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1
King, Madeleine, Melinda Waters, John Widdowson, and Arti Saraswat. "Higher technical skills." Higher Education, Skills and Work-Based Learning 6, no. 4 (November 14, 2016): 329–44. http://dx.doi.org/10.1108/heswbl-06-2016-0039.
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Purpose The purpose of this paper is to report the findings of a joint study carried out with groups of colleges in England and technical and further education (TAFE) institutes in Australia. It looks at the factors which promote the delivery of higher technical skills and the infrastructure arrangements that are needed for success. It relates these to the debate concerning the promotion of higher and degree apprenticeships (HAs and DAs) in England. Design/methodology/approach The report is derived from a series of interviews with college and TAFE staff. A policy comparison is also included to provide context. Findings The outcome of the study suggests that similar factors affect the decision to offer, pursue and contribute to the development of higher technical skills in both countries. HAs and DAs are an English construct and the experience of colleges involved in HAs adds a valuable contribution to discussions surrounding the marketing and delivery of DAs. The Australian decision not to pursue either structure encourages reflection on what it is that governments are trying to achieve and what lessons can be learned from their approach. Research limitations/implications The study was carried out within the non-university sector in both countries. Colleges and TAFE institutes are more likely to offer practice-based higher education (HE), have teaching staff with industry backgrounds and have long-established engagement with employers that may be found within universities. The paper was therefore written from a distinctive environment. However, it is likely that the issues identified apply to universities and private providers of HE as much as to colleges and TAFEs. Practical implications The findings suggest that developing HAs or DAs should not be seen merely as just another marketing opportunity. The hybrid nature of both structures requires a holistic approach to delivery on the part of institutional leaders that leads to significant overhaul of internal communications networks, quality assurance schemes and staff development. Originality/value The paper is one of relatively few published documents which focus on the role of dual sector colleges and TAFE institutes in the delivery of HE and higher technical skills. It offers insight into how government pressure for a particular style of HE, deemed necessary for the national economic interest of both countries, can be made into a reality. By using the expertise that already exists within the college and TAFE sectors and their established links with employers, more effective changes can be made at a faster pace.
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Raby, Rosalind Latiner, and Edward J. Valeau. "Access and Social Capital: A Profile of Community College and Global Counterparts." Excellence in Higher Education 5, no. 1 (December 11, 2014): 6–13. http://dx.doi.org/10.5195/ehe.2014.126.
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Alternatives to the traditional four-year public and private university include a sector of higher education that offers a more advanced curriculum than secondary school and serves as a local and often lower-cost pathway that gives options for university overflow for adult learners, displaced workers, life-long learners, workforce learners, developmental learners, and non-traditional learners (Raby and Valeau 2009). These institutional types are known by several names including College of Further Education, Community College, Polytechnic, Technical College, and Technical and Further Education (TAFE) and are found on all continents. Based on a literature review of 1,083 academic publications these institutions share a mission that views educational access as necessary for growing the economic and social capital that is needed to help students improve lives. Central to this mission is the belief that any amount of post-secondary education is life-enhancing, regardless of length of study or level of completion. This article examines application of this mission at community colleges and global counterparts throughout the world.
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Ojodale, Odoma, Aiyedun O., and Emeje M. "ATTITUDES OF VOCATIONAL AND TECHNICAL EDUCATION STUDENTS TOWARDS (SIWES) PROGRAMME AT KOGI STATE COLLEGE OF EDUCATION (TECHNICAL) BABBA." International Journal of Advanced Research in Social Sciences, Environmental Studies & Technology 5, no. 2 (December 21, 2020): 67–79. http://dx.doi.org/10.48028/iiprds/ijarssest.v5.i2.07.
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This research work investigated the attitude of students towards Students’ Industrial Work Experience Scheme (SIWES) using the descriptive survey research design. The research was conducted among undergraduates students of the Kogi State College of Education (Technical), Kabba, 40 students were randomly sampled from the school of Vocational and school Technical education. The instrument was the questionnaire in likert type response format; Strongly Agree (5), A =Agree (4), U= Undecided (3), DA= Disagree (2), and SD =Strongly Disagree (1). the research questions were analyzed using the mean rating, and the findings are that: School equipment were not found replicating those in the industries, the schools lack adequate infrastructures that discouraged students further in showing concern for industry’s based training, Knowledge of I.T was found to be valuable in giving students an idea of industrial management and SIWES enhance student’s ability to tackle technical problems. It was observed that student attitude toward SIWES has improved over time, regardless of challenges on ground. It was however recommended that ITF should ensure regular visitation of the IT officers to supervisors, agencies, institution, employers and students on attachment. Also, checking of log –book issued to students at place of attachment by institutions is recommended so that the average vocational students can develop a good sense of work commitment.
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Gono, Jr., Exequiel Reposposa. "Estimating Technical Efficiency of Academic Departments of a Philippine Higher Education Institution." International Journal of Management Excellence 11, no. 3 (October 31, 2018): 1665–71. http://dx.doi.org/10.17722/ijme.v11i3.1034.
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The main thrust of this research is to measure the relative technical efficiency of the six (6) colleges of San Pedro College from school year 2004-2014. The technical efficiency of the academic units can be derived based on its ability to produce the optimum number of output (number of research outputs, number of graduates, and number of community extension conducted) based on a given set of inputs (budget allocation and ratio of the full-time and part-time faculty) using data envelopment analysis. The Nursing/Respiratory Therapy Department is consistent as the highest for the ratio of full-time to part-time faculty while the lowest ratio was observed by Medical Laboratory Sciences Department in 2016, Arts and Sciences in 2015 and Accounting and Business in 2014. In terms of technical efficiency, all departments are technically-efficient during 2014. The Nursing/Respiratory Therapy Department, Physical Therapy Department and Medical Laboratory Sciences Department did not obtain 100% efficiency. In 2016, only the Accounting and Business Management Department did not obtain full technical efficiency score. Further, using the Tobit model, the age of the department, number of baccalaureate teachers, proportion of faculty members with doctorate degree with those who are masters’ degree holders, and the dean’s qualification were found to be insignificant as sources of inefficiency.
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Choi, Jin-Kook. "A Study on Improving Personality Development Education in Korea Polytechnics." Korean Society of Technical Education and Training 25, no. 3 (September 30, 2020): 17–24. http://dx.doi.org/10.29279/kostet.2020.25.3.17.
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This paper investigates how personality education can be improved among technicians in Korea, proposing a methodology for improving personality education of technicians of Korea Polytechnics. The personality education course for technicians is implemented to improve and reinforce the current liberal arts education in Korea Polytechnics. The methodology proposed in this study includes comparing the personality education at Korea Polytechnics with that of other junior colleges. Furthermore, it included selecting the best volunteer club at college, participating in technical volunteer work abroad, awarding best readers at college, and introducing the best teaching program for enhancing student motivation in the English class. Based on the findings of implementing this methodology, the study recommends nine suggestions for improving personality education, drawing on four case studies from two campuses of Korea Polytechnics, Further research is required in this field before implementing these recommendations.
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Zhou, Ye. "On Chinglish in English Study of Vocational College Students in Leshan City, Sichuan, China." Journal of Language Teaching and Research 8, no. 5 (September 1, 2017): 960. http://dx.doi.org/10.17507/jltr.0805.17.
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In this fast-changing and globalized world, English study is more and more important for Chinese college students. Nevertheless, the differences between English and Chinese and the influence of mother tongue have caused great trouble in English study of Chinese college students, especially vocational college students. Among the problems, Chinglish is the most serious one which hinders them in making progress in English study. The author has carried out a study in Leshan Vocational and Technical College about vocational college students’ Chinglish problem. Hopefully, the paper is to help vocational college students to avoid Chinglish and further to provide some advice for English teaching and learning in colleges and universities, on the basis of the findings of the study like the types and causes of Chinglish.
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King, Madeleine, Maxine Courtier, Chet Shaw, Cynthia Anderson, and John Widdowson. "Different Views? The Experiences of International Students Studying HE in Three Non-university Settings." ATHENS JOURNAL OF EDUCATION 8, no. 3 (February 5, 2021): 239–62. http://dx.doi.org/10.30958/aje.8-3-2.
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The purpose of the research was to discover the views of three groups of International students who were undertaking their Higher Education (HE) in a publicly-funded college, rather than a university setting. A comparative survey was undertaken by International students attending an American Community College, an Australian Technical and Further Education Institute and a group of English colleges which offer Higher Education. All three groups were satisfied with their provision. The college setting was perceived to offer higher levels of support than would have been available at a university, plus enhanced employability prospects and lower fees than those charged by a university. The status of an Australian, English or American HE qualification was important, as was the reputation of their particular college. The market for International students is highly competitive and largely driven by universities. The English experience suggests that colleges should focus on the marketing of specialist courses. In all cases, the fact that teaching staff were primarily teachers, rather than researchers was highly valued by respondents, as was their currency in their subject. However, there were strong feelings about value for money and the ability to engage with Home students and wider Australian, British or American culture. International students choose to study abroad because they want to broaden their own horizons and learn more about other cultures: many respondents found these opportunities to be limited. In order to help address this, an International student recruitment Checklist for senior college staff is presented as part of the research findings. Keywords: Higher Education, International students, colleges, value-for-money.
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Sadovenko, Svitlana, and Agnieszka Szpak. "PRIMARY DIAGNOSTICS OF TEACHERS OF SPECIAL DISCIPLINES OF TECHNICAL COLLEGE." Scientific Journal of Polonia University 42, no. 5 (February 12, 2021): 110–16. http://dx.doi.org/10.23856/4215.
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The article raises the issue of readiness for teaching in the Ukrainian Technical College of specialists who do not have pedagogical education. It is determined that the motivating factor is an important factor influencing the work of a young teacher, the formation and development of future professionals, and the problem of determining the readiness of a specialist with engineering education to teach, his motivation for a new activity, ability to acquire knowledge and skills is extremely relevant and needs attention from the head of scientific and methodological work. It is proposed to introduce the primary scientific and diagnostic development of the mechanism of differentiated psychological and pedagogical influence on teachers of special disciplines of the technical college, which will determine the types of teachers, taking into account the level of their motivation for teaching. The algorithm of application of methods, including author’s, is considered, methodical recommendations concerning their application, calculation, use of results of research are given. It is concluded that the application of primary scientific and diagnostic development of the mechanism of differentiated psychological and pedagogical influence in the technical college will help to adjust group and individual scientific and methodical work with beginning teachers and teaching staff as a whole, to plan further stages of development of psychological and pedagogical competence.
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Green, Jennifer. "Supported Competitive Employment." Australasian Journal of Special Education 12, no. 1 (May 1988): 43–44. http://dx.doi.org/10.1017/s1030011200026154.
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The Community Options Program Employment (COPE) Project, was initiated in October 1985 by the Consultant for Students with Intellectual and/or Physical Disabilities at Blacktown College of TAFE (New South Wales Department of Technical and Further Education). It is a cooperative program in on-site training and competitive employment support, for workers with an intellectual disability.
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Sangita, Seema. "Higher Education, Vocational Training and Performance of Firms." Margin: The Journal of Applied Economic Research 15, no. 1 (February 2021): 122–48. http://dx.doi.org/10.1177/0973801020976605.
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This article contributes to the debate on the efficacy of traditional forms of education versus vocational training. The effects of technical education (leading to an engineering degree or diploma) and vocational training in engineering on the performance of Indian firms are analysed using regression models based on the Cobb–Douglas production function, enhanced to incorporate education and training. Instrumental variable approach is used to establish the direction of causality. It is found that that when a larger share of workers in a particular sector has a college or university-level technical education or vocational education in technical fields, there is a positive impact on firm performance in those sectors. Further, higher education in a general field seems to consistently benefit the organised manufacturing sector, while some levels of school education appear to benefit the unorganised sectors. JEL codes: I-23; L-60; M-53
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Krpálková Krelová, Katarína, Kateřina Berková, Pavel Krpálek, and Andrea Kubišová. "Attitudes of Czech College Students Toward Digital Literacy and Their Technical Aids in Times of COVID-19." International Journal of Engineering Pedagogy (iJEP) 11, no. 4 (July 9, 2021): 130. http://dx.doi.org/10.3991/ijep.v11i4.20821.
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At present, when the whole world is struggling with the Covid-19 pandemic, it is important to address both the issue of flexibility when educating the younger generation and the issue of further professional education, which contributes to the development of competences that are directly relevant to life and everyday activities in the 21st century. The common denominator of these competences is digital competence. It is the aspect of education that is of primary and crucial importance for digital literacy development. This re-search study aims at establishing the availability of digital media and atti-tudes towards one’s own technical aids and digital literacy among students of two higher education institutions in the Czech Republic. Empirical research involved 1233 college students. The set research hypotheses were tested with a questionnaire-based survey using the Likert scale. A cluster analysis was conducted in the SPSS program. In view of the ordinal nature of data, the nonparametric Mann–Whitney U test conducted at significance levels of 5% and 1% in SPSS was applied to test the dependence of competence self-assessment on the specialization of the higher education institutions/ study level/ study form. The research has unequivocally proven that digital literacy is influenced by education, in terms of the specific study programme special-ization, study level and study form.
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Wang, Xin-Hong. "Online Education and Teaching Reform on Higher Education Development in China." International Journal for Innovation Education and Research 5, no. 10 (October 31, 2017): 44–50. http://dx.doi.org/10.31686/ijier.vol5.iss10.802.
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Lifelong Education has changed the old view of the end of education, and promoted sustainable development of education, which is a strategic goal of social development. Lifelong education exhibit new features to further achieve educational equity with the technical support of MOOC/SPOC. In recent years, teaching reform of applied chemistry profession promoted by Department of higher education has gradually gone deeper, but there are still some problems and difficulties, such as contradictions among basic of specialized subject, teaching hours and teaching content, difficulties of lifting of the teaching content and improvement of teaching quality, which restrict teaching reform process. Teaching practice experience of SPOC in applied chemistry profession is simply introduced, proposing countermeasure for SPOC in college teaching applications designed to enhance the quality of teaching for reference.
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Gomery, Dianne L. "Laissez-faire localism: Features and emergent themes presented in a case study University Technical College." Management in Education 32, no. 3 (March 21, 2018): 119–25. http://dx.doi.org/10.1177/0892020617747610.
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Education policy reform in England, as enabled by successive governments, has supported the liberalization and supply of an increasing number and diverse range of provision with varying structures and governance models. As such, these reforms have generated a portfolio for parents to exercise school choice. This article explores the discourses surrounding the liberalization of education provision and its implications for technical education, by adopting Hodgson and Spours’ (2012) conceptualization of localism as a lens through which to empirically research one of the former government’s flagship technical institutions – the University Technical College (UTC). Drawing on a series of interviews, the study examines and analyses the concept of localism within the context of a UTC and identifies emergent themes. Importantly, the study’s findings challenge the assumption that institutions will, of their own volition, come together and put aside institutional self-interest for the greater good of the learner and the local and regional skills agenda. The study concludes with recommendations for further research to determine whether the tensions, competitive practices and competition identified at a single institution may be indicative of those experienced more widely across UTCs.
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Call, Steven, and Kenneth Sullivan. "An Educational Framework for Healthcare Facility Management: Preparing Future Professionals." Journal of Facility Management Education and Research 3, no. 1 (January 1, 2019): 8–17. http://dx.doi.org/10.22361/jfmer/103420.
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ABSTRACT Purpose— The purpose of this research is to better understand learning outcomes essential for college students to be effective entry-level healthcare facility managers, establishing a healthcare FM education framework to further open FM academic programs as a sustainable source of new talent for the healthcare FM industry. Design/methodology/approach— A Delphi method was used for this research to draw upon the collective knowledge and experience of 13 experts over three iterative rounds of input. Phone interviews were also employed. Findings— This study shows that gaps exist in student learning outcomes for a comprehensive healthcare FM education; key technical topics specific to the healthcare industry are not being addressed by organizations accrediting construction and facility management academic programs. Many of these student learning outcomes could be readily combined into existing learning outcomes or used to develop a comprehensive healthcare FM education covering accreditation, regulatory and code compliance, infection control, systems in healthcare facilities, healthcare construction project management and methods, and clinical operations and medical equipment. Interestingly, academics in the field of FM generally disagree with industry professionals that these technical topics are important student learning outcomes. Consequently, FM academics prefer to teach students general FM principles with the expectation that specific technical knowledge will be gained in the workplace after graduation from college. Nevertheless, candidates attempting to enter healthcare FM without industry specific knowledge are disadvantaged due to industry perceptions and expectations. University-industry linkage must be improved to successfully attract students into the field of healthcare FM and open colleges and universities as a sustainable recruitment source in helping address FM attrition. Originality/value— This paper is valuable in establishing a healthcare FM education framework to elucidate college student learning outcomes upon graduation for successful employment as an entry-level healthcare facility manager. These student learning outcomes provide a framework for healthcare FM education to be used by industry and academia in preparing future professionals.
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Duke, Chris. "Links between Further and Higher Education: The Case of New Zealand." Journal of Adult and Continuing Education 8, no. 1 (November 2002): 104–19. http://dx.doi.org/10.7227/jace.8.1.8.
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This article sketches distinctive and partly unique features of New Zealand society, its recent history, and its adult, community and tertiary education system, as a prelude to considering linkages. The absence of a distinct further education (FE) sector analogous to the British further education colleges (FECs) or Australian technical and further education (TAFE) institutes combined with a recent period of extreme economic rationalism to privilege competition over collaboration. A sharp change of direction in 1999 is leading into a new more planned tertiary system under a Tertiary Education Commission in 2002. This is likely to reward and drive up inter-institutional collaboration, probably also more sharply differentiating roles within the more planned tertiary sector. The article concludes by reflecting on distinctive strengths and shortcomings, and on lessons from New Zealand of possible interest elsewhere.
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White, Michael A. "Community Colleges in Western Australia — Historical Accidents and Policy Dilemmas." Australian Journal of Education 30, no. 1 (April 1986): 92–106. http://dx.doi.org/10.1177/000494418603000106.
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This paper traces the establishment of Western Australia's three community colleges. Features of this development are significant government initiatives, historical accidents, and policy issues concerning the coordination, control, and future directions of new post-secondary institutions. All this is examined against a background of debates about the control and management of the state's system of technical and further education. The policy issues that are raised are similar to issues discussed in most Australian states, and invite speculation about the future shape of technical and further education in Western Australia that is highly relevant to what is happening in other parts of the nation.
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Vu, Milkie, Robert A. Bednarczyk, Cam Escoffery, Betelihem Getachew, and Carla J. Berg. "Human papillomavirus vaccination among diverse college students in the state of Georgia: who receives recommendation, who initiates and what are the reasons?" Health Education Research 34, no. 4 (May 12, 2019): 415–34. http://dx.doi.org/10.1093/her/cyz014.
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Abstract Young adulthood is a critical time for catch-up HPV vaccination. We assessed predictors of vaccine recommendation and initiation among college students. We analysed cross-sectional surveys from 2397 students using multivariable logistic regressions. Guided by the Socio-ecological and Health Belief Models, measures included socio-demographic characteristics, intrapersonal measures (e.g. vaccine beliefs), interpersonal measures (e.g. doctor’s recommendation) and institutional-level measures (e.g. college settings). The sample included students from private, public, technical and historically black colleges/universities. Of the sample, 64.5% were White; additionally, 48.3% of women (n = 750/1552) and 18.8% of men (n = 159/845) received a doctor’s recommendation. Among women, predictors included older age, US-born, higher parental education and attending private schools. Among men, predictors included younger age, being homosexual and attending private schools. HPV vaccine series initiation was low—43.3% of women (n = 672) and 16.7% of men (n = 141). Doctor’s recommendation predicted initiation for both sexes. Younger women, women attending technical colleges and men of ‘multiple/other’ race had lower odds of initiation. Common initiation barriers for both sexes included a lack of doctor recommendation and sexual inactivity. These barriers and the associations between nativity, race and socio-economic status with vaccine recommendation and initiation should be further investigated. Interventions should improve patient–provider communication around HPV vaccine.
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Et. al., Norlidah Alias,. "Entrepreneurship skills in the curriculum of a selected vocational college in Selangor." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 10, 2021): 1911–22. http://dx.doi.org/10.17762/turcomat.v12i5.2272.
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Entrepreneurship is important in generating economic growth and social capital. Although entrepreneurship programs have been conducted in educational institutions, there seems to be uncertainty on components of entrepreneurship required in the curriculum. In addition, there has been very few successful entrepreneurs from these programmes. Further, there has been few studies onentrepreneurship in Malaysian Vocational Colleges and hence the implementation of programmes related to teaching entrepreneurship needs to be investigated to determine the skills required for entrepreneurship.A survey among 71 students and teachers at a premier vocational college to investigate current practices and EE components required was administered using a questionnaire and analysed using percentages and cross-tabulation while the open-ended responses were analysed according to emerging themes. The findings indicate that although EE was implemented in all colleges, the stakeholders required autonomy to design the curriculum according to the needs of the local community. Lack of resources and teacher preparedness were the main challenges in implementing EE. Marketing skills were required in most of the courses related to technology (Industrial Machinery Technology, Construction Technology and Computer and Networking System) whilesales management was important for Computer and Networking System, and Accountancy courses. Innovation was important for Electronic Technology. Further, some suggestions for the improvement of the vocational and technical courses in relation to entrepreneurship skills, were made.
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Butler, Jim, and Ross Brooker. "The learning context within technical and further education colleges as perceived by apprentices and their workplace supervisors." Journal of Vocational Education & Training 50, no. 1 (March 1998): 79–96. http://dx.doi.org/10.1080/13636829800200035.
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Barnetson, Bob. "Part-time and Limited-term Faculty in Alberta's Colleges." Canadian Journal of Higher Education 31, no. 2 (August 31, 2001): 79–102. http://dx.doi.org/10.47678/cjhe.v31i2.183389.
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This paper argues that the number of part-time and limited-term faculty in Alberta's (Canada) public colleges and technical institutes and their substantially different employment conditions indicate the existence of a dual labour market at five institutions. Further analysis demonstrates that women disproportionately receive part-time and limited-term appointments.
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Riaz, Muhammad, Khalid Kamran, and Qaiser Abbas Hashmi. "Socio-Psychological Orientations in English Language Learning: A Study of Graduate Level Students." Global Social Sciences Review III, no. II (June 30, 2018): 41–54. http://dx.doi.org/10.31703/gssr.2018(iii-ii).03.
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The study examines socio-psychological orientations of students of technical education (commerce colleges, technology colleges, Technical training institutes, and vocational training institutes) towards the learning of English language. The study emphasizes the social psychological variables of attitude and motivation. In technical education the syllabus of English is different from the institutes of general education. The students of general education study English language till the last year of their graduation, while the students of commerce education study functional English in the 3rd year and business communication in 4th year. These courses relate to business correspondence. The study finds that students of technical education concentrate on learning of English for its utilitarian purpose. It is due to the reason that the absence of inadequate language policy and linguistic reality of Pakistan impact these essential socio- psychological elements of the student and his view point about English language learning. Further, students also like to learn English language due to 'instrumental' purpose or for the purpose to acculturate themselves with the target language society.
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Santelices, Maria Veronica, and Mark Wilson. "Unfair Treatment? The Case of Freedle, the SAT, and the Standardization Approach to Differential Item Functioning." Harvard Educational Review 80, no. 1 (April 1, 2010): 106–34. http://dx.doi.org/10.17763/haer.80.1.j94675w001329270.
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In 2003, the Harvard Educational Review published a controversial article by Roy Freedle that claimed bias against African American students in the SAT college admissions test. Freedle's work stimulated national media attention and faced an onslaught of criticism from experts at the Educational Testing Service (ETS), the agency responsible for the development of the SAT. In this article, Maria Veronica Santelices and Mark Wilson take the debate one step further with new research exploring differential item functioning in the SAT. By replicating Freedle's methodology with a more recent SAT dataset and by addressing some of the technical criticisms from ETS, Santelices and Wilson confirm that SAT items do function differently for the African American and White subgroups in the verbal test and argue that the testing industry has an obligation to study this phenomenon.
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Miao, Hongli. "Exploration and Research on the Training Mode of Welding Technology and Automation Professionals Under the Background of Modern Apprenticeship." Lifelong Education 9, no. 7 (December 8, 2020): 16. http://dx.doi.org/10.18282/le.v9i7.1457.
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The realization of modern apprenticeship is a powerful way for vocational colleges to deepen the integration of production and education, school-enterprise cooperation, further improve the school-enterprise cooperation education mechanism, innovate the training model of technical and technical talents, and enhance the ability of students. This article will discuss our school’s welding technology and automation Under the background of the professional modern apprenticeship pilot, the practice in the talent training model is briefly analyzed and discussed, in order to deepen the school-enterprise collaborative education, and closely meet the needs of regional economic development.
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Cohen, Benjamin, Kira T. Lawrence, Andrea Armstrong, Miranda Wilcha, and Alexa Gatti. "Greening Lafayette: a model for building sustainable community." International Journal of Sustainability in Higher Education 19, no. 7 (November 5, 2018): 1239–58. http://dx.doi.org/10.1108/ijshe-01-2018-0006.
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Purpose A coalition of students, professors, administrators and operational staff at Lafayette College designed an environmental module to integrate in-class curricular education with out-of-class environmental engagement. The purpose of this study was to improve the ethos of sustainability across campus. Design/methodology/approach The research reported here draws from qualitative and quantitative assessments to corroborate previous evidence that institution-wide collaboration is a necessary prerequisite for the successful development of such environmental campus programming. Findings It adds to those prior conclusions with the finding that three intertwined factors are critical keys to success. One is attention in the design process to coalition building between the academic, administrative and operational units of campus; second is a strong focus on organizational capacity; and third is explicit attention to preparing long-term management. Practical implications The particularities of college campuses, where student residence is temporary while the campus environment is continuous, require attention to organizational sustainability as much as the more common technical features of sustainability (e.g. energy, water, food, transportation systems, etc.). For small colleges seeking to implement similar programming to foster a culture of sustainability on their campuses, that commitment to organizational sustainability demonstrates that maintenance, durability and invested personnel are essential factors when similarly seeking interdisciplinary environmental education initiatives. Originality/value This paper describes the original program structure of Greening Lafayette. The program was built on the campus of Lafayette College through specific co-curricular, administrative, academic and facilities efforts. The paper details the approach Lafayette College students and faculty took to draw from best practices in campus sustainability, analyze their campus’ baseline engagement in and awareness of sustainability and leverage their college’s structures to design a program that generates a campus ethos of sustainability. It further elucidates the importance of ensuring the organizational sustainability of the program itself. While Greening Lafayette was designed for the context of a specific undergraduate campus, the program offers a model for faculty, students and administrators of other colleges and universities to build coalitions, design sustainability programming and develop an ethos of sustainability on their campuses.
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Mwangi, Samuel Muchiri. "The Contribution of Entrepreneurship Education Course in Enhancing Management Skills of Informal Entrepreneurs." Journal of Education and Vocational Research 2, no. 3 (September 15, 2011): 86–92. http://dx.doi.org/10.22610/jevr.v2i3.28.
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The study was conducted to investigate the contribution of entrepreneurship education in technical training colleges in enhancing management skills of informal sector entrepreneurs in Kenya. A case study of informal sector operators in Nairobi was conducted. Qualitative data was collected using in-depth interviews and observations. The data was analyzed using the grounded theory. Findings of the study showed that the informal sector operators used skills they gained in entrepreneurship education in technical training colleges to gain access to the informal sector industry and to manage their business. Those with higher training in entrepreneurship education tended to excel in their operations. A closer look showed that there was still a need for further training of management skills to better their activities. The recommendations were that secondary schools in Kenya should include entrepreneurship in secondary education system curriculum so as to help the school leavers who fail to join tertiary education and end up in the informal sector.
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van der Bijl, Andre, and Vanessa Taylor. "Nature and Dynamics of Industry-Based Workplace Learning for South African TVET Lecturers." Industry and Higher Education 30, no. 2 (April 2016): 98–108. http://dx.doi.org/10.5367/ihe.2016.0297.
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This article reports on the findings of an industry workplace experience project involving lecturers in South Africa's technical and vocational education and training (TVET) colleges, against the backdrop of new legislation and the realization that college lecturers' industry-related skills are in question. Its focus is on the nature of TVET lecturer industry-based workplace learning and the internal dynamics of its implementation in the college and employer systems. The article provides background on workplace-based learning for TVET lecturers and contrasts this form of workplace learning with forms used for students. After providing a critical analysis of methods used to theorize workplace-based learning, a model is employed to describe and analyse lecturers' experiences, with the aim of informing national and international knowledge and practice. The study supports the argument that workplace-based learning for TVET lecturers is not the same as for students. While students are exposed to workplaces to provide them with orientation and initial skills for future careers, workplace-based learning for lecturers is designed to improve knowledge development competencies. TVET lecturers undertake workplace-based learning to improve their knowledge of practice and so improve their theorization and teaching skills. The article points to the need for further research on and theorizing of industry-based workplace learning for lecturers.
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Wang, Ying. "The Construction of the Psychological Health Education Platform Based on Internet of Things." Applied Mechanics and Materials 556-562 (May 2014): 6711–15. http://dx.doi.org/10.4028/www.scientific.net/amm.556-562.6711.
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The psychological health education in school education , especially for university education has a more important significance. Most current colleges and universities have tried to build psychological health education service platform which are integrated a variety of psychological health education information and functionality using IT information based on Internet. They enrich the university psychological health education model, and achieve certain results. But these platforms, because of its own technical limitations , are generally lack of wisdom sensing, intelligent diagnosis and adaptive personalization service functions. The emergence of the Internet of Things provides some technical support for building context-aware intelligence psychological health education services platform. This paper presents the architecture and the functional structure of the psychological health education service platform based on the Internet of Things. It give birth to a new model of mental health education, complete the service system psychological health education further.
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Nikulicheva, N. V., O. I. Dyakova, and O. S. Glukhovskaya. "Organization of Distance Learning in School, College, University." Open Education 24, no. 5 (October 28, 2020): 4–17. http://dx.doi.org/10.21686/1818-4243-2020-5-4-17.
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The purpose of research is to study and illustrate the main stages of implementing distance learning (DL) in schools, colleges, and universities using examples of real educational organizations. Materials for the study were the results of the authors’ work on the implementation of DL in the educational process of their organizations. The methodological work was based on the DL theoretical foundations of E.S. Polat scientific school and her followers. To achieve this goal and solve problems, the following groups of research methods were used:– theoretical: analysis of psychological, pedagogical, methodological literature, regulatory documents in the aspect of the problem under study; modeling of distance learning in educational organizations, systematization of scientific and theoretical and experimental data; classification of selected components and characteristics;– empirical-diagnostic (survey); observational (observation-direct and indirect, long and short-term);– statistical: measurement of the obtained data (collection of statistical material); determination and processing of quantitative and qualitative indicators of the experiment.The theory and practice of DL in Russia has been going on for over 20 years. When implementing DL in an educational organization, it is important to study the main concepts of DL in Russian and foreign scientific schools, determine the implementation strategy, but not to act “blindly”. A huge problem comes to the fore: the lack of readiness of the teaching staff to comprehend and master modern pedagogical and information technologies for organizing the distance learning process. The absence of the development concept of a pedagogical system for the majority of heads of educational organizations allows for some confusion in the submission and control of educational material, the process is aggravated by the lack of full-fledged consultations, as a result of which many participants in the educational process are dissatisfied with the results. Instead of the stage of serious system design, lecturers limit themselves to digitizing ready-made traditional lectures, conducting them in the “talking head” mode with reading the theory from the screen, introducing an automated testing system or any number of tasks “from the textbook” with the message “send a photo of the completed task”, which, of course, cannot lead to a high-quality learning process. Most lecturers try to transfer all the elements of the full-time learning system to the distance learning system automatically when changing the form of training, which is basically impossible when changing the environment. The new learning environment has different capabilities and requires the lecturer to plan differently, present information, and organize monitoring and record results.The results of the study allowed us to identify general trends in the organization of DL at all levels of education and specific problems typical for particular levels. The main issue in organization DL at school was the creation of the learning environment (technical support, Internet, organization of DL pedagogical system) as well as methodological support of DL process (training lecturers in DL methodology). In higher education institutions and colleges, the main problem turned out to be stimulating the teaching staff to master the methodological and technical foundations of DL, since the majority of lecturers clearly lacked motivation to provide a high-quality DL. In conclusion, it should be noted that for further development of distance learning, the management of organizations needs to think about developing economic mechanisms for paying developers of distance learning courses and lecturers, working out copyright protection for created distance learning courses, training lecturers in the methodology for developing and conducting distance learning courses, purchasing professional DLS (distance learning systems) with a guarantee of technical support from developers for several years and customization for the needs of the organization. There is also a need for a system of benefits and incentives for distance lecturers on health protection and incentives for further high-quality work.
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Shen, Yajie. "Talking about the Problems of Hierarchical Teaching in Higher Vocational English and Its Solutions." Advances in Higher Education 3, no. 4 (December 19, 2019): 82. http://dx.doi.org/10.18686/ahe.v3i4.1543.
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<p>With the continuous deepening of education reform, the education department has put forward higher requirements for higher vocational education. Higher vocational colleges and universities can not only cultivate professional technical talents, but also cultivate applicable talents in many aspects. At present, the students come from different places with different education background in the colleges and universities. In the process of English teaching, teachers should implement stratified teaching to further improve the quality of English teaching. This paper discusses the problems and countermeasures of stratified teaching in higher vocational English, analyzes the problems existing , and proposes effective solutions.</p>
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Palmer, C. Michael. "Instrumental Jazz Improvisation Development." Journal of Research in Music Education 64, no. 3 (August 23, 2016): 360–78. http://dx.doi.org/10.1177/0022429416664897.
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The purpose of this exploratory study was to examine the role aural imitation ability, jazz theory knowledge, and personal background variables play in the development of jazz improvisation achievement. Participants ( N = 70) included 26 high school and 44 college instrumentalists with varying degrees of jazz improvisation experience. Data were collected using four researcher-designed instruments: (a) Participant Improvisation Experience Survey (PIES), (b) Improvisation Achievement Performance Measure (IAPM), (c) Aural Imitation Measure (AIM), and (d) the Jazz Theory Measure (JTM). Results indicate that aural imitation ability and technical facility are fundamental skills supporting jazz improvisation achievement. Other contributing factors include improvisation experience, jazz experience, practicing improvisation, perceived self-confidence, self-assessment, and jazz theory knowledge. Further analysis of results led to improvisation being viewed from a developmental perspective and achievement levels being distinguished on a developmental continuum (i.e., novice, intermediate, advanced) based on performance evaluations within musical categories (i.e., rhythm/time feel, harmony, melody/rhythmic development, style, expressivity, and creativity).
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Engelbrecht, Mardine, John Spencer, and Andre van der Bijl. "Relevance for work in the Western Cape tourism industry of the National Certificate Vocational in tourism education at TVET colleges." Industry and Higher Education 31, no. 5 (September 8, 2017): 328–34. http://dx.doi.org/10.1177/0950422217724050.
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This article investigates the relevance of the National Certificate Vocational (NCV) tourism programme for the South African tourism industry in terms of skills needed by tourism students to work in the tourism industry after graduating. The NCV programmes were introduced in 2007 at public Further Education and Training Colleges (now Technical, Vocational Education and Training Colleges), with the phasing out of certain national technical education (NATED) Report 191 programmes, known as N-Programmes. Research was conducted in the form of an empirical questionnaire survey. A mixed methods approach, using a quantitative and qualitative methodology, was employed to gather relevant data. The results suggest that NCV tourism students are employable in small, medium-sized and microenterprises once they graduate, but that graduates need more experience and practical knowledge to be employable in the wider tourism labour market. The results indicate that more relevant NCV tourism curricula are needed to make the qualification of greater applicability to the South African tourism industry.
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Sankar, Chetan S., and Howard Clayton. "An Evaluation of Use of Multimedia Case Studies to Improve an Introduction to Information Technology Course." International Journal of Information and Communication Technology Education 6, no. 3 (July 2010): 25–37. http://dx.doi.org/10.4018/jicte.2010070103.
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For college graduates to be successful in today’s global economy there has been an increasing demand for them to possess business knowledge as well as technical knowledge. To meet the demand, curriculum designers have sought to integrate new technologies, applications, data, and business functions into classrooms so that non-information technology (IT) majors can realize the benefits of IT. This paper discusses the results of research conducted on the use of multimedia case studies to address the curriculum designers’ challenge. The authors have found that students, who are taught using multimedia case studies, perceived a comparatively greater improvement in their higher-order cognitive skills, ease of learning, team working skills, attitude toward information technology, and self-efficacy. This suggests a need for further research into adopting such instructional materials for teaching non-IT majors and for developing other innovative instructional materials.
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Lakew, Deresse Mersha, and Mohammed Getahun Musa. "EVALUATION OF OUTCOME-BASED ACCOUNTING EDUCATION AND TRAINING IN SELECTED COLLEGES IN WEST OROMIA, ETHIOPIA." Business, Management and Education 17 (January 31, 2019): 1–20. http://dx.doi.org/10.3846/bme.2019.6921.
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Purpose: The demand for accountants is increasing from time to time because of the increase in the complexity of the business environment. Higher education institutions are responsible for producing well qualified and ethical accountant required by different organisations. Specifically, Technical and Vocational education and Training (TVET) colleges play a great role in training middle and lower level accountant in Ethiopia. However, academicians, practitioner and employers are raising concern on the excellence and significance of training given in TVET colleges. The objective of this research is to evaluate the education and training in accounting offered by public and private colleges in West Oromia region, Ethiopia. Research Methodology: This study used the cross-sectional survey to obtain the opinion of the trainee, trainers and college deans on how TVET in accounting program is performing about each of the components of CIPP model and identify the knowledge and skill gap as compared to the actual work environment. Both descriptive and inferential statistical tools were used in the analysis. Findings: Examination of the existing TVET in accounting curriculum found that it has a limitation concerning relevance and content. The study further found that there is a lack of sufficient inputs such as an adequate number of qualified trainers, computers and Reference books. Trainers mainly use lecture methods, and there are various problems associated with continuous and summative evaluation. Therefore, it is recommended that the existing curriculum should be revisited, sufficient training inputs should be availed and cooperative training should be strengthened.Research Limitations: This research is based on the respondent’s opinion from a limited part of the country. The nationwide survey is required to conclude at the country level. Practical Implication: the finding and recommendation given in this study can be used in strengthening TVET in accounting education and training in Ethiopia. Originality / Value: Previous studies investigated the challenges of TVET education and training in general terms, and this specific study which focuses on TVET in accounting is the first attempt in Ethiopia.
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Colthurst, David R., and Mick F. Tuite. "Authentic Biology: Student-led research and discovery in schools." Research for All 2, no. 1 (January 25, 2018): 6–15. http://dx.doi.org/10.18546/rfa.02.1.02.
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Conducting cutting-edge biomedical research in schools and further education college laboratories has its challenges, but these are not insurmountable. In 2008, we established a successful cutting-edge research project into a debilitating human disease, in a secondary school environment. Here we provide a narrative describing the process behind the project, and then reflect not only on the process, but also on the benefits for school students, teachers and university researchers from engagement in such a collaborative project. We describe how, with significant financial input from a major biomedical charity, we were able to expand the initial project into Authentic Biology, a national programme of research in schools across the UK. Authentic Biology has resulted in six schools establishing their own novel research projects, mainly relating to human disease, and working in collaboration with their local university. Authentic Biology is a model for longterm school/college/university collaboration that is highly effective, productive and measurable through outcome. The challenge ahead is how to sustain the technical and financial support for such programmes.
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Rose, Bill, and Heather Fiala. "Between School and Work." Australasian Journal of Special Education 9, no. 1 (May 1985): 12–15. http://dx.doi.org/10.1017/s1030011200021278.
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The view is put that the least restrictive environment and the most appropriate climate for intellectually handicapped adolescents and young adults can be found or created in Colleges of Technical and Further Education in New South Wales and indeed across Australia. Such provision may also be the most appropriate for other categories of handicap, disability or disadvantage.There is still a tendency for the community at large to underestimate the potential of handicapped young people for development. Research, not generally well known and therefore not acted upon, shows that despite poor initial performance, many intellectually handicapped people show substantial improvement with learning.
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God ZUNGU, Nkululeko Praise, and Lawrence Mpele LEKHANYA. "Service Quality of Public Technical Vocational Education and Training Colleges in South Africa: Customer Expectations and Perceptions." Journal of Economics and Behavioral Studies 10, no. 6(J) (December 22, 2018): 182–90. http://dx.doi.org/10.22610/jebs.v10i6(j).2608.
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The focus of this survey is to seek the amount of the customers’ expectations levels of service quality in the public Technical Vocational Education and Training (PTVET) sector. The aim of this study was to examine and determine the expectations and perceptions levels of service quality provided by PTVET colleges, in order to achieve desired outcomes, and the survey followed SERQUAL model. Questionnaires were distributed to the 403 participants from selected PTVET in the Kwa-Zulu- Natal province. The study used a mix approach of systematic and quota sampling techniques. SPSS (25.0) version was employed for data analysis. The results of this study discovered that customers had higher service quality expectations (0,908 Cronbach's Alpha) compared to the service quality perceptions (0,923 Cronbach's Alpha) at the selected PTVET colleges, on all five service quality dimensions that were used to evaluate the expectations of service quality. This survey will benefit Rectors/Campus Managers for TVET colleges and to those who want to open their TVET colleges, because it will be used as a guide tool for them on how they can improve service quality strategy to differentiate themselves from their competitors. The findings are limited by the study’s exploratory, quantitative nature and small sample. Generalisation should be done with care and further research, with a large sample and consideration of other provinces, it therefore recommended.
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God ZUNGU, Nkululeko Praise, and Lawrence Mpele LEKHANYA. "Service Quality of Public Technical Vocational Education and Training Colleges in South Africa: Customer Expectations and Perceptions." Journal of Economics and Behavioral Studies 10, no. 6 (December 22, 2018): 182. http://dx.doi.org/10.22610/jebs.v10i6.2608.
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The focus of this survey is to seek the amount of the customers’ expectations levels of service quality in the public Technical Vocational Education and Training (PTVET) sector. The aim of this study was to examine and determine the expectations and perceptions levels of service quality provided by PTVET colleges, in order to achieve desired outcomes, and the survey followed SERQUAL model. Questionnaires were distributed to the 403 participants from selected PTVET in the Kwa-Zulu- Natal province. The study used a mix approach of systematic and quota sampling techniques. SPSS (25.0) version was employed for data analysis. The results of this study discovered that customers had higher service quality expectations (0,908 Cronbach's Alpha) compared to the service quality perceptions (0,923 Cronbach's Alpha) at the selected PTVET colleges, on all five service quality dimensions that were used to evaluate the expectations of service quality. This survey will benefit Rectors/Campus Managers for TVET colleges and to those who want to open their TVET colleges, because it will be used as a guide tool for them on how they can improve service quality strategy to differentiate themselves from their competitors. The findings are limited by the study’s exploratory, quantitative nature and small sample. Generalisation should be done with care and further research, with a large sample and consideration of other provinces, it therefore recommended.
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Simo, Pep, Jose M. Sallan, and Vicenç Fernandez. "Organizational commitment, job satisfaction and intention to leave: A comparative analysis between part-time and full-time faculties." education policy analysis archives 16 (December 9, 2008): 22. http://dx.doi.org/10.14507/epaa.v16n22.2008.
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The importance of part-time work has been growing in recent years, due to its significant increase in today's societies, and higher education institutions have not been alien to this trend. The present research tries to study the relationship between organizational commitment and job satisfaction with the intention to leave the institution, comparing part-time and full-time faculty. An empirical research, grounded in the model proposed by Currivan (1999), has been undertaken, with a sample of faculty of ETSEIAT, a college of the Technical University of Catalonia. Results show the existence of the relationships with organizational commitment, job satisfaction and intention to leave predicted in the literature, and significant differences in job satisfaction and organizational commitment between part-time and full-time faculty. The paper ends with some proposals of further research.
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Guo, Zheng. "Study on Simulation Model of Network Control System Based on Dynamic DMC Matrix." Applied Mechanics and Materials 556-562 (May 2014): 5652–55. http://dx.doi.org/10.4028/www.scientific.net/amm.556-562.5652.
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Innovation entrepreneurship is the extremely important strategic decision subject at the background of university reform, and it is the benchmark in the transformation, which will play a great role in the core talent competitiveness and comprehensive promotion. In the article we first analyze nature of the research university. On the basis we further analyze the current status of innovation entrepreneurship. Based on this we sum up their features, and collect influence factors of college students' employment. We introduce DMC algorithm to construct new research university innovation and entrepreneurship education system model of prediction control. In order to verify the validity of this model, we use MATLAB to do simulation. The results show that the model is practical, and it provides theoretical and technical support for the research in this field in a certain extent.
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Muhammad, Lawal, and Tijjani Uba Abdullahi. "Competency-Based Learning and the Future of Nigerian Colleges of Education: A Recipe Vocational and Technical Aptitude." International Journal of Business Administration and Management Research 1, no. 1 (June 15, 2015): 32. http://dx.doi.org/10.24178/ijbamr.2015.1.1.32.
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The importance of competency based learning cannot be ignored, considering the role it plays for effective learning and development of skills necessary for successful performance in a job. This paper attempts to review some conceptual issues on competency base learning, such as competency assessment and stages of its implementation. The paper further explained the applicability of the competency based learning in Nigerias colleges. The paper concludes by offering some recommendations, such as provision of legislative frame work for competency based learning to have the legal backing it deserves and equally to redefined institutional frame work in order to accommodate the system.
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Edokpolor, James Edomwonyi, and Robinson Osarumwense Owenvbiugie. "TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING SKILLS: AN ANTIDOTE FOR JOB CREATION AND SUSTAINABLE DEVELOPMENT OF NIGERIAN ECONOMY." Problems of Education in the 21st Century 75, no. 6 (December 15, 2017): 535–49. http://dx.doi.org/10.33225/pec/17.75.535.
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The research is aimed at assessing the important role of TVET on job creation and sustainable development of Nigerian economy. Two research questions were answered using mean and standard deviation statistics, while two hypotheses were tested using t-test statistic. A survey method was employed for the research. A four-point scale questionnaire was employed as the instrument for collection of data. The population consists of 332 TVET lecturers in 3 universities and 4 colleges of education in Edo and Delta States. There was no need to adopt sampling technique, nor select any sample size, since the entire population is of a manageable size. The instrument was validated by two experts and its reliability coefficient value using Cronbach alpha method was 0.81. The research revealed that TVET can equip students with skills for job creation and sustainable development of Nigerian economy. It also revealed that there was no significant difference between the mean ratings of TVET lecturers in Edo and Delta States on the extent to which TVET can equip students with skills for job creation. It further revealed that there was no significant difference between the mean ratings of male and female TVET lecturers on the extent to which TVET can equip students with skills for sustainable development of Nigerian economy. Optimizing sufficient amount of financial resources, regular supplies of state-of-the-art facilities, sourcing for qualified manpower, and organization of advocacy programme, that would help in effective management delivery of TVET were further recommended. Keywords: job creation, Nigerian economy, sustainable development, social skills, TVET skills.
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Thomas, Gail. "Black Students in U.S. Graduate and Professional Schools in the 1980s: A National and Institutional Assessment." Harvard Educational Review 57, no. 3 (September 1, 1987): 261–83. http://dx.doi.org/10.17763/haer.57.3.vh2260t1h384t256.
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While educational attainment is not upheld as a single sufficient condition for Black occupational attainment and upward mobility, the perspective of this paper is that educational investment is mandatory for Blacks, given the historical and persistent disadvantage of race in this society. With this perspective as its premise, the article documents the recent higher-education enrollment and degree-attainment status of Black Americans. What is concluded from the presentation of the available data is that: (1) Black students are not advancing and, in some cases, are losing ground relative to the momentum in higher education they achieved in the 1970s; (2) Black students remain underrepresented in graduate and professional degree attainment, particularly in the natural and technical sciences; (3) only a limited proportion of U.S. colleges and universities have contributed to the small pool of Black degree recipients in the natural and technical sciences. Further, the author suggests that a combination of individual and institutional-level efforts is needed in order to advance the higher educational participation and success of Black students.
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Betty Kutukwa Mutambanengwe and Ignatius Isaac Dambudzo. "Employment Creation and Extreme Poverty Eradication through Open and Distance eLearning and Technical-Vocational Education and Training in Zimbabwe." International Journal of Distance Education and E-Learning 6, no. 2 (July 1, 2021): 1–14. http://dx.doi.org/10.36261/ijdeel.v6i2.1854.
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This study explored how Open and Distance eLearning (ODeL) system is enhancing employment creation and extreme poverty eradication in Zimbabwe. Poverty is a challenge in developing countries in the presence of unemployment and lack of education. This study aimed to put into perspective the strides made by ODeL institutions in Zimbabwe towards extreme poverty eradication through TVET in the education system. Data were collected from purposively selected 20 ODeL graduates including; entrepreneurs, street vendors, and individuals, formally and informally employed, by using interviews and observation, in this case study. The study employed thematic analysis for the narrative qualitative data. The study revealed that poverty can be reduced through skills empowerment to learners at all educational levels. Exposure to a bouquet of vocational subjects in technical-vocational institutions has enabled entrepreneurs to create employment, applying acquired skills. The major barriers to effective entrepreneurship and employment creation were the scarcity of resources and natural disasters. The study is also significant that educational planners and policy-makers may formulate policies that encourage school and college graduates to be innovative, self-reliant, and may guard against extreme poverty in their communities. It can be concluded that possession and application of vocational skills may create employment and eradicate extreme poverty. It is, therefore, recommended that TVET starts early in life for innovativeness and effective use of available resources. Further research could be carried out on the nature of programmes in learning institutions that empower learners with skills for employment creation, sustainable development, and extreme poverty eradication.
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Gubina, L. V., T. V. Alekseeva, and O. A. Strakhov. "Analysis of some factors influencing the performance of college students: An example of Computer Science education." Education and science journal 22, no. 2 (March 4, 2020): 171–96. http://dx.doi.org/10.17853/1994-5639-2020-2-171-196.
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Introduction. In recent years, the structure and content of training of specialists of further education have significantly improved. The increased popularity of the secondary vocational education system is evidenced by the fact that more than half of the Russian teenagers after graduating from the main stage of secondary school become applicants of technical schools and colleges. In order to manage students’ education more effectively, among other measures, it is necessary to diagnose the motivation of enrolled students at the stage of admission to the educational institution and to identify the degree of awareness of their future career choice, as these factors directly depend on the success of educational programmes.The aim of the article was to reveal the trends of influence of students’ results at the Basic State Exam (OGE – the exam, which is taken when finishing education in the 9th (final) form of comprehensive school) on the level of knowledge of Computer Science in colleges and to find out the subjective reasons of students’ preferences for the secondary vocational education system to continue studies and to enter a profession.Methodology and research methods. In the course of the study, a review and generalisation of the content of scientific sources related to the problems of professional choice and training motivation were used. Diagnostics of motivation of college students in Moscow, Moscow region and the regions of Russia was conducted through the methods of testing, surveys and anonymous questioning. Processing of the obtained data was carried out by the methods of correlation, variance and regression analysis; the degree of statistical reliability of the results was evaluated by calculating the Student’s t-test and the Fisher’s F-test.Results and scientific novelty. The authors have calculated the numerical indicators of relationship between students’ academic performance in computer science and the Basic State Exam taking, the reasons for choosing the secondary vocational education and the specialty. Constructed graphs and approximating curves prove the fact that the success degree when learning the certain discipline in college results from the assessment within the discipline taken at the Basic State Exam in school. In the regions of Russia, this factor guarantees a higher level of knowledge on Computer Science – by about 20%, and in the Moscow region – by 10%. The statistics on respondents’ professional orientation were collected. A regression model, demonstrating the impact of students’ motivational attitudes on their training in the subject discipline, is presented. It was found out that the motives “subsequent admission to a specialised university”, “obtaining a profession”, “business attitude to a profession” and “prestige of a profession” have the most positive influence in this context. The variance analysis confirmed the determinism of the learning outcomes by the reasons for the choice of secondary vocational education and profession. It is concluded that the reasons for the low or medium students’ performance include not only their weak motivation for education, but also the state of the entire education system, including the institutions of the Basic State Exam (OGE) and the Unified State Exam (EGE – high school final and university entrance exam taken upon completion of the 11th form), as well as the lack of clear criteria for the admission of applicants to the institutions of secondary vocational education. To get a specific specialty, the desire to study, its informed choice and prestige of profession positively affect students’ learning outcomes in Computer Science education.Practical significance. The research materials can be useful for teachers of secondary vocational education and for specialists involved in career guidance.
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Raj Thumiki, Venkat Ram. "Student Dropout from Foundation Program at Modern College of Business & Science, Sultanate of Oman." International Journal of Higher Education 8, no. 5 (August 21, 2019): 118. http://dx.doi.org/10.5430/ijhe.v8n5p118.
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Main reasons for student dropout from higher education may be low academic performance, poor socialization skills, low confidence levels, busy social life and financial issues. As students’ dropout from higher education has been rising, there is a need to understand this problem for finding suitable solutions. Research objectives for this institutional research are to explore patterns in dropout data at Foundation program, establish criteria for identifying students at-risk of dropout and identify areas of improvement for reducing dropout rate, as the dropout problem is high at Foundation level of the college. Research methodology includes application of exploratory study based on analysis of secondary data pertaining to 22 semesters, Spring 2012 to Summer-I 2017. Findings revealed that 1966 students dropped out from Foundation program during the study period with an average of 94 students per semester. Dropout rate was higher among males and was more at Levels I and IV. Though dropout happened in Foundation, academic departments would also experience major loss, as Foundation is the ‘feeder program’ for other bachelor’s programs. It is recommended to have a dropout process flow-chart not only to understand the exit journey of dropping students, but also to reverse the journey. It is recommended to set up a dropout committee, design an early warning system for creating alerts and bifurcate Foundation department into Language sub-department and Technical sub-department (Math and IT courses). It is further recommended to have an effective data management system that would enable administration to reduce dropout rates and create a ‘feel good’ environment for the students.
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Corker, Theresa T., Lori Kupczynski, and Shannon L. Groff. "A Qualitative Study of Nursing Student and Faculty Perceptions of Attrition." JOURNAL OF SOCIAL SCIENCE RESEARCH 17 (March 22, 2021): 10–29. http://dx.doi.org/10.24297/jssr.v17i.8983.
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Institutions of higher learning struggle to supply enough Registered Nursing Professionals to meet demands in today’s healthcare environment. Hundreds of thousands of students are accepted into nursing programs each year, though many fall short of program completion. High attrition and low retention in registered nursing programs is a problem. The purpose of this qualitative study was to evaluate attrition and retention of registered nursing students over a four-year period at a Technical College in Georgia to determine factors impacting successful completion of the Associate of Science in Nursing Program (ASN). It further proposed to identify possible solutions to reduce attrition among nursing students. This study analyzed nursing student and nursing faculty perceptions on the causes of high attrition and low retention and perceived solutions to attrition rates. This study provides insight in the development of steps to decrease attrition in registered nursing programs, and other higher education programs of study.
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Stanton, Christine Rogers, Brad Hall, and Lucia Ricciardelli. "Cross-Cultural Digital Storywork: A Framework for Engagement with/in Indigenous Communities." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2, no. 1 (July 29, 2017): 247–66. http://dx.doi.org/10.15402/esj.v2i1.209.
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While Indigenous peoples have long urged attention to Six Rs (respect, relevance, reciprocity, responsibility, relationality, and representation) that are important to community-engaged work, application of these principles has been sporadic within the filmmaking industry. Many Indigenous communities do not have the technical expertise and/or resources needed to support professional quality audiovisual production. As a result, they rely on predominantly White filmmakers from beyond the community. Unfortunately, mainstream filmmaking practices have historically demonstrated a disregard for Indigenous ways of knowing, and a scarcity of meaningful relationships between filmmakers and community members has further contributed to a legacy of insensitive filmmaking within Indigenous contexts. In addition, internet-based distribution of cultural content raises questions about post-production sovereignty. In this project, Tribal College (TC) students and faculty partnered with students and faculty from a Predominantly White Institution (PWI) to develop culturally sustaining and revitalizing documentaries using storywork, digital storytelling, ethnocinema, and community-centered participatory research. Throughout the Digital Histories Project, TC participants gained technical expertise, PWI participants learned about culturally sustaining/revitalizing filmmaking, and faculty leaders identified ways to support use of the Six Rs within social science, history, and teacher education. Results offer methodological and pedagogical insights for scholars, educators, tribal leaders, and filmmakers.
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Priebe, Alexander. "Die Abteilungen für Luftfahrt an deutschen Universitäten unter dem NS-Regime." STADION 44, no. 1 (2020): 61–85. http://dx.doi.org/10.5771/0172-4029-2020-1-61.
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On 17 November 1934, the Reich Education Ministry (REM) issued a decree on the “cultivation of aviation in schools and universities”. It aimed at “ensuring the next generation of aviation professionals in the practical, aeronautical, technical, and scientific fields”, the importance of which, according to the REM, “had even increased with the resurgence of the German Luftwaffe”. Hence, universities and colleges of physical education were deemed responsible for further civil and - increasingly - military training and research in aviation, whereas research in aeronautical engineering was carried out at technical universities, under the enforced auspices of the Reich Ministry of Aviation. From 1934 onwards, aviation training would be coordinated by departments of aviation, which were also responsible for the gliding training of students and, above all, sports instructors. The recast decree of 30 December 1939 would expand and enforce training and research defined as “essential for the war effort”. This crucial development, which essentially bolstered the military strategy of the Nazis before and during World War II, i.e., the so-called “Blitzkrieg”, is presented in a detailed overview, based on recently discovered archival sources.
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Glover, Kevin R., and Alec Bodzin. "Convergent Validity Testing of a Value-Achievement-Cost Motivation Survey for 12th Grade Female Career and Technical Education Health Sciences Students for Use in Serious Simulation Games." Career and Technical Education Research 45, no. 2 (September 15, 2020): 39–58. http://dx.doi.org/10.5328/cter45.2.39.
Full textAbstract:
A Value-Achievement-Cost (VAC) Survey was psychometrically tested to continue to establish its predictive utility for future research with 12th grade female Career and Technical Education (CTE) health science classroom cohorts of less than 50 students. In this study, a 10-construct, 46-item VAC Survey was administered to 31 college-bound 12th grade female students who had self-selected themselves to participate in a year-long, dual enrollment, CTE health science program. The VAC Survey was used to measure student motivation associated with science in general, health sector science learning, and playing health sciences-related games. Convergent validity was established in nine of the ten constructs by comparing the Cronbach alpha coefficients of the 10-construct, 46-item VAC Survey compared to the same instrument previously tested with a similar CTE health science student cohort (n = 37). Internal consistency for these nine VAC Survey constructs were strong with Cronbach alpha coefficients between 0.80 and 0.93. This study has provided additional psychometric evidence that reinforces the VAC Survey's construct validity and internal consistency. The study further supports the predictive utility of the instrument to measure 12th grade female CTE health sciences student motivation associated with science in general, health sector science learning, and playing health sciences-related games.
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Ghosh, Sanghita, and Amit Kundu. "Women’s Participation in Higher Education in India: An Analysis Across Major States." Indian Journal of Human Development 15, no. 2 (July 22, 2021): 275–94. http://dx.doi.org/10.1177/09737030211030048.
Full textAbstract:
Women’s participation in higher education is an important pathway towards gender equality in economy and society. This article examines their participation levels in higher education across major Indian states and explores the underlying factors in the disparity between states. It employs two indicators, namely, Gross Enrolment Ratio (GER) of Females and Gender Parity Index (GPI) to measure the absolute and relative participation of women in the higher education, from 2011 to 2019. The comparative statistical analysis of these parameters for the 16 major states shows that they perform poorly in postgraduation and technical education courses. However, they are better placed in GPI at undergraduation level. Further, they appear to be moving towards gender parity with recent increases in enrolment of girls in higher education. On the basis of fixed-effect panel data regression, it is found that significant share of female teachers, higher per capita state domestic product (a proxy for per-capita income) and availability of colleges and girls’ hostels are playing important roles to contributing to the GER of females and GPI in higher education in India.