No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Innovaciones educativas en Enseñanza Técnica Profesional. Aportes a las prácticas curriculares y evaluativas.
Abstract
La enseñanza Técnico-Profesional está ligada a los proyectos de innovación educacional para fortalecer los aprendizajes de los y las estudiantes con el fin de responder a las necesidades y desafíos del mercado laboral. El objetivo de la investigación fue comprender el impacto de innovaciones educativas curriculares y evaluativas implementadas en el contexto de tesis de magíster. Se adoptó un método cualitativo de carácter exploratorio-descriptivo que analizó tres casos de innovaciones educativas. Se realizó un análisis de contenido de los trabajos y se condujeron entrevistas en profundidad con sus autores. Los resultados fueron agrupados en seis categorías: análisis crítico del currículum, (2) cultura institucional, (3) infraestructura, (4) compromiso docente, (5) liderazgo directivo, (6) capacitación y acompañamiento docente. La discusión se centró en cómo estas innovaciones se posicionan frente a los procesos educativos, la transformación de la cultura institucional y la sostenibilidad en el tiempo de sus impactos en la comunidad.
The declaration of the movement control order (MCO) in Malaysia has led
to the closure of the education sector due to pandemic coronavirus disease
2019 (COVID-19). The teaching and learning (T&L) structure shifted from
conventional classroom education to fully online distance learning (ODL).
The unprecedented experience of 'home quarantine' has multifaced impacts
on students' mental health. The study aimed to obtain the correlation of
technical and vocational education and training (TVET) students' depression,
anxiety, and stress (DAS) in fully implementing online distance learning. A
survey study was used using a quantitative approach and respondent was
evaluated by the depression anxiety stress scale-21 (DASS-21). Understudy's
t-test and one-way analysis of variance (ANOVA) were utilized to
investigate the relationship between these perspectives. Analysis from the
DASS-21 inventory revealed that 30% had severe or extremely severe
depression, 41% anxiety, and 20% stress among the vocational students.
Anxiety showed a hugely significant difference among genders and the
department compared to depression and stress. Therefore, the finding
suggests that some intervention must ensure online distance learning is
conveniently accessible and congenial with practical work for the vocational
student syllabus.
This study is part of research targeted to the advancement in the understanding of teachers and principals’ leadership relationship as elements linked to education improvement, focused specifically on teachers’ commitment. It enquires, by means of a qualitative approach, school principals’ beliefs concerning this commitment. Results show that commitment is understood as a professional attribute, a way of valuing teaching’s role, expressed as an extraordinary devotion to students, learning and school. There also emerge beliefs about teaching, teachers and the municipal system as components of a beliefs system. Beliefs show an idealized teachers’ commitment, contrasting with beliefs concerning teachers, characterized by a strong negative accent. Therefore, a discrepancy is generated with eventual consequences for leadership practices that justify farther investigation.
The Indian Government’s 12th Five Year Plan features ambitious goals regarding the upskilling of women in India. While the Plan acknowledges Indian women’s continued inequality, technical and vocational education and training (TVET) programmes (a main avenue for upskilling) pose considerable challenges. There is significant work to be done if India aspires to meet the 12th Plan’s goals. Moreover, to achieve them in a socially just manner, greater efforts are required to include and amplify women’s voices throughout the process. In pursuit of this aim, the authors of this research note share insights from the first stages of their study of an upskilling programme in the non-formal education sector. They argue for a bottom-up approach to understand how women wish to participate in this programme and in government-recognised TVET more broadly. To understand the women’s perspectives, the authors use the notions of third-space frameworks and “scapes”. These concepts go beyond simply acknowledging the need for labour upskilling and offer opportunities to critique gender biases, stereotypes and patriarchal practices, while formulating new ideas about how to engage as active participants in Indian society. Based on these insights, the authors offer a path forward by directly engaging with women on the ground level, using a bottom-up approach.
Even though the importance of technical and vocational education is acknowledged in the Sustainable Development Goals (SDGs) adopted by the United Nations in 2015, the university sector has dominated the discourse on the role of postsecondary educational institutions in sustainability. This comparative study widens the scope by highlighting contributions that community colleges (CCs) and technical and vocational education and training institutions (TVETs) are making to sustainability in several developed and fast-developing countries. It examines five independent case studies – conducted in Canada, Chile, China, Taiwan, and the United States – and demonstrates that CCs and TVETs are uniquely positioned to make substantial contributions and should be an important part of the sustainability discussion. It also explores special features that allow these institutions to play a vital role in addressing the SDGs. The findings show that the SDGs related to economic development and social justice were a priority in all five case studies, while the environmental SDGs were foremost in the two North American studies. The main barriers to sustainable development include the high cost of education, low completion rates, graduates’ inability to secure employment commensurate with their education, inadequate funding and the reputation of CCs and TVETs as second-tier institutions.
Across Australia and around the world, school-university partnerships have been advocated by researchers and policymakers as a means of bridging the perceived theory-practice divide for which teacher education programs have been criticised. A range of literature exists that explores school-university partnerships either from a theoretical perspective, or grounded in specific examples. As these pieces of research typically provide an overview of school-university partnerships in general, or rely on findings from one or two partnerships, a broad understanding of partnerships and the research gaps that remain can be difficult to ascertain. This paper presents a systematic literature review to provide collective evidence on the implementation of Australian school-university partnerships for the purpose of developing pre-service teachers. The review reports on 59 sources, providing insights into the range of school-university partnerships in existence. It also highlights the benefits and challenges encountered through partnership implementation and proposes opportunities for future research.
El mundo está constituido por un conjunto de cambios permanentes y el ámbito de la educación no es una excepción. Este artículo comienza situando las (in)constancias del cambio, sus derivas y paradojas y sigue con un breve apunte sobre la evolución de las ideas educativas, para plantear los desafíos que supone el imperativo de la innovación en el momento actual. A partir de ahí, se argumenta que ir más allá de la innovación como “moda”, requiere una profunda transformación de la práctica, para lo que se precisa tener en cuenta cinco elementos clave: quiénes son los docentes y estudiantes, cómo aprenden y cuáles son sus necesidades; qué tipo de conocimiento se considera importante enseñar para que al alumnado le resulte personal y socialmente valioso; qué tecnologías educativas se tendrían que utilizar o desarrollar para contribuir a alcanzar las finalidades planteadas; qué experiencias de aprendizaje habría que implementar para promover la implicación de los estudiantes y el sentido de aprender; qué sistemas evaluación se necesitan para dar cuenta del aprendizaje realizado.
Este documento presenta los resultados principales de la sistematización de los procesos de formación docente de los profesores de las Escuelas Innovadoras de la región Caribe y de la percepción de sus directivos docentes. Dichos resultados derivan de la ejecución del proyecto de investigación «Procesos de formación docente para el uso de las TIC» (Mestre, Cárdenas, Ruiz y Rojas, 2016), liderado por el grupo de investigación Educación e Innovación Educativa de la Facultad de Educación de la Universidad Tecnológica de Bolívar, proyecto que hace parte del programa de investigación del Centro de Innovación Educativa Regional Norte «Construyendo buenas prácticas en el uso educativo de TIC, en los niveles de básica primaria, secundaria y media, que impacten la calidad educativa en el Caribe Colombiano», auspiciado por el MEN y cofinanciado por Colciencias.
In Chile, the origins of vocational technical education dating back to the eighteenth century. Responding to the emerging needs of specialized human resources have the first schools of this type of education were established. Through the analysis of the trajectory of vocational training you can appreciate different historical moments, situations and characteristics, involving both institutions and given specialties, and its effectiveness in terms of the requirements of society. The article reports of the work done in the Fondecyt No 1100473, project institution which is appreciated as well as those who have collaborated in the study.
La oferta y matrícula de programas de magíster ha tenido un crecimiento significativo en los últimos años. Este crecimiento se ha concentrado preferentemente en algunas áreas de conocimiento y en universidades privadas creadas con posterioridad a 1981. El problema de ello radica en que las áreas e instituciones donde se ha concentrado el proceso de expansión de la oferta y matricula constituyen el sector de menor participación en materia de acreditación de programas. Por un lado, estas universidades no se acreditan en el área de Docencia de Postgrado, mientras que, por otro lado, los programas de magíster en estas áreas exhiben un bajo nivel de participación en procesos de acreditación. Lo anterior nos demuestra la importancia que ha ido adquiriendo la formación de magíster, en términos de oferta de programas y estudiantes matriculados, lo que transforma a este sector en un objeto de estudio de interés.
This study explored and analyzed the perceptions of technical training professionals. We centered on teachers of technical professional higher education in Chile who work for the industry and who teach in a part-time schedule. We described how their personal history, education, training, professional experience and resources affect their professional performance as teachers, as well as, the functions of planning, development and assessment of their teaching. The results showed that their tasks reflect models created from relationships with peers or from models that they bring from their preconceptions. A high level of technical expertise, which results in the training, is an element of motivation when teaching. We discuss the idea that while a good part-time teacher is somewhat of a personal achievement; it is also a result of operating model thanks provided by working groups, values, teaching methods, and constant learning.
Qualitative content analysis is commonly used for analyzing qualitative data. However, few articles have examined the trustworthiness of its use in nursing science studies. The trustworthiness of qualitative content analysis is often presented by using terms such as credibility, dependability, conformability, transferability, and authenticity. This article focuses on trustworthiness based on a review of previous studies, our own experiences, and methodological textbooks. Trustworthiness was described for the main qualitative content analysis phases from data collection to reporting of the results. We concluded that it is important to scrutinize the trustworthiness of every phase of the analysis process, including the preparation, organization, and reporting of results. Together, these phases should give a reader a clear indication of the overall trustworthiness of the study. Based on our findings, we compiled a checklist for researchers attempting to improve the trustworthiness of a content analysis study. The discussion in this article helps to clarify how content analysis should be reported in a valid and understandable manner, which would be of particular benefit to reviewers of scientific articles. Furthermore, we discuss that it is often difficult to evaluate the trustworthiness of qualitative content analysis studies because of defective data collection method description and/or analysis description.
This study aimed todescribe students’ experience of service quality (training quality and delivery, student support, training facilities and student services) while enrolled in various private HEI-TVET programs. Further, itsought to determine if there weredifferences in the perception of students of the same service quality across work experience, certification, high school curriculum, and availability of scholarship.Following review of TVET literature a multi-aspect researcher-made questionnaire was developed to measure skill development, training delivery and quality, student support and services. Students (n=234) enrolled in various technical vocational courses in private HEIs participated in this study. The data was analyzed using independent t-test for comparisons across demographic profiles while Pearson’s r was utilized to test relationships between variables. Results showed high overall satisfaction on the quality of TVET training of private HEIs. The study found that work experience, certification, high school curriculum, and scholarship make a significant difference in the students’ perception in some of the quality indicators of private HEIs TVET courses. The findings are deemed valuableand useful for school and program managers, policy makers and researchers in the training and educational sector. The results imply that HEI’s can offer quality higher technical vocational programs including diploma programs and TESDA should encourage HEIs to do so. The results also suggest that TESDA must come up with responsive policy infrastructure for developing training programs that respond to the nuances and needs of changing and diverse clienteles.
This study explores the status and needs of Cambodia Technical Vocational Education Training (TVET) for the hair and beauty Industry to develop Cambodia’s very first online TVET diploma curriculum for hair and beauty localize from the curriculums of the Korean online (cyber or digital) universities specialized in beauty area. The study conducted a comprehensive situational analysis by qualitative approach through focus group interviewing Government, Industry, TVET institution and descriptive survey to potential 176 students: 116 hair shop owners and 60 staff. The findings confirmed that stakeholders from government, industry, and TVET institutions expressed high need to introduce an innovative online hybrid model of TVET diploma program for the development of Cambodia hair and beauty industry as well as potential students from the industry. In conclusion, the study’s result suggests adopting a hybrid blended learning approach in TVET should be encouraged under the current Covid-19 pandemic. The study recommends further studies to evaluate its effectiveness and impact of this newly designed program with various perspective from the individual level, institutional level, and hair and beauty TVET sector in Cambodia.
This chapter focuses on the Government of Japan’s Official Development Assistance (ODA) to Technical and Vocational Education and Training (TVET) in developing countries. We focus specifically on the assistance provided by the Japan International Cooperation Agency (JICA), as the organization mainly responsible for technical cooperation for TVET. We analyze the changing patterns of JICA’s technical cooperation for TVET in relation to the domestic and global policy contexts that have influenced it. Underlying Japan’s international cooperation is its endogenous philosophy of human resource development (hitozukuri), which seeks to foster human resources for social and economic development. Japanese TVET assistance has been formed by the interactions between the philosophy of hitozukuri, a concept unique to Japan, the development needs of Japanese overseas factories, and international trends of ODA. Before 1990, Japanese TVET assistance had been largely conditioned by Japan’s social and economic situation and the philosophy of hitozukuri, as well as Japan’s relationship with recipient countries. However, after 1990, when development goals started to be shared worldwide, international trends became more influential. Analysis of JICA’s performance data shows that TVET assistance has been implemented in response to socioeconomic circumstances and policy factors in Japan as well as international trends, which have changed over time. However, there are many influencing factors that cannot be generalized upon as they are unique to each target country and project, reflecting the tendency in Japan’s ODA to respond to the actual needs of target countries.KeywordsTVETHuman resource developmentHitozukuriTechnical cooperationIndustrial developmentASEAN hitozukuri centerExport promotionJapan’s ODA policyJapan’s ODA projectCompetency-based training (CBT)
The prolonged COVID-19 pandemic has disrupted the TVET professional development training, which was planned to be carried out in a face-to-face manner. This study aims to examine TVET professional development training based on the ADDIE model and provide implications for ODA and TVET professional development training in the post-COVID era. In this case study, a TVET training program for Botswana was developed based on the ADDIE model in an untact environment. Accordingly, the performance activities for each phase of analysis, design, development, implementation, and evaluation were analyzed, and based on this, implications for ODA and TVET were provided. This study identified the applicability of non-face-to-face education in the ODA project. Also, this study explored how to develop systematic and dimensional programs based on the ADDIE model in a non-face-to-face manner. In addition, sustainability could be secured through cooperative partnerships between donor and beneficiary countries from the perspective of SDGs Goal.
Este artículo de investigación entrega los resultados de la percepción de profesores y directivos de establecimientos técnicos profesionales con relación a las competencias en emprendimiento e innovación educativa (N = 125). La metodología utilizada combina análisis cuantitativos y cualitativos; para el primero, se realizaron estudios comparativos de diferencia de medias a través de Anova, prueba t y correlación de Pearson, y para el segundo, se ejecutaron análisis de contenido. Los principales resultados indican que los profesores reconocen la necesidad de desarrollar competencias en emprendimiento e innovación en el contexto educativo, ya que esto permitiría a los docentes entregar mayores herramientas a su alumnado. Para los directivos, es necesario que se desarrollen propuestas concretas basadas en las realidades socioculturales, que impliquen un impacto social en su comunidad. Esto, por una parte, beneficiaría la motivación del estudiante y, por ende, su participación; por otra, podría ser un aporte a su comunidad, especialmente si los proyectos que se generen tienen en cuenta las necesidades locales.
A vueltas con la innovación educativa
- H Arancibia
- P Castillo
- J Saldaña
Arancibia, H., Castillo, P., y Saldaña, J. (2018). A vueltas con la innovación educativa. In H.
Arancibia, P. Castillo, & J. Saldaña (Eds.), Innovación Educativa: perspectivas y desafíos (pp.
209-231).
Universidad
de
Valparaiso.
https://dialnet.unirioja.es/servlet/articulo?codigo=6592932
Determinants of entrepreneurial intentions: Technicalvocational education and training students in Ethiopia
- B M Buli
- W M Yesuf
Buli, B. M., & Yesuf, W. M. (2015). Determinants of entrepreneurial intentions: Technicalvocational education and training students in Ethiopia. Education and Training, 57(8-9),
891-907. https://doi.org/10.1108/ET-10-2014-0129/FULL/PDF
Accions de disseny i desenvolupament d'objectes educatius digitals: programes
- M Gértrudix
- S Alvarez
- A Galisteo
- M Gálvez
- F Gértrudix
Gértrudix, M., Alvarez, S., Galisteo, A., Gálvez, M., & Gértrudix, F. (2007). Accions de disseny
i desenvolupament d'objectes educatius digitals: programes... RUSC. Universities
and Knowledge Society Journal, 4(1). https://www.learntechlib.org/p/149483/
Orientaciones para la gestión e implementación del currículum de la educación media técnico-profesional
- F Lucero-Diaz
Lucero-Diaz, F. (2016). Orientaciones para la gestión e implementación del currículum de la
educación media técnico-profesional. Ministerio de Educación.
Qualitative Research: A Guide to Design and Implementation
- S B Merriam
- E J Tisdell
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation
(4th ed.). Jossey-Bass.
Improving graduate outcomes: Implementation of problem-based learning in TVET systems of Nigerian higher education. Higher Education, Skills and Work-Based Learning
- U C Okolie
- E N Elom
- P A Igwe
- M O Binuomote
- C A Nwajiuba
- N C N Igu
Okolie, U. C., Elom, E. N., Igwe, P. A., Binuomote, M. O., Nwajiuba, C. A., & Igu, N. C. N.
(2021). Improving graduate outcomes: Implementation of problem-based learning in
TVET systems of Nigerian higher education. Higher Education, Skills and Work-Based
Learning, 11(1), 92-110. https://doi.org/10.1108/HESWBL-12-2018-0140/FULL/XML
Herramientas para el liderazgo escolar en educación media técnico profesional. Saberes Docentes
- M Peña-Ruz
- L F Vega
Peña-Ruz, M., y Vega, L. F. (2021). Herramientas para el liderazgo escolar en educación media técnico
profesional. Saberes Docentes, Centro de Estudios y Desarrollo de Educación Continua
para
el
Magisterio
de
la
Universidad
de
Chile.
https://hdl.handle.net/20.500.12365/17269
Essential features of effective networks in education
- S Rincón-Gallardo
- M Fullan
Rincón-Gallardo, S., & Fullan, M. (2016). Essential features of effective networks in education.
Journal of Professional Capital and Community, 1(1), 5-22. https://doi.org/10.1108/JPCC-09-2015-0007/FULL/PDF
Representaciones discursivas de los estudiantes de Educación Media Técnico Profesional en el discurso docente. ALPHA: Revista de Artes
- M Romero-Jeldres
- T M Nichi
- V M González
Romero-Jeldres, M., Nichi, T. M., y González, V. M. (2021). Representaciones discursivas de
los estudiantes de Educación Media Técnico Profesional en el discurso docente.
ALPHA: Revista
de
Artes,
Letras
y
Filosofía,
1(52),
77-89.
https://
doi.org/10.32735/S0718-2201202100052884
Technical and vocational education and training (TVET) for young people in low-and middleincome countries: A systematic review and meta-analysis. Empirical Research in Vocational Education and Training
- J S Tripney
- J G Hombrados
Tripney, J. S., & Hombrados, J. G. (2013). Technical and vocational education and training
(TVET) for young people in low-and middleincome countries: A systematic review and
meta-analysis. Empirical Research in Vocational Education and Training, 5(1), 1-14.
https://doi.org/10.1186/1877-6345-5-3/TABLES/4