This document provides background information on a study that aims to evaluate the effectiveness of the On-the-Job Training (OJT) program and assess attitudes towards integrating Outcomes-Based Education (OBE) at Mindanao State University – Iligan Institute of Technology. It discusses how globalization and ASEAN integration are changing education needs. The study will survey current and past accounting students to determine their competencies from OJT, awareness and perceptions of OBE, limitations to implementing OBE, and recommendations to improve OJT. The results could help students, faculty, the university, and businesses by enhancing OJT and better preparing graduates for the future workforce.
Principals' quality management skills as determinants of goal attainment in s...SubmissionResearchpa
Globally, education is regarded as an instrument per-excellence for the development of any nation. Nigeria, like other developing countries, needs to combat unemployment, poverty, social ineptitude, scientific and technological backwardness. The paper examined quality management skills adopted by school principals to enhance attainment of secondary education goals in Ahiazu Mbaise Local Government Area of Imo State. Two hypotheses were formulated to guide the study. Survey research design was adopted for the study. The 26 principals of public secondary schools in Ahiazu Mbaise LGA constituted the sample for the study using the census approach. An instrument titled: Principals' Quality Management Skills as Determinants of Goal Attainment Questionnaire (PQMSDGAQ) with a reliability coefficients 0.89 was used for data collection. Data was collected and analyzed through the Pearson Product Moment Correlation analysis. The results showed a significant relationship between effective 'instructional supervision, teachers’ performance evaluation and secondary school goal attainment. It was therefore recommended that principals should constantly carry out routine, and periodic instructional supervision and teachers’ performance evaluation to fast track secondary school goal attainment by Stanley U. Nnorom and Oladotun Opeoluwa Olagbaju 2020. Principals’ quality management skills as determinants of goal attainment in secondary schools in Ahiazu Mbaise local government area, Imo state. International Journal on Integrated Education. 3, 10 (Oct. 2020), 87-91. DOI:https://doi.org/10.31149/ijie.v3i10.692 https://journals.researchparks.org/index.php/IJIE/article/view/692/652 https://journals.researchparks.org/index.php/IJIE/article/view/692
Curriculum development: CHARACTERISTICS OF THE VOCATIONAL AND TECHNICAL CURRI...Tàbian Tabie
Here are the points we discussed about in the class presentation; ORIENTATION, JUSTIFICATION, FOCUS,IN-SCHOOL SUCCESS STANDARDS, OUT- OF - SCHOOL SUCCESS STANDARDS, SCHOOL COMMUNITY RELATIONSHIPS,FEDERAL INVOLVEMENT, RESPONSIVE, LOGISTICS AND EXPENSES.
Teacher education: meeting the global demand and challenges in tertiary insti...SubmissionResearchpa
Education is regarded as a tool of national growth in most societies and no nation can survive today in the face of the influence of globalization without training and providing qualitative education to her citizens. The teacher is at the center of the teaching and socialization process situate in the school and towards the realization of a nation’s educational policy. This role is also complimentary to the functions performed by the agencies of socialization such as the family, mass media, religious organizations, peer group, and non-government organizations. Consequently, the paper examined the nature, importance, roles and challenges of teacher education in meeting the global demand in Nigerian. The paper identified institutional corruption at all levels of teacher education, quality of programme and products, weak admission policy of students, poor facilities provision and management as part of its challenges in Nigeria. Five recommendations were made which includes the provision of adequate facilities, e-learning environments and improved security in collaboration with the host communities. by Dagogo A. F. Daminabo 2020. Teacher education: meeting the global demand and challenges in tertiary institutions in Nigeria. International Journal on Integrated Education. 3, 6 (Jul. 2020), 87-91. DOI:https://doi.org/10.31149/ijie.v3i6.439. https://journals.researchparks.org/index.php/IJIE/article/view/439/438 https://journals.researchparks.org/index.php/IJIE/article/view/439
Principals' quality management skills as determinants of goal attainment in s...SubmissionResearchpa
Globally, education is regarded as an instrument per-excellence for the development of any nation. Nigeria, like other developing countries, needs to combat unemployment, poverty, social ineptitude, scientific and technological backwardness. The paper examined quality management skills adopted by school principals to enhance attainment of secondary education goals in Ahiazu Mbaise Local Government Area of Imo State. Two hypotheses were formulated to guide the study. Survey research design was adopted for the study. The 26 principals of public secondary schools in Ahiazu Mbaise LGA constituted the sample for the study using the census approach. An instrument titled: Principals' Quality Management Skills as Determinants of Goal Attainment Questionnaire (PQMSDGAQ) with a reliability coefficients 0.89 was used for data collection. Data was collected and analyzed through the Pearson Product Moment Correlation analysis. The results showed a significant relationship between effective 'instructional supervision, teachers’ performance evaluation and secondary school goal attainment. It was therefore recommended that principals should constantly carry out routine, and periodic instructional supervision and teachers’ performance evaluation to fast track secondary school goal attainment by Stanley U. Nnorom and Oladotun Opeoluwa Olagbaju 2020. Principals’ quality management skills as determinants of goal attainment in secondary schools in Ahiazu Mbaise local government area, Imo state. International Journal on Integrated Education. 3, 10 (Oct. 2020), 87-91. DOI:https://doi.org/10.31149/ijie.v3i10.692 https://journals.researchparks.org/index.php/IJIE/article/view/692/652 https://journals.researchparks.org/index.php/IJIE/article/view/692
Curriculum development: CHARACTERISTICS OF THE VOCATIONAL AND TECHNICAL CURRI...Tàbian Tabie
Here are the points we discussed about in the class presentation; ORIENTATION, JUSTIFICATION, FOCUS,IN-SCHOOL SUCCESS STANDARDS, OUT- OF - SCHOOL SUCCESS STANDARDS, SCHOOL COMMUNITY RELATIONSHIPS,FEDERAL INVOLVEMENT, RESPONSIVE, LOGISTICS AND EXPENSES.
Teacher education: meeting the global demand and challenges in tertiary insti...SubmissionResearchpa
Education is regarded as a tool of national growth in most societies and no nation can survive today in the face of the influence of globalization without training and providing qualitative education to her citizens. The teacher is at the center of the teaching and socialization process situate in the school and towards the realization of a nation’s educational policy. This role is also complimentary to the functions performed by the agencies of socialization such as the family, mass media, religious organizations, peer group, and non-government organizations. Consequently, the paper examined the nature, importance, roles and challenges of teacher education in meeting the global demand in Nigerian. The paper identified institutional corruption at all levels of teacher education, quality of programme and products, weak admission policy of students, poor facilities provision and management as part of its challenges in Nigeria. Five recommendations were made which includes the provision of adequate facilities, e-learning environments and improved security in collaboration with the host communities. by Dagogo A. F. Daminabo 2020. Teacher education: meeting the global demand and challenges in tertiary institutions in Nigeria. International Journal on Integrated Education. 3, 6 (Jul. 2020), 87-91. DOI:https://doi.org/10.31149/ijie.v3i6.439. https://journals.researchparks.org/index.php/IJIE/article/view/439/438 https://journals.researchparks.org/index.php/IJIE/article/view/439
Abstract
- A ten-year tracer study of Radiologic
Technology graduates of Lyceum of the Philippines
University SY 1997-2007 using a survey-structured
questionnaire was conducted to examine retrospective
contribution of their education to their current
work. The objectives of the study included the
determination of graduates’ job-placement profile;
how relevant are school-related factors like curriculum,
instruction, faculty; student services; organization
and administration, physical plant, facilities and
laboratories to the job placement; the determination of
what skills developed while at school are considered
useful in meeting the demands of their present work
and the formulation of a program that will enhance
the relevance of the college curriculum and services.
A total of 97/122 (80%) graduates responded where
78% (76/97) are certified licensed radiographers.
All respondents were employed on a full-time basis aligned to the program. The following were found to
be very relevant in meeting the demands of their jobs:
curriculum, instruction, competencies of the faculty,
student services, organization and administrative
services.Furthermore, the intellectual, communication
and interpersonal skills, competencies, and work-
related values they learned and developed while at
school as well as the performance in written and oral
assessment of the employers were considered the most
important contributing factors in seeking employment
after graduation.
The expectation of the labour market on the quality of graduates produced by Faculties of Education in Nigeria universities has become burning issues that many stakeholders in the education sectorfelt unsatisfactory. It becomes imperative to assessthe challenges of quality assurance in teacher education.This study therefore assessedquality assurance in teacher education in Nigerian universities: challenges and way forward. A descriptive survey research design was adopted for the study. The population of the study was all university teachers in Faculties of Education in universities in Kwara State, Nigeria. A purposive sampling technique was used to select 240 university teachers. A researcher-design questionnaire was used for data collection for the study. The data collected were analysed using means ranking and standard deviation. The findings of the study showed thatthe provision of teachers with adequate academic and professional formativeexperience for teaching and control of examination system with clear procedures as well as ethics of confidentiality and impartiality are the most needed qualities to be assured in teacher education. Overcrowding that leads to poor classroom management and control; instability of academic calendar and adoption of outdated curriculum and inadequate exposure to practical teaching that ensure professionalism are the major challenges in the teacher education. Broadening the curriculum of research methodology to improve the student’s project writing skills and emphasis on the acquisition of knowledge in the teaching subject pedagogy, entrepreneurial studies, and computer literacy for functional education need to be considered. Based on the findings, it was recommended among others that internal quality assessment in teacher education should be strengthened in the Faculties of Education that would allow for improved pre-service teacher quality products in Teacher Education in Nigerian universities.
The study aimed to evaluate the “Human resource management for vocational schools at Bac Ninh province, Viet Nam: A model of faculty development program”. It concentrated on evaluating the existing Human resource management for vocational schools of the province, determining demographic profile of the respondents, profile of vocational schools. In order to come up with this analysis, a survey covering 50 specific vocational schools is implemented aiming to assess current status of the development of contingent of teachers and the factors affecting the development of teaching staff for vocational schools in Bac Ninh province such as Human resource planning; Recruitment and selection; Training and development Retention and maintenance; Promotion; Labor relations; and Transfer and retirement. Thereby, identifing the limitations in Human resource management of vocational schools. Based from all the findings of this study, the following conclusions were derived: The human resource management of vocational schools on Bac Ninh province still limited. Human resources in sufficient quantity, but the structure is not reasonable, lack of highly qualified and experienced faculty. Support policies are not sufficient to motivate faculty and attract highly qualified human resources. From the cited summary of findings and conclusions, the following are hereby recommended: Re-examining all the plans and programs for the Quality of Human Resource so that necessary updating and modification can be done; Strongly focusing on recruitment process and policies of training and retraining human resources, Specific strategies for implementing these plans must also be considered. Conducting regular evaluation of all the programs must be implemented.
Development of Dacum as Identification Technique on Job Competence Based-Curr...iosrjce
The purpose of this study was to identify the job competency in the field of electricity that was taught
in Vocational School (SMK). This research used research and development method. Based on conceptual and
procedures, this research and development was carried out referring to the model of SCID. It was summarized
in four stages: initial assessment, design, realization and evaluation. The development procedure started with a
need analysis of the competence of electricity in workforce and evaluated in several schools to get a response
about their learning needs. These results were then validated conceptually by experts. It showed that the job
competence profiles that were developed by Dacum identification technique were valid and reliable to be used
because it was practical and effective
What is Vocational Education and Need for the same?Definition of Training,Vocational Training,Methods of Training,Do's and Don t's,Automobile Engineering etc.,
Pedagogy and Capacity Building: Critical Components of NonFormal Educationiosrjce
While education is widely considered to be an imperative for employability, it is increasingly evident
that the problem of functional literacy and employability particularly in developing countries, need to be
addressed by the creation of a flexible education system. As academic streams have diversified into formal
education, non-formal education, adult education, continuing education, executive education, and vocational
education/ workforce retraining, the pedagogy of adult education in determining the extent of need and offering
specific programmes has intensified. The NFE system with emphasis on vocational training is gaining
significance as an alternative to basic academic education. The most important function of new educational
approaches is to establish linkages between learning outcomes from different contexts, levels and institutions. It
is the level of competence attained by the individual that is recognized, not how or where this competence was
acquired. This further necessitates that non-formal adult education institutes require a system of validation of
prior experience or education. The challenges of this endeavour may be addressed by suitable capacity training
programmes.
Factors Affecting Higher Education Quality in Bangladesh: An Attempt to Impro...IJSB
To meet the globalization challenges raising higher education quality to the world standard is essential. Because Economic Factors, An Era of Competition, Demographic Realities, lack of infrastectural development ,Governmental Political and Legal Challenges, Religious Factors, internal conflicts among educational institutions, corruption etc affect quality of higher education in Bangladesh. Bangladesh Govt. has taken initiatives to develop the quality of tertiary education. Govt. plans to prepare university graduates in such way that they can successfully compete in the context of international knowledge society. The Government prepared a Higher Education Strategic Plan 2006-26, which was fully homegrown with participation of front-line academics from both public and private universities and representatives from think-tanks and the private sector. Accordingly, the Ministry of Education, with the assistance of the World Bank, has undertaken a Higher Education Quality Enhancement Project (HEQEP). The project aims at improving the quality of teaching-learning and research capabilities of the tertiary education institutions through encouraging both innovation and accountability and by enhancing the technical and institutional capacity of the higher education sector. he Higher Education Quality Enhancement Project (HEQEP) will comprise of the following 4 (four) components: (i) promotion of academic innovation in teaching-learning and research through an Academic Innovation Fun (AIF) allocating funds on a competitive basis to public and private universities; (ii) institutional capacity building at the University Grants Commission (UGC) and the universities; (iii) connectivity capacity building for universities and research centers through the development of the Bangladesh Research and Education Network (BdREN) ; and (iv) support to the operation of the project implementation unit. The University Grants Commission of Bangladesh is the implementing agency of the project. A HEQEP Unit has been established in UGC for implementation, management, monitoring and evaluation of the activities.
Vocationalization of Secondary Education: The Open Schooling PerspectiveCEMCA
Presentation by Dr. SS. Jena at the National Consultative Workshop on Developing NVEQF Implementation Strategy for Open Schooling, 20-21 June, 2013, Kochi.
Abstract
- A ten-year tracer study of Radiologic
Technology graduates of Lyceum of the Philippines
University SY 1997-2007 using a survey-structured
questionnaire was conducted to examine retrospective
contribution of their education to their current
work. The objectives of the study included the
determination of graduates’ job-placement profile;
how relevant are school-related factors like curriculum,
instruction, faculty; student services; organization
and administration, physical plant, facilities and
laboratories to the job placement; the determination of
what skills developed while at school are considered
useful in meeting the demands of their present work
and the formulation of a program that will enhance
the relevance of the college curriculum and services.
A total of 97/122 (80%) graduates responded where
78% (76/97) are certified licensed radiographers.
All respondents were employed on a full-time basis aligned to the program. The following were found to
be very relevant in meeting the demands of their jobs:
curriculum, instruction, competencies of the faculty,
student services, organization and administrative
services.Furthermore, the intellectual, communication
and interpersonal skills, competencies, and work-
related values they learned and developed while at
school as well as the performance in written and oral
assessment of the employers were considered the most
important contributing factors in seeking employment
after graduation.
The expectation of the labour market on the quality of graduates produced by Faculties of Education in Nigeria universities has become burning issues that many stakeholders in the education sectorfelt unsatisfactory. It becomes imperative to assessthe challenges of quality assurance in teacher education.This study therefore assessedquality assurance in teacher education in Nigerian universities: challenges and way forward. A descriptive survey research design was adopted for the study. The population of the study was all university teachers in Faculties of Education in universities in Kwara State, Nigeria. A purposive sampling technique was used to select 240 university teachers. A researcher-design questionnaire was used for data collection for the study. The data collected were analysed using means ranking and standard deviation. The findings of the study showed thatthe provision of teachers with adequate academic and professional formativeexperience for teaching and control of examination system with clear procedures as well as ethics of confidentiality and impartiality are the most needed qualities to be assured in teacher education. Overcrowding that leads to poor classroom management and control; instability of academic calendar and adoption of outdated curriculum and inadequate exposure to practical teaching that ensure professionalism are the major challenges in the teacher education. Broadening the curriculum of research methodology to improve the student’s project writing skills and emphasis on the acquisition of knowledge in the teaching subject pedagogy, entrepreneurial studies, and computer literacy for functional education need to be considered. Based on the findings, it was recommended among others that internal quality assessment in teacher education should be strengthened in the Faculties of Education that would allow for improved pre-service teacher quality products in Teacher Education in Nigerian universities.
The study aimed to evaluate the “Human resource management for vocational schools at Bac Ninh province, Viet Nam: A model of faculty development program”. It concentrated on evaluating the existing Human resource management for vocational schools of the province, determining demographic profile of the respondents, profile of vocational schools. In order to come up with this analysis, a survey covering 50 specific vocational schools is implemented aiming to assess current status of the development of contingent of teachers and the factors affecting the development of teaching staff for vocational schools in Bac Ninh province such as Human resource planning; Recruitment and selection; Training and development Retention and maintenance; Promotion; Labor relations; and Transfer and retirement. Thereby, identifing the limitations in Human resource management of vocational schools. Based from all the findings of this study, the following conclusions were derived: The human resource management of vocational schools on Bac Ninh province still limited. Human resources in sufficient quantity, but the structure is not reasonable, lack of highly qualified and experienced faculty. Support policies are not sufficient to motivate faculty and attract highly qualified human resources. From the cited summary of findings and conclusions, the following are hereby recommended: Re-examining all the plans and programs for the Quality of Human Resource so that necessary updating and modification can be done; Strongly focusing on recruitment process and policies of training and retraining human resources, Specific strategies for implementing these plans must also be considered. Conducting regular evaluation of all the programs must be implemented.
Development of Dacum as Identification Technique on Job Competence Based-Curr...iosrjce
The purpose of this study was to identify the job competency in the field of electricity that was taught
in Vocational School (SMK). This research used research and development method. Based on conceptual and
procedures, this research and development was carried out referring to the model of SCID. It was summarized
in four stages: initial assessment, design, realization and evaluation. The development procedure started with a
need analysis of the competence of electricity in workforce and evaluated in several schools to get a response
about their learning needs. These results were then validated conceptually by experts. It showed that the job
competence profiles that were developed by Dacum identification technique were valid and reliable to be used
because it was practical and effective
What is Vocational Education and Need for the same?Definition of Training,Vocational Training,Methods of Training,Do's and Don t's,Automobile Engineering etc.,
Pedagogy and Capacity Building: Critical Components of NonFormal Educationiosrjce
While education is widely considered to be an imperative for employability, it is increasingly evident
that the problem of functional literacy and employability particularly in developing countries, need to be
addressed by the creation of a flexible education system. As academic streams have diversified into formal
education, non-formal education, adult education, continuing education, executive education, and vocational
education/ workforce retraining, the pedagogy of adult education in determining the extent of need and offering
specific programmes has intensified. The NFE system with emphasis on vocational training is gaining
significance as an alternative to basic academic education. The most important function of new educational
approaches is to establish linkages between learning outcomes from different contexts, levels and institutions. It
is the level of competence attained by the individual that is recognized, not how or where this competence was
acquired. This further necessitates that non-formal adult education institutes require a system of validation of
prior experience or education. The challenges of this endeavour may be addressed by suitable capacity training
programmes.
Factors Affecting Higher Education Quality in Bangladesh: An Attempt to Impro...IJSB
To meet the globalization challenges raising higher education quality to the world standard is essential. Because Economic Factors, An Era of Competition, Demographic Realities, lack of infrastectural development ,Governmental Political and Legal Challenges, Religious Factors, internal conflicts among educational institutions, corruption etc affect quality of higher education in Bangladesh. Bangladesh Govt. has taken initiatives to develop the quality of tertiary education. Govt. plans to prepare university graduates in such way that they can successfully compete in the context of international knowledge society. The Government prepared a Higher Education Strategic Plan 2006-26, which was fully homegrown with participation of front-line academics from both public and private universities and representatives from think-tanks and the private sector. Accordingly, the Ministry of Education, with the assistance of the World Bank, has undertaken a Higher Education Quality Enhancement Project (HEQEP). The project aims at improving the quality of teaching-learning and research capabilities of the tertiary education institutions through encouraging both innovation and accountability and by enhancing the technical and institutional capacity of the higher education sector. he Higher Education Quality Enhancement Project (HEQEP) will comprise of the following 4 (four) components: (i) promotion of academic innovation in teaching-learning and research through an Academic Innovation Fun (AIF) allocating funds on a competitive basis to public and private universities; (ii) institutional capacity building at the University Grants Commission (UGC) and the universities; (iii) connectivity capacity building for universities and research centers through the development of the Bangladesh Research and Education Network (BdREN) ; and (iv) support to the operation of the project implementation unit. The University Grants Commission of Bangladesh is the implementing agency of the project. A HEQEP Unit has been established in UGC for implementation, management, monitoring and evaluation of the activities.
Vocationalization of Secondary Education: The Open Schooling PerspectiveCEMCA
Presentation by Dr. SS. Jena at the National Consultative Workshop on Developing NVEQF Implementation Strategy for Open Schooling, 20-21 June, 2013, Kochi.
Career education & guidance in schools Premanand Rai
Predictions about participation in the 21st-century workforce are being proven accurate every day. It does demand lifelong learning and an enduring capacity to manage change. Globalization has created even more challenges as well as opportunities for everyone. Young people are entering a more complex and dynamic environment where the interface between work and other facets of life is constantly being reappraised.
As the world changed and opportunities grew, the matching process became more complex. More young people had to decide whether to continue their education or get a job. They had to think about the longer-term consequences of their decisions as well as their next steps. So, careers work changed and young people began to receive some careers education in preparation for their ‘end of school’ guidance interview. This was normally a handful of lessons giving information about the opportunities on offer and advice on how to complete application forms and construct CVs.
Earlier the World of Career was quiet different - In the early days, careers work focused on matching individuals to specific opportunities in education and work. As choice was limited, many young people simply followed in their family’s footsteps. Making decisions about the next steps was a straightforward process, taking little time and requiring little preparation. For most students, an ‘end of school’ careers guidance interview with the Youth Employment Service was generally sufficient.
:: Technology, globalization and other developments have continued to transform the world, and change has become a feature of daily life. In schools, curriculum change meant that young people had some choice about which subjects to study in Years 10 and 11. To help them make these ‘career choices’, most schools extended their careers education lessons into Year 9 and gave young people earlier access to careers guidance.
:: International interest in career education and guidance is increasing as governments acknowledge the personal, social and economic benefits of equipping school students with the attitudes, knowledge and transferable skills they will need to become self-reliant career management and lead positive and fulfilled lives.
The Influence of Pedagogic Supervision on School Effectiveness in Public Prim...ijtsrd
The focus of this paper was to examine the influence of pedagogic supervision on school effectiveness in public nursery and primary schools in Fako division, South West Region of Cameroon. The survey research design was adopted for the study. Data was collected from 406 teachers and 62 head teachers from both nursery and primary schools and the number of accessible nursery and primary schools were twenty three. Questionnaire and semi structured interview guide were the instruments used for the study. The instruments consisted of both close and open ended questions. For the reliability statistics, the internal consistency of the head teachers' responses ranged from 0.782 to 0.893. The overall reliability coefficient was 0.989 which was above the recommended threshold of 0.7, while the internal consistency of the teachers' responses ranged from 0.734 to 0.876. Findings showed that while some inspectors could not rate the effectiveness of their schools, others said the effectiveness of their schools were above 12 , 50 and 80 respectively. Findings Comparing teachers' opinion on the carrying out of pedagogic supervision by head teachers showed that head teachers do not significantly differ in their opinion on the practice of pedagogic supervision in school P 0.05 . Furthermore, head teachers teaching in the nursery school, 77.8 and 96.2 of those teaching in primary schools disagreed that their head teachers are carrying out pedagogic supervision. On the same note, as findings showed that pedagogic supervision has a positive and significant effect on the effectiveness of public nursery and primary schools. From the findings, recommendations were made. Lingondo Joseph Mwambo "The Influence of Pedagogic Supervision on School Effectiveness in Public Primary Schools in Fako Division, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31085.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31085/the-influence-of-pedagogic-supervision-on-school-effectiveness-in-public-primary-schools-in-fako-division-south-west-region-of-cameroon/lingondo-joseph-mwambo
Assessment of Prospective Teachers Attitudes towards Teaching Profession: The...iosrjce
Quality education is an indispensable instrument for national development. However the provision of
quality education depends largely on the quality of teachers. Similarly, teacher education programme is
designed to produce teacher with requisite training and sound professional background which requires a
favourable attitude and certain specific competencies. Therefore, the aim of this study is to investigate the
Northwest University, Kano prospective teachers’ attitudes towards profession of teaching. Field of study,
gender and level of study’s influence on their attitude were also examined. A descriptive survey design was
adopted with a sample of 220 prospective teachers selected using a stratified random sampling technique.
Professional Attitude Scale for Prospective Teachers (PASPT) constructed and validated by the researchers was
used to collect data. The data collected were analysed using descriptive statistics and Independent Sample t-test
to test the hypotheses at 0.05 level of significance. Findings revealed that prospective teachers have positive
attitude towards the profession. Similarly, asignificant gender difference was observed in their attitudes towards
the profession. However theresults further showed no significant difference in the prospective teachers’
attitudes towards the profession in relation to field of study and level of study.The implication is that,
thisfavourable attitude towards teaching profession will bring about professional competence in the future
practice.The study recommended among others, that further study should be conducted to investigate the factors
responsible for the favourable or unfavourable attitude of prospective teachers towards teaching profession
which will provide an insight on how stakeholders can bring attitudinal change towards the teaching profession.
PARADIGM SHIFT IN EDUCATION: INPUTS TO QUALITY MANAGEMENT SYSTEM OF BULACAN A...InternationalPublica
The school year 2020-2021 is a historical breakthrough in the academic world. The abrupt change of the learning delivery from face-to-face to distance learning becomes a challenge for the educational sector. The mandate to provide continuity of learning even in the most difficult situation like the pandemic time becomes a pressing issue in the education sector. Higher education institution embraces the change by adopting different mode of learning delivery.
This study aimed to explore the survival of school financing management
during the COVID-19 pandemic, to assure the quality of teaching and
learning continuously. This study used a qualitative design, and data
collection is carried out by observing resource persons and in-depth
interviews, analysis or analysis of documentation and a combination of the
three as triangulation method. The collected data were analyzed using an
interactive model. The results showed that financial management strategies
in managing school finances effectively and efficiently, through
transparency, accountability and responsibility, are considered to have
contributed to the prospects, quality, progress and sustainability of education
in the midst of the COVID-19 pandemic. This is based on the fact that many
quality and good schools eventually experience setbacks due to the lack of
transparency, accountability and responsibility in the management of
education funds. Openness in schools can promote accountability and fight
corruption in education, if it is implemented effectively and any malpractice
is dealt with clear consequences. The implication is the strategies of
education financing management in terms of transparency, accountability and
accountability need to be carry out consistently to ensure the improvement of
school quality runs in a sustainable manner.
Philippines now faces a big challenge with regards to the labor force. The ASEAN Economic Community was made to integrate the economies of the member-countries. The Philippines before was behind academically because of the curriculum used. To address the problem, the Philippines uses the K-12 Program which is an international standard and what the other members of ASEAN use. So, it is important to know what jobs are indemand so that the students will take the course for the specific job. This study is aimed to know the in-demand jobs of the Southeast Asian nations and to help the Filipinos what’s the best career path they should take for a bigger chance of getting employed in 2017. This study is only limited not beyond the year 2017. This study will help job-seekers to what jobs they have the best chance being employed. by Glenn L. Velmonte 2020. Job that fits for graduates in the Asean integration. International Journal on Integrated Education. 3, 7 (Jul. 2020), 9-25. DOI:https://doi.org/10.31149/ijie.v3i7.457. https://journals.researchparks.org/index.php/IJIE/article/view/457/436 https://journals.researchparks.org/index.php/IJIE/article/view/457
THE K-12 SENIOR HIGH SCHOOL PROGRAM: THE CASE OF LABORATORY HIGH SCHOOL, COTA...tarhataguiamalon
Abstract
The implementation of the K-12 Senior High School program makes Filipino students competitive globally. On this premise, a study to assess the K-12 Senior High School program of Laboratory High School (LHS) of Cotabato City State Polytechnic College (CCSPC). Also, it explored the resources, teachers' instructional practices, the attainment of the objectives of the program, and the challenges encountered in the implementation. It employed descriptive-evaluative design. It administered survey questionnaires to 202 total number of respondents composed of 169 senior high school students who were chosen randomly and 30 teachers, including three staff, who were selected using Complete Total Enumeration. It was conducted last school year 2019-2020. Results revealed that services and resources evidently provided. The teachers of the LHS have evidently practiced the instructional practices in terms of teaching strategies, classroom management, and assessment of learning. Considering the findings it was concluded that Despite the big class size and with faculty possess degrees appropriate and relevant to the high school program and other qualifications, the LHS maintains its public image of excellence in both curricular and extracurricular activities in which have been a sign that instructional supervision of the Laboratory High School is of a high standard.
Keywords: Assessment, K-12 Senior High School, Instructional Practices, Resources
Affordable Stationery Printing Services in Jaipur | Navpack n PrintNavpack & Print
Looking for professional printing services in Jaipur? Navpack n Print offers high-quality and affordable stationery printing for all your business needs. Stand out with custom stationery designs and fast turnaround times. Contact us today for a quote!
What is the TDS Return Filing Due Date for FY 2024-25.pdfseoforlegalpillers
It is crucial for the taxpayers to understand about the TDS Return Filing Due Date, so that they can fulfill your TDS obligations efficiently. Taxpayers can avoid penalties by sticking to the deadlines and by accurate filing of TDS. Timely filing of TDS will make sure about the availability of tax credits. You can also seek the professional guidance of experts like Legal Pillers for timely filing of the TDS Return.
Business Valuation Principles for EntrepreneursBen Wann
This insightful presentation is designed to equip entrepreneurs with the essential knowledge and tools needed to accurately value their businesses. Understanding business valuation is crucial for making informed decisions, whether you're seeking investment, planning to sell, or simply want to gauge your company's worth.
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Chapter 1 final
1. 1
Chapter I
INTRODUCTION
1.1 Background of the Study
Education is a lifelong process. As it is normally understood, it is not only what is
taught to the students in schools, colleges and universities, a method of reading books,
and memorizing concepts- it is how people are encompassing all the learning
experiences they may have during their lives. It is also a never-ending development
which can give them a new meaning and direction. Education aims to provide learning
and knowledge to enhance the skills and abilities of every student, to bring competence,
and guide them with positive attitude and values (Borsoto et al.,2014). Javier (2012)
stated that as an educational institution, it has to deliver the products and services
necessary to achieve the outcomes it intends to produce.
The oldest universities, colleges, vocational schools and the first modern public
education system were created during the colonial periods and Filipinos were among the
most educated people in Asia. However, the state of education system today is rapidly
changing because of the coming of a borderless society. According to Spady (1994:29)
one of the most compelling descriptions of the modern society is that of the changing
face of the global economy and the workplace, which is continuously impacting on the
economy and the workplace, creating demands for constant change, adaptation and
learning innovation in all spheres of life.
ASEAN Integration is one of the most significant events that will take place in
year 2015. The ASEAN Economic Community (AEC) areas of cooperation include
human resources development and capacity building; recognition of professional
qualifications; closer consultation on macroeconomic and financial policies; trade
financing measures; enhanced infrastructure and communications connectivity;
development of electronic transactions through e-ASEAN; integrating industries across
the region to promote regional sourcing; and enhancing private sector involvement for
the building of the AEC. In short, the AEC will transform ASEAN into a region with free
movement of goods, services, investment, skilled labor, and freer flow of capital (AEC
2. 2
Blue Print, 2007). As a result, the enlarged economic community compels each of the
ASEAN countries to provide quality education to assure quality human capital that can
compete with the rest of the ASEAN region.
In a borderless society, cross-country mobility of students, workers, and
businesses is bound to happen. For the Philippines, this means more opportunities for
the Filipinos to study or work abroad as well as more foreign students and workers
coming in the country. But to be globally competitive, there is a need to ensure that
Filipinos have the right competencies and attitudes through excellent quality education at
all levels.
It was assessed that current education system cannot prepare students for life
and work in the 21st
Century have prompted educators to explore new ways of designing
education. Concerns that the traditional education system (content-based) cannot
adequately prepare learners for life and work in the 21st century prompted policy makers
(Department of Education and Department of Labor) to explore new ways of designing
and presenting education and training (Du Toit 1999:2). Traditional education and
training in schools, tertiary institutions and even in the workplace in organizations
(vocational training) focuses on providing employees with knowledge and skills to
perform their tasks effectively. Thus traditional education and training is based on the
notion that learning occurs in a classroom or teacher controlled environment. Student
evaluation is done in terms of a scoring system and little to no emphasis is placed on
attaining results which would indicate that the purpose or goals of learning are attained.
The shift toward outcome-based education is analogous to the Total Quality
Management (TQM) in business and manufacturing. It reflects a belief that the best way
for individuals and organizations to get where they are going is first to determine where
they are and where they want to be. Then they need to plan backward to determine the
best way to get from here to there. Outcomes-based Education (OBE) is an approach to
education in which decisions about the curriculum are driven by the outcomes the
student should display by the end of the course. William Spady, widely regarded as the
OBEs leading advocate, explains outcomes-based education as focusing and organizing
everything in the education system around what is essential for all students to be able to
do successfully at the end of their learning experiences. In OBE the educational
3. 3
outcomes are clearly specified. These outcomes determine the organization and
curriculum content, the instructional methodologies and strategies, the courses to be
offered, the assessment process and the curriculum timetable. The outcomes also
provide a framework for curriculum evaluation and improvement. In the traditional
education system, the curriculum and assessment are not structured around defined
outcomes.
In response to the challenges of the 21st
Century, the Commission on Higher
Education (CHED) has committed itself in developing competency-based learning
standards that comply with existing international standards when applicable to achieve
quality and enable a more effective integration of the intellectual discipline, ethos and
values associated with liberal education. Outcomes-based education (OBE), as defined
by CHED, is an approach that focuses and organizes the educational system around
what is essential for all learners to know, value, and be able to do to achieve a desired
level of competence. This approach rejects the traditional focus on educational inputs
and content and time allocation.
This research is aimed to assess the awareness and perception of selected
respondents with regards to OBE and to evaluate the effectiveness of the On-the-Job
Training (OJT) experienced by said respondents. Emphasis is placed on evaluating the
effectiveness of the On-the-Job Training (OJT) program of accounting students for the
past three years to come up with possible recommendations for the further improvement
of the established program regarding OJT and to contribute towards the integration of
the OBE system as it is a relatively new domain. Since little to no research has been
done to determine the attitude of the students to the paradigm shift in the education
system.
A qualitative approach has been adopted for the study. In order to gather
information about the subject matter under discussion, apart from desk and internet
research, survey will be conducted to get the views, perceptions and opinions of the
selected BS Accountancy students and graduates of Mindanao State University – Iligan
Institute of Technology (MSU-IIT) who have undergone OJT.
4. 4
1.2 Objectives of the Study
This paper aims to evaluate the effectiveness of the current On-the-Job Training
(OJT) program of the Department of Accountancy and the attitude of the students
towards the integration of Outcomes-Based Education (OBE) system. Specifically, it
seeks to achieve the following:
1. To determine the demographic profile of the current fifth year BS Accountancy
students, S.Y. 2014-2015 and the graduates of the Accountancy Program of
MSU-IIT from school years 2012-2013 and 2013-2014;
2. To determine the level of awareness and perception of the current fifth year BS
Accountancy students, S.Y. 2014-2015 and the graduates of the Accountancy
Program of MSU-IIT from school years 2012-2013 and 2013-2014 about
Outcomes-Based Education;
3. To determine the limitations that would create barrier to the implementation of
OBE system specifically in the Department of Accountancy;
4. To determine the relationship between the demographic profiles of the current
fifth year BS Accountancy students, S.Y. 2014-2015 and the graduates of the
Accountancy Program of MSU-IIT from school years 2012-2013 and 2013-2014
and their level of awareness, perception and limitations;
5. To determine the level of competency, including the technical skills,
communication skills, interpersonal skills, organizational and business
management skills, ethics and values, personal skills and intellectual skills of the
current fifth year BS Accountancy students, S.Y. 2014-2015 and the graduates of
the Accountancy Program of MSU-IIT from school years 2012-2013 and 2013-
2014 with regards to the effectiveness of the current OJT program;
6. To determine the plans and preferences of the current fifth year BS Accountancy
students, S.Y. 2014-2015 and the graduates of the Accountancy Program of
MSU-IIT from school years 2012-2013 and 2013-2014 with regards to On-the-
Job Training;
7. To identify the limitations that limit the effectiveness of the On-the-Job Training
program of Mindanao State University – Iligan Institute of Technology for BS
Accountancy students;
5. 5
8. To determine the relationship between the demographic profiles of the current
fifth year BS Accountancy students, S.Y. 2014-2015 and the graduates of the
Accountancy Program of MSU-IIT from school years 2012-2013 and 2013-2014
and their level of competencies and plans and preparations with regards to the
OJT program;
9. To determine which field of practice that would best prepare the students for their
employment in the future.
1.3 Significance of the Study
The changing realities spurred by globalization underscore the shift in
contemporary international education discourse from education to lifelong learning, and
from education as transmission of expert knowledge to education as building learner
competencies – including learning how to learn. These are realities that Philippine
Higher Education Institutions (HEIs) have to face or are being faced as they compete in
a global and regional arena, where borders are starting to disappear. What this means is
that the competitive advantage of Philippine HEIs – and in many cases, their survival – is
premised on their ability to offer quality degree programs that meet world-class
standards and produce graduates with lifelong learning competencies. HEIs are
therefore expected to develop human resources with various types of knowledge,
competencies, and expertise, especially in support of the social, economic, and
development needs of the Philippines. With this, researchers of this undertaking desire
to make significant contribution to the further development of the on-the-job training
program in line with the Outcome Based System. The end result of this study will be
significant to the following parties:
Students
This study will sustain self-awareness of the importance of the Outcomes-Based
Education system. Also, this study will help enlighten students that On-the Job Training
is not just a mere compliance of the curriculum but is a program that will help them in
preparing for the actual work in the real business world.
Professors
The Faculty of Department of Accountancy will be able to know what OBE is and
the difference it has compared to the traditional education system. They could also be
6. 6
aware of the advantages and disadvantages of this kind of education system and its
possible effects to the learning of the students.
Academe
With this study the school will be aware of what OBE is and its possible impacts
to the holistic learning of every student. This study will also assess the effectiveness of
the current OJT program of Accountancy Department. And with the results gathered, will
be able to make recommendations for actions to improve the OJT of the students.
Firms/Businesses
They will have potential employees in the future who are well trained and have
already experienced the actual skills that were needed to perform the duties and tasks of
a particular occupation at work.
Other Researchers
Furthermore, the findings of this study can serve as resources among other
researchers undertaking a related field. Since this study is just an assessment to the
awareness of the respondents about the Outcomes-Based Education and an evaluation
of the effectiveness of the On-the-Job training program, other researchers can have a
further study with the same subjects sited.
1.4 Scope and Limitation
This study is conducted on a sample from the current fifth year BS Accountancy
students, S.Y. 2014-2015 and graduates of the BS Accountancy program from school
years 2012-2013 and 2013-2014. This sample was selected to cover three years to
observe the trend as to the effectiveness of the current On-the-Job-Training Program
being implemented by the Accountancy department and to assess the awareness and
perception of these respondents about the Outcomes-Based Education.
The researchers are faced with a challenge on gathering data considering that
more than half of the sample are graduates and are by now working. With this dilemma,
the researchers considered creating an online survey using Google Documents to be
able to still collect the data needed for this research from the sample chosen.
7. 7
1.5 Conceptual Framework
Figure 1.5.1: Conceptual Framework
The figure above shows the relationship of the demographic profile of the
respondents and the different variables affecting the level of awareness and perception
towards OBE and the level of effectiveness of the OJT program of MSU-IIT Accountancy
Department.
Awareness and Perception
Awareness refers to the level of knowledge that the respondents have about
OBE, the probable impacts to the learning of the students and the possible effects to the
profession. And perception is the view and attitude of the respondents towards
integrating OBE to the OJT of the students.
The level of awareness and perception could be dependent on the demographic
profile of the respondents. The respondents’ age, gender, year of OJT, grade obtained
and institution chosen for training could possibly influence the awareness and view on
8. 8
Outcomes-Based Education. The level of awareness and perception could be developed
by the school’s efforts in promoting OBE.
With the data collected, the researchers could recommend actions to promote
OBE to increase level of awareness and to assess the perception of the respondents
regarding this kind of education system. They could also give emphasis to some of the
advantages and disadvantages of OBE.
Limitations
Limitations refer to the different factors that create barrier to the possible
implementation of OBE system. Inadequate knowledge of students about OBE,
disagreement on what outcomes to establish, and lack of resources are just some of the
examples of these limitations. With the regulation of Commission on Higher Education
(CHED) that educational institutions should adapt OBE, these limitations could have an
effect on the perception and hamper the learning of the students that might undergo
such education system in the future years to come.
The factors that could strain the implementation of OBE could be used as a
foundation for making recommendations on ways to overcome the limitations and
therefore promote OBE and its advantages to the students.
Competence
Competence refers to the level of proficiency the respondents attained
throughout the duration of their OJT in regards to the different knowledge and skills
required by standards and frameworks of the accountancy profession. This factor is a
key facet in determining the level of effectiveness of the OJT experienced by the
respondents. The higher the competency acquired by the respondents, the higher is the
level of effectiveness of the OJT. The level of competence is measured by the
respondents’ technical, analytical, intellectual, interpersonal, and communication skills.
The results gathered on the respondents’ level of competence relating to their
demographic profile can provide basis for the researchers to come up with
recommendations to improve the effectiveness of the OJT program for the BS
Accountancy students.
Plans and Preferences
9. 9
Plans and preferences of the respondents towards OJT are important to help
improve the effectiveness of the training experience of the upcoming students to
undergo such. Preferences such as institutions chosen for OJT, longer or shorter time
for OJT are just some of the few.
With the data gathered, the researchers can make recommendations to cater
and support the preferences of the respondents’ for the benefit of those students that are
going to undergo OJT in the coming years.
Constraints
Constraints refer to the measurement of different factors that limit the
effectiveness of the OJT of the respondents. Lack of institutional partners for OJT and
little time for training are among the few factors that contribute to the Limitations
variable.
The factors that affect the effectiveness of the training can be used as foundation
for making recommendations on ways to overcome the limitations.
1.6 Definition of Terms
ASEAN 2015- A roadmap to achieve better regional integration of the socio-cultural,
economic, and political security pillars of the Association of Southeast Asian Nations
(ASEAN) member-states by 2015.
Awareness- This variable is used in this study to refer to the level of consciousness the
respondents have towards the OBE. They were evaluated based on three areas: their
knowledge on the existence of OBE, the implementation of OBE system in Higher
Education Institutions (HEIs) and the impact of OBE compared to the traditional
system10. Communication skills
Constraints- This variable refers to the factors that put limit to the effectiveness of the
training undergone by students. This variable is measured by factors such the time
allotted for OJT whether it is enough for training, the calendar shift that will be
implemented for school year 2015-2016 if it could possibly affect the OJT of the students
and the lack of institutional partners that would ensure the students to reach their full
potential
10. 10
Competence- This variable is used in this study to pertain to the level of skills and
knowledge respondents gained during their training. This variable is measured by factors
like technical skills, analytical skills, intellectual skills, interpersonal skills, communication
skills, organizational and business management skills and ethics or values
Communication Skills – This is a component of the competence variable that
measures the ability of the respondents to communicate their thoughts properly in
written and spoken language
Demographic level- An independent variable used in the study that pertains to the age,
gender, year of OJT, Institution of OJT, and grade obtained during the OJT
Ethics or Values- This component of the competence variable that measures how well
the respondents incorporate the principles of ethics learned in theory into practice
Higher Educational Institutions (HEIs)- An establishment recognized by the relevant
authorities of a party that provides higher education [UNESCO Draft Toolkit for the
Recognition of Foreign Qualifications, 2012]
Intellectual skills- This is a component of the competence variable that measures the
ability of the respondents to manage and handle practical problems.
Interpersonal skills- This is a component of the competence variable that measures the
ability of the respondents to lead and deal with other people
Kruskal-Wallis test- is a rank-based nonparametric test that can be used to determine if
there are statistically significant differences between two or more groups of an
independent variable on a continuous or ordinal dependent variable
Learning Resources and Support Structures- These are libraries, practicum
laboratories, relevant educational resources, linkages with the relevant disciplinal and
professional sectors, etc. that allow students to explore basic, advanced, and even
cutting edge knowledge in a wide range of disciplines or professions.
11. 11
Organizational and Business Management Skills- This is a component of the
competence variable that pertains to the knowledge of the respondents about the basics
of the organizational and business environments
Outcomes - The benefit or change after an activity or process, such as new
competencies, which may be associated with the output or the process itself. Within a
learner-centered paradigm, outcomes are the set of learning competencies that enable
learners to perform complex tasks/functions/roles.
Outcomes-Based Education (OBE)- OBE implies the best way to learn is to first
determine what needs to be achieved. Once the desired results or ‘exit outcomes’ have
been determined, the strategies, processes, techniques and means are put in place to
achieve the predetermined goals. In essence, it is a working-backwards with students as
the center of the learning–teaching milieu.
Paradigm Shift- A change in basic assumptions, premises and frameworks. A change
of mindsets or perspectives with real consequences for practice
Personal Skills- This component of the competence variable that measures the
behaviour of the respondents in the changing working environment
Plans and preparations- This variable is used in this study to determine the willingness
of the respondents for the possible improvements that might take place for the
improvement of the OJT Program. This variable is measured by factors such as if the
respondents prefer long-term OJT than short-term OJT program, if the Department of
Accountancy should have official partners in sustaining the OJT of the upcoming
students of the program, and the integration of OBE to the OJT program.
Spearman Rho- is used to test the association between two ranked variables, or one
ranked variable and one measurement variable. The Spearman Rank Correlation when
the data have two ranked variables, and one wants to see whether the two variables co
vary; whether as one variable increases, the other variable tends to increase or
decrease
12. 12
Technical Skills- This component of the competence variable that measures the
understanding and knowledge of the respondents of the application of the standards that
govern the preparation and presentation of financial statements
Variables of interest - Variables of interest refers to the awareness, perspectives and
limitations in connection with the attitude of the students towards the integration of OBE.
In connection with the Effectiveness of the OJT program, the competence, plans and
preparations and the Constraints.