve the occupational competence of graduating students.
The Fluency Development Lesson:
Improving Reading in Career-Technical Education
Students
Belinda S. Zimmerman and Patrick J. O'Connor
Kent State University, USA
ABSTRACT Career-Technical Education (CTE) has experienced a number of factors in recent years that have prompted significant changes in how CTE programs in the United States are delivered. A major change has been the increased expectations for connecting with academic instruction. Students have to increase their academic competence to meet employer needs as well as the expectations of post-secondary education. To meet these expectations, CTE students and their teachers must be more competent in reading. This article discusses the importance of reading in CTE and provides guidance on how to use the Fluency Development Lesson (FDL) which is a widely accepted strategy for improving student reading ability. Specific guidelines for implementing the FDL in the CTE classroom are provided.
IVETA JOURNAL VOL 19 NBR 1
ABSTRACTS
Below,
you will find abstracts of the articles in this previous issue of
the IVETA Journal. The full Journal and previous issues are available
on-line at this Web Site to members of IVETA, after they sign into the
Members Section of this Site. If you are interested in accessing them, it is easy to obtain membership. Visit: http://www.iveta.org/members/index.php/IVETA-Basics/Frequently-Asked-Questions.html for details on obtaining membership. Then click on the “Membership Application” box at the top of the page [or go to http://www.iveta.org/members/images//newmbrshipapp.2010.pdf ]
Determining Statistical Significance Between
E-Learning Training versus Traditional Training
in Six Different Industry Settings
Nancy Hairston, Youth Bridge, Fayetteville AR, USA
Fredrick M. Nafukho, Texas A&M University, USA
ABSTRACT This research analyzes performance of participants’ from six mid-western industries
located in the United States. The research design of this study used a pre-test/post-test control group design and a randomized sampling technique in six industry settings. The treatment group was instructed using the e-learning method while the control group was taught using the traditional
face-to-face teaching method. Both groups were taught with the same content and instructor. From the industries, 262 employees were enrolled in the study comparing e-learning with traditional training methods. Of the 262 participants, 168 (64%) completed the study. Results of the study on trainee performance revealed that instruction made a difference in the performance of both groups, yet there were no statistically significant differences in mean performance scores between the e-learning and the traditional group.
Knowledge Dictator or Knowledge Facilitator: A Dichotomy or Spectrum?
Victor C. X. Wang, California State University, Long Beach, USA
Beth Kania-Gosche, Lindenwood University, USA
ABSTRACT Drawing from the work of other scholars/researchers, this article discusses the dialectical relationship between a knowledge dictator and a knowledge facilitator in today’s organizations. In attaining this purpose, many aspects pertinent to a knowledge dictator and a knowledge facilitator are compared and contrasted in order to show that certain organizations or cultures may choose to support or oppose a knowledge dictator or a knowledge facilitator. As summarized in this article, the issue of knowledge facilitator and knowledge dictator
must be viewed dialectically so that both can be adopted in whole or in part (Knowles, Holton, & Swanson, 1998, 2005) according to different learning situations that may arise in today’s 21st century organizations.
Automotive Technology Student Learning Styles and Preference for Experiential Learning?
Mark D. Threeton, Richard A. Walter, Robert W. Clark, and John C. Ewing; The Pennsylvania State University, USAA
ABSTRACT In an effort to provide Career and Technical Education (CTE) professionals with additional insight on how to better meet the educational needs of the learner, this study identified postsecondary automotive technology students’ learning styles and preference for experiential learning. While it might appear logical to classify auto-tech students as primarily hands-on-learners, the results suggested that the sample was a diverse group of learners with specific educational preferences. Findings may be useful to CTE teachers and or teacher
educators interested in diversifying curriculum and instruction via strategies to enhance the educational experience for the student learner.
The Effect of a Vocational Instructional Program on Vocational Students’ English Language Proficiency?
Sana’ Ababneh and Mufadi Al-Momani Al- Balqa’ Applied University, Jordan
ABSTRACT This paper examines the effects of implementing vocational education material in English to vocational education students at Al-Huson University College in Jordan. The researchers investigated the effect of a vocational instructional program taught in English on students’ achievement in English. The participants of the study sat for a multiple-choice pre-test that measured English proficiency in reading comprehension, vocabulary, and grammar. Overall, the pre-test revealed students lack of knowledge with certain expressions and terms in English. The students then received a four-week instructional program that introduced materials in English. Afterwards, a post-test was given to examine the effect the vocational instructional program had on their English language proficiency. The results showed that students’ achievement on the post-test improved significantly.
Alternative Learning for Out of School Youth and Young Adults in Tanzania: A Workable Model for Sustainable Development?
Eustella Bhalalusesa, University of Dar es Salaam, Tanzanian
ABSTRACT In this paper major lessons drawn from a multi-skill development oriented project for out-of-school youths and young adults in Tanzania Island are analyzed. Two notable observations have been recorded. One is that if well organized and implemented alternative learning model can make primary education cycle be completed in shorter time than seven years provided there is a good collaboration and a shared commitment between the learners themselves, teachers and government support to make it happen. Secondly, inclusion of skill development within an educational program is indeed a workable model to sustainable development provided the skills imparted are not only directly linked with the learners’ own prescribed needs but also to the current socio-economic context to ensure their marketability and applicability.
Online Games and Simulations as Instructional Strategies for Vocational Education and Training?
Davison Mupinga, Kent State University, USA
Joe R. Busby, North Carolina State University, USA
ABSTRACT Today’s students exist in an environment in which technology greatly influences how, when, and what they learn. In school, the students have come to expect the fast pace of an electronic world, and consequently, online games and training simulations have become appropriate instructional strategies. However, the extent to which technical and vocational education teachers (TVET) and trainers use gaming and simulations as instructional strategies is unclear. This exploratory study determined the extent to which TVET teachers use online games and training simulations as instructional strategies. Data were collected using questions posted on three list serves and a survey of 60 TVET instructors in north eastern Ohio. A handful of TVET teachers use online games and a small number of TVET programs utilize training simulations to teach technical skills and concepts and social skills. Web resources and examples of games and training simulations are provided.
Vocational Higher Education in Turkey: The Urgent Need for Privatization
Deniz U. Kursun, Kent State University, USA
ABSTRACT The main goal of this article is to state the current need for more privatized vocational schools of higher education in Turkey as a potential solution to the high unemployment rate of the young segment of the Turkish population. The author justifies this need by referring to the current trends in Turkey’s socio-economic situation, its accession period to the European Union, and the issues with the Turkish higher education system such as the highly competitive university entrance exams, limited capacity of universities, and the common tendency towards general education over vocational education.
European Training Foundation’s Role in Developing and Implementing Education and Employment Policies in Neighboring European Union Countriesn
Madlen Serban, European Training Foundation, Italy
ABSTRACT The European Training Foundation (ETF) is the European Union’s center of expertise supporting vocational education and training reform in third world countries in the context of the EU external relations policies. The ETF assists EU neighboring countries to reform education and training systems by disseminating EU policies and good practice, undertaking information gathering and analysis, and facilitating policy learning and capacity building (ETF, 2011). The ETF works in 30 countries, in four regions: Enlargement, Neighborhood East and South, as well as Central Asia. (For specific information on the 30 countries see the countries and territories link on the ETF website: http://www.etf.europa.eu)
While the ETF is not a research institute but a center of expertise in the development of vocational education and training in a lifelong learning perspective, it must always base its work on knowledge in order to carry out its often very complicated tasks in transition countries. More generally, the issue of what education systems are supposed to achieve constitutes what has been called a complex and ill-defined problem. It is common sense that education has an influence on individuals and society but how and to what extent is still very much a matter of debate. There is a demand for research and useable knowledge in education policymaking, which is not being met as well as it could be. However, the challenges are much bigger in countries in transition or under modernization.. Transition implies a substantial change of life; it involves the dismantling of the old and the emergence of a new social structure. The transition has turned out to be a much longer, more complex and contradictory social process and with more painful social consequences than expected. Vocational education and training and labor market reforms take place within a deep transformation where the important drivers in our partner countries are the basic characteristics of the new social order: private ownership, a market economy, multiparty parliamentary democracy, civil institutions, human freedom and rights. This all requires a deep knowledge base and a developed knowledge management system at the ETF.
IVETA JOURNAL VOL 18 NBR 2 ABSTRACTS
Below,
you will find abstracts of the articles in this previous issue of
the IVETA Journal. The full Journal and previous issues are available
on-line at this Web Site to members of IVETA, after they sign into the
Members Section of this Site. If you are interested in accessing them, it is easy to obtain membership. Visit: http://www.iveta.org/members/index.php/IVETA-Basics/Frequently-Asked-Questions.html for details on obtaining membership. Then click on the “Membership Application” box at the top of the page [or go to http://www.iveta.org/members/images//newmbrshipapp.2010.pdf ]
Lifelong Workforce Education in Botswana, Nigeria, and the United States
Benjamin A. Ogwo, State University of New York, Oswego, USA
Edgar I. Farmer, Pennsylvania State University,USA Gemici, University of Georgia, USA
ABSTRACT Lifelong workforce education is a socio-economic challenge that countries adopt various programs to tackle. Thus, this study reviewed the workforce development context of lifelong education programs of Botswana, Nigeria, and the United States in order to critique their inherent strengths and weaknesses. Two research questions guided the study. The study adopted mixed research methods. Secondary data were used in quantitative analysis while the qualitative analyses
entailed: key informant interview, focus discussion groups, and document reviews. Results of the study show among other things: conscientious efforts made by these countries and inadequate use of information communication technology, rapid acceleration of occupational changes as well as poor infrastructure as adversely affecting these programs in these three countries.
Shanghai’s Higher Vocational School Culture in the Age of Globalization
Molin Wang, Beijing Normal University, China
ABSTRACT In China, higher vocational education (HVE) is a specific educational form in terms of its educational goals, management structure, and close relationship with the economy. Since 1978, China has experienced not only a substantial increase in economic progress but also the influence of globalization on its political, socio-economic, and educational development. Simultaneously, that was the time when globalization began to influence China in the educational and economic domains. This paper is written on the basis of a case study conducted in the Vocational College of Shanghai Jiaotong University (VCSJTU). This paper examines how the school culture has changed since 1978 and also explains why the changes have happened as they have and what the nature of the changes is.
Guidance Counselors’ Perceptions of High School Vocational Education: Sub-Saharan Experience from Swaziland
Comfort B. S. Mndebele, University of Swaziland, Swaziland
ABSTRACT Given the importance of guidance counselors in the enrollment of students in subjects and programs and the declining enrollment in vocational education, it was necessary to conduct a study to determine the beliefs and opinions of career guidance counselors towards the vocational education program. The population of study was career guidance counselors in sixteen vocational high schools in Swaziland. Findings revealed that career guidance counselors in the vocational schools had a positive attitude towards vocational education. Additionally, business skills and career orientation are taught to students. Guidance counselors observed that students and teachers needed more time for the projects and recommendations were: 1) providing adequate time for projects, and 2) orienting non-vocational teachers adequately to the vocational education program.
Career Behavior Strategies for Minority Students in Adult Education, Career and Technical Education, Human Resource Development and STEM Disciplines
Fredrick M. Nafukho, Texas A&M University, USA
Fred A. Bonner, Texas A&M University, USA
Felecia McInnis Nave, Prairie View A&M University, USA
ABSTRACT The concept of career planning and management for minority college students enrolled in adult education, career and technical education, human resource development and Science, Technology, Engineering and Mathematics (STEM) disciplines
has gained great importance especially in the contemporary complex, globalized and rapidly changing workplace. Thus, career choice cannot be left to chance and requires the students to be proactive and to learn and apply careerenhancing strategies such as employability, networking, mentorship and career management skills. This paper examines the career development process for minority students in STEM disciplines along with the career challenges faced by this category of students and discusses entrepreneurial and opportunity identification
strategies. In addition, the paper recommends career- behavior enhancing strategies for college students enrolled in STEM disciplines.
Job Corps: A Successful Workforce Program for International Consideration
Carl Nink and Jill Elkins, Management and Training Corp Institute, USA
ABSTRACT This article provides information about the United States Department of Labor’s Job Corps program and the success it is having with at-risk youth. Information gathered so far demonstrates the positive economic impact this education and training program is having in the US. In addition, this article describes the operation of the Job Corps program and suggests ways in which the program can be
adapted to specific workforce needs of a donor agency or international partner, striving to address a countries undereducated and unskilled “youth bulge” that is, a large cohort of young people reaching a working age in their country.
The EDUSAT: A Model for Improving TVET in Rural Areas of India
Sandeep Jain, Centre for Research & Industrial Staff Performance, India
P. K. Shrivastava, Indo German Institute of Advanced Technology, India
ABSTRACT Even though many initiatives to provide access to education may be underway, issues of equity, quality, and access remain areas of concern - particularly within the rural areas of India. Children and youth in rural areas continue to be deprived of quality education due to the lack of a necessary infrastructure, and consequently, a knowledge-divide exists between student populations in urban and rural/remote areas. This paper describes the problems associated with this divide in education while also highlighting the impact of information and communication technologies (ICT) in education and training. These concepts are discussed with reference to the EDUSAT, a satellite, initiative in Indian, which intends to extend ICT to a larger percentage of the rural population.
Lifelong Learning from Preschool to Professional High School: Education for Sustainable Development for Culinary Arts
Preciosa S. Soliven, Operation Brotherhood Montessori Center, Inc., Philippines
ABSTRACT The Philippine Government, during the UNESCO 2005 General Conference, proposed the establishment of a Category 2 Center for Lifelong Learning for Sustainable Development (CLLSD) in the Philippines. The Operation Brotherhood Montessori Center with a unique LLSD laboratory is one of its service providers. The scientific Montessori system conditions children from preschool, elementary to professional high school to love work in a prepared “work” environment. It matches the Four Pillars of UNESCO’s 21st Century Education, which have been reconstructed as: Pillar I -“Learning to Be”; Pillar II -“Learning to Learn”; Pillar III “Learning to Work”; and Pillar IV “Learning
to Live together in Harmony”. This paper describes how education for sustainable development (ESD) is integrated in the TVET curriculum.
IVETA JOURNAL VOL 18 NBR 1 ABSTRACTS Below, you will find abstracts of the articles in this prevoius issue of the IVETA Journal. This full Journal and other previous issues are available on-line at this Web Site to members of IVETA, after they sign into the Members Section of this Site. If you are interested in accessing them, it is easy to obtain membership. Visit: http://www.iveta.org/members/index.php/IVETA-Basics/Frequently-Asked-Questions.html for details on obtaining membership. Then click on the “Membership Application” box at the top of the page [or go to http://www.iveta.org/members/images//newmbrshipapp.2010.pdf ]
Contributions of Private-Sector ICT Workforce Training to Post-Conflict Reconstruction: A Case Study from Kosovo
Sinan Gemici, University of Georgia, USA
Kelly McFaden, University of Georgia, USA
ABSTRACT Limited empirical data exists about the effects of private-sector information and communication technology (ICT) workforce training initiatives in post-conflict environments. Such initiatives may enhance social and economic stability by creating opportunities for entrepreneurship and formal-sector employment. Using data from 79 Cisco Networking Academy (NetAcad) participants in Kosovo, this study examines the ICT workforce training program’s impact in terms of participants’ (a) perceptions of training quality, (b) career aspirations, (c) intended sectoral and geographic labor market destinations, and (d) overall training-to-work transition readiness. Semi-structured interviews with local ICTsector employers and NetAcad instructors complemented quantitative data collection from program participants. While the overall program impact on participants was positive, issues emerged around brain drain and desired labor market destinations. Keywords: private-sector workforce training, ICT, post-conflict capacity-building, training-to-work transition
Worldwide Challenges of ICT in Education and Training
Johanna Lasonen, University of Jyväskylä, Finland
Victor M. Hernandez-Gantes, University of South Florida, USA
ABSTRACT Information and communication technology (ICT) has reshaped occupational structures, job classifications and skills requirements. Concurrently, ICT has impacted education and training by making it possible to produce authentic and engaging learning tasks. Furthermore, new technologies have enabled students to bridge school, work, and social activities. ICT has expanded learning beyond school-based education through participation in virtual activities that would otherwise be beyond reach. However, globally, the growth of ICT has promoted a digital divide between developed and developing countries. This paper focuses on the function of and the preconditions for applying ICT in education and training and in the production and dissemination of knowledge. Furthermore, it describes how the Finnish educational system is meeting the challenges posed by ICT. Keywords: ICT-supported education and training, globalisation, technical and vocational education and training, digital divide
Enhancing the Teaching of Technical and Vocational Education Using Information and Communication Technologies
Davison M. Mupinga, Kent State University, USA
Bridget Comes, Medina County Career Center, USA
Kele Ding, Kent State University, USA
ABSTRACT Information and communication technologies (ICT) have revolutionized education and training by changing the way we teach and train as well as how students learn. Since the manner in which these technologies are used in teaching and learning varies, their application to educational settings needs to be examined. This study sought to establish how ICT, specifically the Internet and Web 2.0 tools, are used to enhance the teaching of technical and vocational education and training (TVET). Data were collected from literature sources and interviews of vocational/career center instructors in northeastern Ohio. In addition to online education, Internet tools and technologies such as blogs, podcasts, wikis, digital storytelling, and social networks are being used to enhance teaching and learning in vocational education. Keywords: TVET, information technologies, blog, podcast, Web 2.0, wiki
Transforming Online Learning in TVET Using Blackboard
Christina YU Wai Mui, The Hong Kong Institute of Education, China
ABSTRACT In view of the rapid need for using information and communication technology (ICT) in TVET, teachers need to realize and generate technology-based strategies. This study aimed to transform modules to online learning by using engaged learning theory via Blackboard system. Through a collection of students’ and teachers’ reflections, assignments and online records, it was found that students and teachers increased their level of participation in an e-learning environment but some costs and challenges were also identified. This paper employs a Business Studies module to illustrate the online learning transformation with Blackboard to report students’ and teachers’ responses. Furthermore, it identifies their changing roles throughout. The costs, benefits, and challenges of using Blackboard in TVET are also discussed. Keywords: Transforming Online Learning, Blackboard Platform, Engaged Learning, Technical and Vocational Education and Training, Business Studies, Hong Kong
Continuous Education of Information Technology Professionals at Novosibirsk State University
Abrik I. Valishev, Novosibirsk State University, Russia
Alexander A. Nikitin, State Scientific Academy, Russia
ABSTRACT This article describes the main principles of information technology (IT) education in Russia and compares the vocational education and training (VET) and higher levels. Educational program content for a number of IT majors at such institutions is briefly outlined. The implementation of continuous multi-level education at various universities in Russia is described, and pedagogical technologies used over the past two decades at the Higher College of Information Technology of Novosibirsk State University are reviewed. Additionally, the authors mention creative contests and computer science projects for youth in the field of IT. Considerable attention is given to the new educational initiative supported by the Ministry of Education and Science of the Russian Federation. Keywords: Russia, continuous education, information technology, higher education, training
Perspectives on Using ICT in TVET: Reality and Challenges for Sudan
Hashim Abdelgadir Elbakhit Ahmed, Technische Universität Dresden, Germany
ABSTRACT Throughout the world, learners interact with technology by means of computer-based instruction. Students can learn “from” and “with” computers to increase their computer knowledge and develop their thinking skills. This paper illustrates different aspects of information and communication technology (ICT) in education, and compares the traditional mode of assessing students’ performance or pencil-paper test to the contemporary mode or computerbased test. The status of ICT in technical and vocational education (TVET) in Sudan is briefly discussed. Great efforts needed to adopt new technologies in education in Sudan, such as equipping TVET institutes with computer labs, including computer programs in curricula, and using ICT as a tool for teaching and learning are presented. Keywords: computer-assisted instruction, information technologies, Sudan, TVET, international
The Ultimate Union Between TVET and ICT
M. Alie Pussah, II, UNIDO/Youth Crime Watch of Liberia, Liberia
ABSTRACT This paper is an excerpt from a presentation at the 2009 IVETA Annual Conference, Nashville, Tennessee, USA. It details the UNIDO/Youth Crime Watch of Liberia and explains it is an ultimate union between TVET and ICT.
IVETA JOURNAL VOL 17 NBR 2 ABSTRACTS  Below, you will find abstracts of the articles in this previous issue of the IVETA Journal. The full Journal and previous issues are available on-line at this Web Site to members of IVETA, after they sign into the Members Section of this Site. If you are interested in accessing them, it is easy to obtain membership. Visit: http://www.iveta.org/members/index.php/IVETA-Basics/Frequently-Asked-Questions.html for details on obtaining membership. Then click on the “Membership Application” box at the top of the page [or go to http://www.iveta.org/members/images//newmbrshipapp.2010.pdf ]
The Effect of Organizational Learning Climate on Self-Directed Learning Yongho Park Grand Canyon University, USA
ABSTRACT With the interest in the individual’s self-directed learning (SDL) in the human resource development (HRD) field, several research studies have investigated the effects of organizational climate on SDL. The purpose of this study is to identify the effect of learning organization dimensions on SDL. The research was conducted in three Korean companies, which are in financial, service, and manufacturing industries. The results indicated that an information-sharing organizational learning climate is a meaningful factor influencing SDL. The implications for researchers and practitioners, as well as limitations, are also presented.
Education Service Agency Audits: Reinforcing the Need for Systematic Evaluation Fredrick M. Nafukho Texas A&M University, USA Carroll M. Graham Indiana State University, USA Kit Kacirek University of Arkansas, USA
ABSTRACT The purpose of this research was to review an aspect of the evaluation process by sharing the responses of a recent client survey from almost 7,000 stakeholders of the Arkansas’ Education Service Cooperative. The objectives of this study were to determine the degree of use and level of client satisfaction of professional development programs offered by this entity. The study also sought to identify suggestions for improving or expanding services and it contrasts the limitations of an audit by survey versus an extensive evaluation. Results from a mixed methodology approach indicated moderate to high levels of satisfaction in two program areas and moderate to high levels of dissatisfaction in a third program area. Responses to a quasi-statistical content analysis revealed specific rationale concerning dissatisfaction in technology support and four professional development areas.
Partnerships with Industry for Efficient and Effective Implementation of TVET Jeongwoo Lee Vanderbilt University, USA
ABSTRACT This article focuses on partnership with industry as a means to efficiently and effectively implement technical and vocational education and training (TVET). Specifically, this article examines the situation in Africa, which is suffering from a chronic lack of skilled workforces both quantitatively and qualitatively. It outlines applicable six strategies to strengthen partnerships in TVET: (1) the industry’s involvement in the development and expansion of TVET, (2) a 60+40 training system to increase efficiency and productivity, (3) introducing national technology qualification (NTQ) system, (4) systemizing lifelong TVET, (5) TVET’s strategic transition, and (6) establishing regulatory and systemic framework. In addition, it displays an overview of partnership-based TVET system, which is a combination of the six strategies.
Perceptions of College Students: The Relevance of Academic Programs to Current Jobs Mabel C.P.O Okojie, Tinukwa Okojie-Boulder, and James Boulder Mississippi State University, USA
ABSTRACT One hundred and forty-three former students participated in this follow-up study. The aim of the study was to explore how the participants perceived the quality of their academic programs and the relevance of their programs to their current jobs. Questionnaire was used to collect data and Cronbach alpha was used to establish the internal consistency. Data collected was analyzed using mean scores, percentages, t-tests and ANOVA. The findings indicated that the participants rated most questionnaire items positively indicating that they perceived the quality of their programs to be satisfactory. However, the results revealed that the respondents had concerns regarding some aspects of their programs. It was recommended that the programs be re-evaluated using the findings to pinpoint areas of concerns.
Examining Stakeholder Perspectives on Integrating Open-Source and Freeware Technologies into Educational Programs Jeremy Dickerson East Carolina University, USA J. Burton Browning Brunswick Community College and Lesley University, USA
ABSTRACT Information technology and computer literacy play an important role in vocational education and training. Stakeholders in vocational education and training include instructors, students, educational administrators, and technical support staff. These individuals must be a synergistic group when it comes to making decisions about the use of information technologies in instruction, especially when operating budgets are minimized due to national and international economies. Decisions about information technologies should be a carefully guided process. Vocational programs that rely on information technologies are especially vulnerable to budget problems because of the intense need for hardware, software, and consumable supplies. This paper focuses on stakeholder issues and perspectives concerning the adoption and integration of open-source and freeware into vocational education programs and facilities. Examples of open-source and freeware solutions are examined and discussed.
Reforming TVET Teachers’ Professional Development in Greece: A Needs-Based Policy Stamatis Paleocrassas Kostas Tsiantis Vice President, Higher School Professor, Technological of Pedagogical and Educational Institute of Technological Education, Greece Athens, Greece Vassilis Dimitropoulos Stavros Pagkalos School Adviser, Electrical School Adviser, Electrical Engineers TVET Teachers, Technology TVET Teachers, Greece Greece Giorgos Pavlidis Alexis Nikolopoulos School Adviser, Civil Works Principal and Teacher, and Applied Arts TVET Electrical and Automation Teachers, Greece Technology, Greece Xenia Tsaliagou Secondary Education Teacher, Greece
ABSTRACT In view of 21st century pedagogical developments, school-to-work transitions and teacher professionalism, what should be the policy framework for the professional development of technical-vocational education and training (TVET) teachers? This was the purpose of this project, which was commissioned by Organization for the In-service Training of Teachers (OEPEK). TVET teachers and vocational education officers responded to a survey pertaining to continuing in-service training (CT): design philosophy, content, models and modes, teacher-trainer qualifications and selection, certification and validation. The findings were conceptualized into a CT policy framework proposal, which reflects a more flexible mode with emphasis on instructional effectiveness, use of teacher-trainers qualified in adult learning, accelerated school-based, introduction of labor market components in programs, and incentive-driven and competency-based CT certification.
Preferred Learning Styles of Working Adults Betsy Orr, Dale E. Thompson, Terri D. Owens, and Cecelia Thompson University of Arkansas, USA
ABSTRACT While there are many learning style systems, the Gregorc Style Delineator was used for this study because it is a research-based self-analysis instrument for adults. The purpose of this study was to determine the differences in predominate learning styles of adults employed in business, health, manufacturing, and education occupations. Employees in education-related occupations have lower concrete sequential style scores that those in any of the other occupational groups (p<.05). Educators also score higher on the measure of concrete random learning style that those in health and manufacturing (p<.05). This study found differences between male and female workers. Men’s scores on abstract-sequential learning style exceeded those of women (p<.05). Women’s abstract-random single dominate learning style scores were higher than men (p<.05).
China’s Vocational Education: An Insider’s Views in light of Western Vocational Education Victor C. X. Wang California State University, Long Beach, USA
ABSTRACT This article seeks to look into how vocational education in three different eras in China is operated in light of a popular Western theory to give the reader some insider’s views. Whereas vocational education during the Great Leap Forward (1949-1965) and the Great Cultural Revolution (1966-1976) moved in the wrong direction, vocational education in the current post-Mao era seems to repeat its past mistakes. Dewey’s popular progressive philosophy is discussed in this article in light of Chinese experiences in vocational education.
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