TVET as a means of synergy in industrial development slides
Education is a means of social, industrial, and economic development. Current global developments, the influence and impact of information technology on spheres of work and life call for a review of the existing TVET policy and strategy framework. The growth and success of TVET in Kenya depends on how swiftly the sector responds to prevailing, emerging and inherent challenges in a developing economy. There is a worldwide shift in the production process, trade and communications. Human capital requirements, especially as a result of the ICT revolution, have experienced rapid growth but more can be done to make learners more competent at work. The Kenya government recognized the possibility of a skills gap and established an umbrella body for selection of college and university students as an effort to boost TVET admissions. Plans are ongoing to increase the number of TVET institutions. The determinants of the quality of education and training include; government policy, quality of teachers, learners, the learning environment, facilities for learning and the curricula organization. This paper highlights how competence in TVET may be enhanced. It looks at the allocation of training lessons to incorporate guided practical research hours to enable learners come up with working industrial projects. Updating the curriculum to incorporate learning of Assembly programming in modular engineering courses and incorporation of flexible teaching and learning to reduce direct contact hours and allow space for creativity and innovativeness. Reformed TVET will provide a more competent and efficient workforce able to face challenges of modern technology.
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TVET as a means of synergy in industrial development slides
- 1. TVET AS A MEANS OF SYNERGY IN KENYA’S INDUSTRIAL DEVELOPMENT Student Selection, Learning Outcomes and Industrial Needs By Joseph K. Kataka
- 2. Kenya Education Career Path Engineer / Technologist Pre-Primary Education Master Crafts Craftsman Artisan Technician Secondary Education Primary Education Certificate Level Degree / Diploma
- 3. TVET, INDUSTRIAL GROWTH AND THE NEW ECONOMY Knowledge and Brain Power - Availability of institutions. - Student selection process. - Life long learning. - Learning how to learn. A Developed Economy Flexible Learning: - The ICT Revolution. - Guided Research. - Self paced learning. - Mobile learning Industrial and Occupational Change • More use of technology (microchips) at work. • Knowledge is used for improving processes products and services. •Growth in high skills and low skills jobs. Globalization • Increased international trade. • Intense competition. • Innovations. • Increasingly globalized and export driven. Climate of Growth • Expansion without increased inflation. • No excessive debt. • Balanced budget. Flexibility, Dynamism and Competition •Fast growing companies. •Networking and cooperation. • Innovation and growth. •Flexible production to meet customer needs.
- 4. THIKA T.T.I RESEARCH SECTION GRADUATE DATA (2011 – 2012) No. Department Female Male Employed by Someone Self Employed Not Employed Relevance of training Furthered Studies Total 1 Mechanical Engineering 0 27 3 3 12 18 9 27 2 Information Studies 15 9 18 0 0 18 0 24 3 Agricultural Engineering 6 30 9 12 6 24 15 36 4 Human Resource 60 21 24 6 0 33 9 81 5 Civil Engineering 9 21 24 3 0 27 9 30 06 Electrical Engineering 18 87 48 27 6 69 15 105 07 ICT 18 27 18 15 3 36 9 45 08 Health & Applied Sciences 12 9 6 6 0 12 12 21 09 Business 24 6 12 3 3 18 3 30 TOTAL SAMPLED 162 237 162 75 30 255 81 399 … See
- 5. Significant shifts Being experienced in Teaching-Learning of TVET system Source: Rajesh P. Khambayat and Shyamal Majumdar (2010. P. 12)
- 6. Emerging Paradigm Of Teaching-learning In TVET Source: Rajesh P. Khambayat and Shyamal Majumdar (2010. P. 12)
- 7. Flexible Teaching Integration Model Improvement Planning Integration Building Phase 1: Planning • Needs assessment. • Define learners’ needs. • Identify a team. • Define the work process. Phase 2: Building • Instructional material. • Research methods. • Repurpose content • Partner with companies. Phase 4: Improvement • Assess and evaluate. • Determine if to upgrade. • Review / integrate new technologies. • Scale up or out. Phase 3: Integration • Provide adequate ICTs. • Train the trainers. • Allocate space and time to learn. • Build groups (Guided research, Integration of self paced learning). • Track link and measure. Adapted from Source: The conference board of Canada as cited in Murray (2001. p. 26)
- 8. Making TVET Compulsory A Reformed TVET will provide a more competent and efficient workforce able to face challenges of modern technology. The GOAL is to have more Technical Universities, make TVET accessible and compulsory to all. This is in line with the United Nations Education For All principle.
Notas del editor
- Weinstein (1997) identified some structural features of this new economy in the form of macroeconomic traits, contending that the new economy is an economy that grows without apparent threats of recession; that continues to expand without an increase in inflation; that is constantly restructuring itself for greater efficiency and productivity; that replenishes and revitalizes itself through new technology and capital investment; that functions without excessive debt, either public or private; that maintains a balanced budget; and that is increasingly globalized and export-driven. According to Weinstein (1997) These attributes are the fundamentals on which a prospering economy can be built. The New Economy Index mentions four themes (industrial and occupational change, globalization, dynamism and competition, and the information technology revolution). This figure is adapted from Weinstein's model.
- From the table, we can clearly establish that TVET has not yet attained 100% graduate employment rate. However 20.3% have furthered their studies and 59.398 of the total population are employed. This leaves a large population out there not furthering education and unemployed.
- 4. In Behaviourism learning result is indicated by a change in the behavior of a learner. Constructivist views; the learner sees learning as the individualized construction of meanings. 3. Reproductive learning-Learners' achievements are measured against their ability to reproduce subject content. Now the focus is shifting. Achievement is measured against the productive contribution a learner can make. 2. Shift is from making the teacher a source of all knowledge. The learning environment is designed according to the needs and capabilities of the particular learner group. 1. Instructional staffs no longer are the fountainhead of information since the technology can provide students with access to an infinite amount of an array of data and information.
- 3. Constructivism refers to learning as the construction of new meanings (knowledge) by the learner him/herself. Social constructivism refers to learning as the result of active participation in a "community" where new meanings are co-constructed by the learner and his/her "community" and knowledge is the result of consensus. 2. Because of ICT, increasing amounts of information are available and accessible for many people in all parts of the world. Now the evaluation, storage and re-use of content will become more important. 1. An emerging paradigm shift within management and information science suggests that the focus should in future shift from knowledge management to sense making. Describes sense making as: the way that humans choose between multiple possible explanations of sensory and other input as they seek to conform the phenomenological with the real in order to act in such a way as to determine or respond to the world around them.