The document presents the findings of a feasibility study on developing an educational program to enhance employability of upper basic school leavers in four West African countries. Key findings include:
1. There are discrepancies between the current curriculum and social demands for employability skills, including inadequate vocational content, lack of resources, and a focus on examinations over competency development.
2. Employability is understood as the ability to earn a living through self-employment or employment. In-demand skills include literacy, numeracy, basic vocational skills, and soft skills.
3. Recommendations include integrating employability into the curriculum through career guidance, practical application, teacher training, industry partnerships, and equipping
FULL TEXT freely available at http://doc.rero.ch/record/210109
Technologies are changing the world around us, and education is not immune from its influence: the field of teaching and learning supported by the use of Information and Communication Technologies (ICTs), also known as Technology Enhanced Learning (TEL), has witnessed a huge expansion in recent years.
This wide adoption happened thanks to the massive diffusion of broadband connections and to the pervasive needs for education, highly connected to the evolution in sciences and technologies.
Therefore, it has pushed up the usage of online education (distance and blended methodologies for educational experiences) to, even in lately years, unexpected rates.
Alongside with the well known potentialities, digital-based educational tools come with a number of downsides, such as possible disengagement on the part of the learner, absence of the social pressures that normally exist in a classroom environment, difficulty or even inability from the learners to self-regulate and, last but not least, depletion of the stimulus to actively participate and cooperate with lectures and peers.
These difficulties impact the teaching process and the outcomes of the educational experience (i.e. learning process), being a serious limit and questioning the broader applicability of TEL solutions.
To overcome these issues, there is a need of tools to support the learning process.
In the literature, one of the known approach to improve the situation is to rely on a user profile, that collects data during the use of the eLearning platforms or tool. The created profile can be used to adapt the behaviour and the contents proposed to the learner. On top of this model, some researches stressed the positive effects stimulated by the disclosure of the model itself for inspection purposes by the learner. This disclosed model is known as Open Learner Model (OLM).
The idea of opening learners' profile and eventually integrate them with external on-line resources is not new and it has the ultimate goal of creating global and long-run indicators of the learner's profile.
Also the representation aspect of the learner model plays a role, moving from the more traditional approach based on the textual and analytic/extensive representation to the graphical indicators that are able to summarise and to present one or more of the model characteristics in a way that is considered more effective and natural for the user consumption.
Relying on the same learner models, and stressing the different aggregation and representation capabilities, it is possible to either support self-reflection of the learner or to foster the tutoring process to allow proper supervision by the tutor/teacher. Both the objectives can be reached through the graphical representation of the relevant information, presented in different ways.
... CONTINUES ...
Alternative Learning Delivery Modalities (ALDM) of Secondary Social Studies T...AJHSSR Journal
ABSTRACT ; This research study explored the aspects of different Alternative Learning Delivery Modalities
(ALDMs)such as Home-Based/Modular Learning, the Blended Learning and Online Class Learning for
utilization of Secondary Social Studies Teachers aimed to address teaching pedagogies in the new normal. It
also focused on ascertaining the preferred support from their school on ALDMs. The respondents were the
Junior and Senior Social Studies teachers from Secondary Schools of Zone 2, DepEd, Division of Zambales,
Philippines. It was conducted during the second quarter of the school year 2020-2021. The research study is
descriptive and quantitative in its analysis. The Social Studies teachers are very much ready in ALDM mainly
on Home-Based/Modular Learning. The Social Studies teachers strongly agreed that they preferred to be
supported on ALDMs primarily on technological infrastructures and trainings and seminars. Specifically, the
teachers aimed and needs to be more familiar on the guidelines of blended learning utilization inside the
classroom and the need to be supplied with sufficient, strong and stable Internet bandwidth or speed. The
analysis of variance result revealed a significant difference in the perceived readiness/preparedness in the
ALDMs.
KEYWORDS: Alternative Learning Delivery Modalities, Home-Based/Modular Learning, Blended Learning,
Online Class Learning, Secondary Social Studies Teachers, COVID19 Pandemic
FULL TEXT freely available at http://doc.rero.ch/record/210109
Technologies are changing the world around us, and education is not immune from its influence: the field of teaching and learning supported by the use of Information and Communication Technologies (ICTs), also known as Technology Enhanced Learning (TEL), has witnessed a huge expansion in recent years.
This wide adoption happened thanks to the massive diffusion of broadband connections and to the pervasive needs for education, highly connected to the evolution in sciences and technologies.
Therefore, it has pushed up the usage of online education (distance and blended methodologies for educational experiences) to, even in lately years, unexpected rates.
Alongside with the well known potentialities, digital-based educational tools come with a number of downsides, such as possible disengagement on the part of the learner, absence of the social pressures that normally exist in a classroom environment, difficulty or even inability from the learners to self-regulate and, last but not least, depletion of the stimulus to actively participate and cooperate with lectures and peers.
These difficulties impact the teaching process and the outcomes of the educational experience (i.e. learning process), being a serious limit and questioning the broader applicability of TEL solutions.
To overcome these issues, there is a need of tools to support the learning process.
In the literature, one of the known approach to improve the situation is to rely on a user profile, that collects data during the use of the eLearning platforms or tool. The created profile can be used to adapt the behaviour and the contents proposed to the learner. On top of this model, some researches stressed the positive effects stimulated by the disclosure of the model itself for inspection purposes by the learner. This disclosed model is known as Open Learner Model (OLM).
The idea of opening learners' profile and eventually integrate them with external on-line resources is not new and it has the ultimate goal of creating global and long-run indicators of the learner's profile.
Also the representation aspect of the learner model plays a role, moving from the more traditional approach based on the textual and analytic/extensive representation to the graphical indicators that are able to summarise and to present one or more of the model characteristics in a way that is considered more effective and natural for the user consumption.
Relying on the same learner models, and stressing the different aggregation and representation capabilities, it is possible to either support self-reflection of the learner or to foster the tutoring process to allow proper supervision by the tutor/teacher. Both the objectives can be reached through the graphical representation of the relevant information, presented in different ways.
... CONTINUES ...
Alternative Learning Delivery Modalities (ALDM) of Secondary Social Studies T...AJHSSR Journal
ABSTRACT ; This research study explored the aspects of different Alternative Learning Delivery Modalities
(ALDMs)such as Home-Based/Modular Learning, the Blended Learning and Online Class Learning for
utilization of Secondary Social Studies Teachers aimed to address teaching pedagogies in the new normal. It
also focused on ascertaining the preferred support from their school on ALDMs. The respondents were the
Junior and Senior Social Studies teachers from Secondary Schools of Zone 2, DepEd, Division of Zambales,
Philippines. It was conducted during the second quarter of the school year 2020-2021. The research study is
descriptive and quantitative in its analysis. The Social Studies teachers are very much ready in ALDM mainly
on Home-Based/Modular Learning. The Social Studies teachers strongly agreed that they preferred to be
supported on ALDMs primarily on technological infrastructures and trainings and seminars. Specifically, the
teachers aimed and needs to be more familiar on the guidelines of blended learning utilization inside the
classroom and the need to be supplied with sufficient, strong and stable Internet bandwidth or speed. The
analysis of variance result revealed a significant difference in the perceived readiness/preparedness in the
ALDMs.
KEYWORDS: Alternative Learning Delivery Modalities, Home-Based/Modular Learning, Blended Learning,
Online Class Learning, Secondary Social Studies Teachers, COVID19 Pandemic
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PBL enables the students to consolidate their knowledge, stimulate their creativity , critical thinking and communication and problem solving skills. PBL system is actually a kind of flexible teaching method and allow students to go really depth into one of the specific topics. PBL provide right information, It could be either from the internet/journals. One can see the research results and can analyze them critically and can integrate and can find the right decision. The constructs for teaching PBL are very different from traditional classroom or lecture teaching and often require more preparation time and resources to support small group learning.
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Learn more about how educators are using social networking to communicate and collaborate. Get an overview of the latest research and learn about ways educators are using edWeb.net for professional development.
Building Capacity in Your 21st Century Teacherscatapultlearn
We will examine what is needed from building a multi-tiered, differentiated professional development plan to identifying the six performance traits necessary to provide challenge and support to our students.
• Identify the critical attributes of building capacity in a 21st century teacher
• Examine the multi-tiered approach to differentiated professional development
• Identify the six performance traits and what it takes to develop expertise in our students and ourselves.
G N Wikramanayake (2003) e-Learning: Changes in Teaching and Learning Styles In:22nd National Information Technology Confere 118-124 Computer Society of Sri Lanka Colombo, Sri Lanka: CSSL Jul 3-4, ISBN: 955-9155-11-3
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A feasibility study for delivering an innovative educational programme burama
1. The Gambia
Report
A Feasibility Study
for Delivering an
Innovative
Educational
Programme for
Enhancing the
Employability of
Upper Basic School
Leavers in Gambia,
Guinea-Bissau,
Nigeria, and
Senegal
1
2. Presented at the Educational
Research Network for West and
Central Africa (ERNWACA)
Colloquium
Held at Bamako, Mali
2nd
– 3rd
March 2015
By: Burama L. J. Jammeh (PhD)
Principal Researcher for the ERNWACA Gambia Chapter
email: bjammeh47@gmail.com
3. OUTLINE OF PRESENTATION
• INTRODUCTION
• RESEARCH OBJECTIVES & QUESTIONS
• LITERATURE REVIEW
• METHODOLOGY/ METHODS
• RESULTS
– How Employability was Understood
– Social Demand For Employability
– Discrepancies in: (a) Curriculum Content &
Resources (b) Pedagogy
3
4. OUTLINE OF PRESENTATION Contd.
– Evaluation of Students Learning in relation to the
Required Competency
– Integrating Employability in School Programme of
Study
• RECOMMENDATIONS
• CONCLUSION
4
5. INTRODUCTION
Educational Research Network for West and Central Africa
(ERNWACA) in collaboration with Ministry of Basic and
Secondary Educatiion (MoBSE) coordinate the Project
Research Team/Contributors
•Dr. Burama L. J. Jammeh (Principal Researcher)
•Dr. Kenneth Igharo, University of The Gambia (Researcher)
•Mr. Momodou Cham, MoBSE (Researcher)
•Assistant Researchers
•School Working groups
•Dr. Yves Benett, Transnational Resource Person
•Mr. Cheikhou Touré, Transnational Principal Researcher
•Mr. Makaireh N’jie, the National Coordinator of ERNWACA
•Local Scientific Committee Members
5
6. RESEARCH OBJECTIVES & QUESTIONS
• Research Question 1: What are the
possible discrepancies between the
current Upper Basic School Curriculum
and the Social Demand for Employability?
• Research Objective 1: To identify the
discrepancies between the current
curriculum for Upper Basic School leavers
and the social demand for employability
6
7. RESEARCH OBJECTIVES & QUESTIONS contd.
Research Question 2: How feasible is it to
develop and implement a programme of study
for the Upper Basic School leavers which
integrates the concept of employability into the
curriculum?
Objective 2: To explore the feasibility of
developing a programme of study for the Upper
Basic School leavers which integrates the
concept of employability into the curriculum?
7
8. LITERATURE REVIEW
• Employability
• Competencies for employability
• Curriculum Integration
• Benefits of Integrating Academic and
Vocational Education
• Challenges in Implementing Integration
• Assessment of Employability Skills
8
9. LITERATURE: Employability
• Employability remains a contested concept in
terms of its use in both theory and policy
(McQuaid, Green and Danson (2005: 191)
• A set of skills, knowledge and personal
attributes that make an individual more likely
to secure and be successful in their chosen
occupation(s) to the benefit of themselves,
the workforce, the community and the
economy.
9
10. Employability Contd.
• Hillage and Pollard’s (1998) widely-cited
definition of employability, as an
individual's ability to gain initial
employment, maintain employment, move
between roles within the same
organisation, obtain new employment if
required and (ideally) secure suitable and
sufficiently fulfilling work
10
11. LITERATURE: Competencies for Employability
• Self-Management
• Communication
• Problem Solving
• Initiative & Enterprise
• Team Work
• Planning & Organising
• Technology
• Learning Ref: (Equals International (2012) and National Quality Council,
(February 2008):
• Framework for the reference of competencies (Enlish).docx
11
12. LITERATURE: Integration
• Integrating academic and competence-based
education
• Curriculum and Teaching Strategy
• School Organization e.g. rreplacing
departments with occupational clusters,
Combining departments and occupational
clusters, the career academy model.
“Academies” operate as schools-within-
schools. They align clusters of courses around
a specific career,
12
13. METHODOLOGY/ METHODS
• Preparations and sampling
• Development of Instruments
• Training workshop for the research team
• Project Inception workshop
• Progress Report and discussions
• Finalisation of the Instruments
• Data Collection
• Focus group
• Individual Teacher interviews
13
14. METHODOLOGY/ METHODS
contd.
Student Competency assessment
Lesson observation
Development of a programme of
study
Implementation, monitoring and
assessment of the students at the
end of their programme of study
14
15. RESULTS
• Presented in two main sections in line
with the two main research questions:
(1) What are the possible discrepancies
between the current Upper Basic School
curriculum and the social demand for
employability?
(2) How feasible is it to develop and implement
a programme of study for the Upper Basic
School leavers, which integrates the concept of
employability into the curriculum?
15
16. RESULTS: Understanding
Employability
Employability was understood as:
‘ability to be capably engaged in
something that enables one to
earn a living either by oneself (self-
employment) or being employed
by another’
16
17. RESULTS: Social Demand for Employability
• Perceived expected competencies of
school leavers = Social Demand:
–Literacy and numeracy abilities ,
–basic manipulative skills - display
some vocational and technical
knowhow or basic skills in technical
areas
–discipline, respect, courtesy,
commitment and hard work 17
18. RESULTS: Discrepancies in
Curriculum Content & Resources
• Inadequate content such as ICT,
entrepreneurial skills & other
prevocational programmes
• Too much focus on examinations and as
such, little or no time is devoted to
practice and developing competencies
• lack industrial experiences/attachment
• Negative perceptions about vocational
subjects 18
19. Discrepancies in Curriculum
Content & Resources Contd.
• To some, curriculum content has the
required competencies but the resources
needed to implement the curriculum are
lacking
– lack of textbooks for the selective subjects,
– limited time, material and human resources for
implementing practical lessons
– subject- matters are taught in abstract
– lack of adequate financial and skilled human
resources 19
20. RESULTS: Pedagogical Discrepancies
1. Pedagogical Objectives: lesson objectives are
generally in conformity with the delivery of
the necessary competencies and are clearly
in line with the issues of employability,
2. Pedagogical Approach: generally
transmissive, individual differences among
students were not catered for (63%
unsatisfactory) , learners’ autonomy not
promoted 23% satisfactory and mostly
irrelevant to the highlighted objectives.
20
21. Pedagogical Discrepancies contd.
3. Teaching Aids and Material were 86%
insufficient and 80% unsatisfactorily adapted to
learning.
4. Pedagogical Relationship: predominantly
(90%) vertical, that is, top-down from teacher to
students but the teacher generally
communicates effectively during the lesson
delivery.
5. Level of participation of students in the
lessons was generally unsatisfactory (57%)
21
22. Pedagogical Discrepancies
Opportunity for students to ask questions was in
the range of 66% unsatisfactory
6. The learning or working environment - the
ventilation, lightings, security, infrastructure &
equipment are conducive for learning (86% ) but
motivation of students recorded 50% satisfactory.
7. Integration of cross-cutting themes in the
lesson delivery: The lesson contents were 75%
unsatisfactorily linked to cross-cutting themes
such as good governance, ICT. Appendix 9.doc
22
26. Evaluation of Students Learning for in
relation to the Required Competency
• Competencies for employability were grouped
in four main domains as follows.
• Competency 1: Ability to communicate in
three different languages including one’s
maternal language (or the most spoken
language in the community) both orally and
written.
• student performances in English and French
Languages are 41% and 25.5 % respectively
• Appendix 8.doc 26
27. Evaluation of Students Learning
Competency 2: Demonstrate understanding and
ability to apply basic concepts in mathematics,
sciences (natural and social) and technology.
•The students lack the understanding and
application of mathematics and scientific
concepts – effect of teaching abstract concepts
•unable to apply scientific approach to problem
solving and could not use the ICT to
communicate or solve problems
27
28. Evaluation of Students Learning
Competency 3: Capabilities of a responsible and
employable citizen
•Scores in relation to the capabilities of a
responsible and employable citizen were also
very low
Competency 4: autonomy, cooperative and
enterprising
•less than half (35.8%) of the candidates scored
more than 50% in one of the competency task
ANALYSES OF STUDENTS ASSESSMENT shortened.do
28
29. INTEGRATING EMPLOYABILITY IN THE
SCHOOL PROGRAMME OF STUDY
• entrepreneurship and the information and
communication technology
• integrating academic and technical/vocational
education
• Ensuring that the human (teachers) and
materials resources are available
• Develop & implement assessment tasks giving
students the opportunities to demonstrate
the pre-vocational skills
29
30. RESULTS: Integrating Employability
in School Programme of Study
• Career guidance in schools to identify the
talents of individual students and encouraging
them to concentrate on their talented areas,
• Proper and adequate learning materials, more
time and resources for practical applications,
linkages with industries and facilitating
students’ attachment to them,
30
31. Integrating Employability in School
Programme of Study contd.
• capacity building of teachers in curriculum
development and the integration of the
necessary competencies
• Enhance students’ ability to communicate in
at least two foreign languages
• suitable pedagogical approach, appropriate
pedagogical relationships and the emphasis
on the application, rather than on abstract are
important means of curriculum integration
31
32. RECOMMENDATION
• At the pilot school level
• Use the report for curriculum audit and
development of school programmes of study.
At the national level
• Conduct of a nationwide needs assessment in
order to take the future needs of society into
consideration.
• Introduction of career guidance and
counselling programme in schools
32
33. Recommendation contd.
• Emphasis placed on practical application of
knowledge
• Link between school and factories, workshops
and industries
• Curriculum should not be mainly
examinations-driven
• Build capacity of teacher on curriculum
development for them to relate curriculum to
real life situation also on action research
33
34. Recommendation contd.
• Equipped laboratories and pre-vocational
workshops, teaching aids (including relevant
textbooks and financial support) provided for
curriculum implementation.
34
35. CONCLUSION
This study heads towards
school-based curriculum
development, improvement
and enrichment
THE END: Thanks
35
