Technology and vocational education

The system of education in Ghana appears to fall along two pathways. Some students go through Grammar/General Secondary Education (GSE) to prepare them for higher education, though in reality only a small selection enter tertiary institutions. Others go through the Technical and Vocational Education and Training (TVET) with the expectation of ending up in the polytechnics, where they are trained to acquire specific skills to provide the needed middle manpower human resource for the economy. It is too often the case that the TVET at the secondary-level is seen as the domain for people whose academic capabilities are considered inferior.
At present, the Government of Ghana has decided to convert the ten (10) polytechnics into technical universities along the pathway of the German technical universities. This decision has received mixed reactions from the public including relevant stakeholders. While some think it will improve the image of technical education and training and encourage more young people to pursue it, there are others who fear that this could aggravate the prevailing situation where polytechnics are losing their focus and offering more courses in the humanities instead of concentrating on the science-related courses. This paper critically traces the history of technical and vocational education and training (TVET) in Ghana, highlights significant challenges of polytechnic education and makes policy recommendations to ensure that the intended conversion of the ten (10) polytechnics into technical universities achieve its purpose. The paper argues that the process should be hastened slowly, given the failures of several reform agendas in Ghana.

Perkembangan teknologi telah mempengaruhi ke segala aspek kehidupan salah satunya adalah aspek pendidikan. Secara konvensional, proses belajar mengajar identik dengan adanya pertemuan tatap muka. Namun pada era perkembangan teknologi ini terdapat perubahan paradigma dengan menggunakan bantuan teknologi, salah satunya adalah Sosial Learning Networks (SLNs). Artikel ini akan membahas berkaitan dengan Sosial Learning Networks (SLNs) yang dapat dimanfaatkan untuk pembelajaran. Sehingga terbentuknya masyarakat madani dengan mengembangkan teknologi informasi dalam pendidikan dapat terwujud. ABSTRACT The development of technology has affected all aspects of life, one of which is the aspect of education. Conventionally, the process of teaching and learning is identical with the face-to-face meetings. However, in the era of the development of this technology, there is a change of paradigm by using the help of technology, one of them is Social Learning Networks (SLNs). This article will discuss with regards to Social Learning Networks (SLNs) that can be used for learning. So the formation of civil society by developing the information technology in education can be realized. PENDAHULUAN Masyarakat madani adalah masyarakat yang beradab, menjunjung tinggi nilai-nilai kemanusiaan, yang maju dalam penguasaan ilmu pengetahuan, dan teknologi. Sebagai pelaku pendidikan, sudah selayaknya menunjukkan kepribadian sebagai masyarakat madani salah satunya dengan mengikuti perkembangan teknologi. Perkembangan teknologi telah mempengaruhi ke segala aspek kehidupan salah satunya adalah aspek pendidikan. Teknologi telah mengubah proses belajar mengajar dari konvensional menjadi proses belajar yang terintegrasi dengan teknologi. Guru dapat memanfaatkan internet untuk mencari bahan terbaru atau informasi berkaitan dengan pelajaran yang akan diajarkan kepada siswa (Nuur Wachid & Bayu R, 2015: 2). Secara konvensional, proses belajar mengajar identik dengan adanya pertemuan tatap muka (face to face) antara guru dan siswa yang berlangsung di dalam kelas. Guru akan memberi materi dan siswa menjadi subyek penerima materi. Interaksi antara guru dan siswa pun terjadi secara

The key question this paper considers is 'what should vocational qualifications look like if the links between qualifications and jobs are so weak?' It focuses on vocational education and training in wealthy liberal market countries. It shows that VET institutions are blamed for skills mismatches and for not producing the right kind of worker with the right kind of skills required by employers, when it is the structures of the labour market that shape and condition the way qualifications are used in the labour market. The key distinction is between regulated occupations which have tight links to qualifications, and unregulated occupations which have loose links to qualifications. The paper uses the Varieties of Capitalism approach, skills ecosystems and transition systems literature to consider the relationship between VET and the labour market on the one hand, and to education more broadly on the other. It shows that VET's low status in liberal market economies arises from its impoverished notions of skills, its weak links to the labour market, and that it functions as a weak, second-­‐class educational pathway. The paper uses concepts of vocations and vocational streams to argue that VET needs to prepare students for a broader field of occupational practice, using curriculum designed to produce autonomous agents who are skilled at work, who can contribute to their families, communities and society. It argues that VET policy needs to become more differentiated to reflect the differences between regulated and unregulated occupations, and between the requirements of different vocational streams.

Текущие социальные и образовательные проблемы заставляют нас переосмыслить роль учебных заведений и цифровых технологий в XXI веке, что требует более глубокого понимания учебно-воспитательной деятельности в образовательных учреждениях среднего профессионального образования.
В данной статье представлен анализ возможностей использования технологий социального проектирования для развития личностных качеств, общих и профессиональных компетенций студентов, повышающих их конкурентоспособность на современном динамично меняющемся рынке труда, а также общие адаптационные навыки, востребованные в условиях глобальных вызовов. Рассматриваются необходимые условия успешной реализации социально-проектной деятельности, затрагивающие вопросы создания особой среды в учреждении. Обосновываются преимущества использования проектных технологий для всех субъектов образовательного процесса: у учащихся формируются навыки комплексного применения различных умений для решения социально значимых задач; педагоги повышают методический уровень, само учебное заведение получает возможность успешного продвижения на рынке образовательных услуг. В статье также рассматриваются вопросы цифровизации учебно-воспитательного процесса и возможностей развития проектной деятельности в данных условиях: цифровые технологии способствует созданию и развитию социального проектирования в учреждениях среднего профессионального образования, вовлечению педагогов, учащихся и сообщества в обсуждение того, какое общество они хотят видеть в своем будущем.
Результаты анализа показывают, что социальное проектирование в учреждениях среднего профессионального образования может повысить социальную активность учащихся, через изучение и решение современных социальных проблем, способствовать получению опыта взаимодействия и командной работы.
Current social and educational challenges force us to rethink the role of educational institutions and digital technologies in the twenty-first century, which requires a deeper understanding of educational activities in educational institutions of secondary vocational education.
This article presents an analysis of the possibilities of using social design technologies for the development of personal qualities, general and professional competencies of students that increase their competitiveness in today's dynamically changing labor market, as well as general adaptive skills that are in demand in the face of global challenges. The article considers the necessary conditions for the successful implementation of social project activities that affect the creation of a special environment in the institution. The advantages of using project technologies for all subjects of the educational process are justified: students develop the skills of complex application of various skills to solve socially significant tasks; teachers increase the methodological level, the educational institution itself gets the opportunity to successfully promote in the market of educational services. The article also discusses the issues of digitalization of the educational process and the possibilities for developing project activities in these conditions: digital technologies contribute to the creation and development of social design in secondary vocational education institutions, the involvement of teachers, students and the community in the discussion of what kind of society they want to see in their future.
The results of the analysis show that social design in institutions of secondary vocational education can increase the social activity of students, through the study and solution of modern social problems, contribute to the experience of interaction and teamwork.

Περίληψη
Στην παρούσα εργασία ερευνάται το φαινόμενο της διαρροής καταρτιζόμενων από το ΔΙΕΚ Πάτρας. Η έρευνα πραγματοποιήθηκε το καλοκαίρι του 2020, σε αυτήν συμμετείχαν 53 διαρρεύσαντες και τα δεδομένα συλλέχθηκαν βάσει ερωτηματολογίου. Τα ερευνητικά ερωτήματα αφορούσαν στα κίνητρα φοίτησης, στους λόγους της διαρροής καθώς, επίσης, και στην κατάθεση προτάσεων εκ μέρους των διαρρευσάντων για τη βελτίωση των παρεχόμενων σπουδών – υπηρεσιών του ΔΙΕΚ Πάτρας. H εύρεση εργασίας στο αντικείμενο της κατάρτισης που επέλεξαν είναι το πιο ισχυρό κίνητρο εγγραφής ακολουθούμενο από την απόκτηση ενός επιπλέον τίτλου σπουδών. Οι λόγοι εγκατάλειψης των σπουδών τους σχετίζονται με το ωράριο λειτουργίας της σχολής, την εύρεση εργασίας και τις έκτακτες οικονομικές υποχρεώσεις ή δυσκολίες που προέκυψαν κατά τη διάρκεια της φοίτησης. Στις προτάσεις βελτίωσης υπερισχύουν η αλλαγή του ωραρίου λειτουργίας, η κατάργηση ή η αύξηση του ορίου των απουσιών και οι ελλείψεις σε υλικοτεχνικές υποδομές της σχολής.

Trainees’ early leaving from Patras PVTI (Public Vocational Training Institute)

ABSTRACT

In the present study, the phenomenon of trainees’ early leaving from Patras PVTI (Public Vocational Training Institute) is investigated. The survey was conducted in the summer of 2020, it involved 53 early leavers and the data were collected based on a questionnaire. The research questions concerned the student motivations, the reasons for the early leaving as well as the submission of proposals by the early leavers for the improvement of the provided studies - services of Patras PVTI. Finding a job in the subject of the training they have chosen is the strongest motivation for enrollment followed by obtaining an additional degree. The reasons for dropping out of the institute are related to the school's opening hours, finding a job and the extraordinary financial obligations or difficulties that arose during the study. The suggestions for improvement are the change of the opening hours, the abolition or increase of the limit of absences and lastly, the lack of material and technical infrastructure of the institute.

The study was undertaken to fulfill the need of the future and continuity of domestic and
industrial installation in the society through adequate competency acquisition by technical college
students that constitute the main source of workforce in electrical installation on successful
graduation. It was pertinent to carry out this study since the National Business and Technical
Examination (NBTE) showed consistent poor performance of students of electrical installation
trade. The study focused on the competencies needed by technical college students of electrical
installation trade. Two research questions guided the study. A survey research design was adopted.
The instrument used was a 58 item questionnaire that elicited information from students on the
needed competencies in domestic and industrial installation. The questionnaire was administered
on the 170 final year students of electrical installation and retrieved by the researcher. The
reliability of the instrument was determined by using Cronbach alpha which yielded 0.84. The data
collected from the respondents were analyzed using a five point scale. The means and standard
deviations were determined and any item that scored 3.50 and above were regarded as being needed
by respondents. From the data analyzed, it was found that students require competencies in
domestic and industrial installation. Many aspects including carrying out connections of single and
poly phase distribution boards, explaining of working drawings and IEE regulations, installation of
generators and electric motors, performing effective earthing and others were found to be needed
by students.

Applied baccalaureate degrees are recent credentials in Canadian higher education. The first applied degrees were offered in British Columbia in the 1980s. Applied degrees are now offered in five Canadian provinces. Applied baccalaureates, more so than traditional undergraduate degrees, are designed with the labour market in mind. Graduates combine the high-level knowledge of a traditional baccalaureate with work-relevant, hands-on skills and experiences.

It has been almost fifteen years since Ontario’s Colleges of Applied Arts and Technology (CAATs) began offering baccalaureate degrees. How are these newcomer degrees impacting students, employers, colleges, and the Ontario post-secondary sector as a whole? Funded by the Ontario Human Capital Research and Innovation Fund, The CAAT Baccalaureates Project investigated outcomes to date for these newer Ontario degree offerings.

The Pathways to Education and Work team launched this study in the Fall of 2016. Researchers examined how applied degrees are developed and administered in Ontario colleges. The study included interviews with policy makers, college leaders and instructors, who shared their perspectives on the successes, challenges, and future prospects of applied baccalaureates. Students enrolled in college baccalaureate programs were also interviewed. Researchers learned about their career trajectories, and their reasons for pursuing an applied degree. Finally, the project drew on statistical data to analyze the uptake of applied degrees in the Ontario labour market since 2010.

Applied baccalaureates are distinctive degree offerings that have the potential to provide new education-to-work pathways, and meet the needs of students who are not attracted to, or served by traditional four-year university degree programs. Findings from the “CAAT Bacc” project may be used by government and institutional policy makers to evaluate the success of applied degrees to date, and to plan for the future roles of applied degrees in the Ontario credentials landscape.

The project received funding from the Ontario Ministry of Advanced Education and Skills Development. The research team included Professors Leesa Wheelahan, Michael Skolnik and Gavin Moodie, Post-Doctoral Fellow Qin Liu, and Graduate Assistants Diane Simpson and Edmund G. Adam. Qin Liu managed this project.