What is Work Education Vocatioan Education and Experiential Learning
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What is Work Education Vocatioan Education and Experiential Learning
- 1. WORK EDUCATION VOCATIONAL EDUCATION AND EXPERIENTIAL LEARNING DR KS SAJAN ASST PROFESSOR NSS TRAINING COLLEGE OTTAPALAM-KERALA
- 2. Work Education •Purposive and Meaningful Manual Work •Organized as Integral Part of the Learning process
- 3. •Services useful to the community •Pleasure of self fulfillment
- 4. TYPES
- 6. home •As a member of the family
- 7. In the classroom •Activities integrated with school life
- 8. Work as a learning experience •Physical education, •Art education, •Social studies, •Science and others;
- 9. Work in the community •focused on selfless service
- 10. Work relating to vocational development •production •social usefulness and •exploration of the opportunities and •care pathways.
- 11. Objectives of Work Education •Cognitive Domain •Psychomotor Domain •Affective Domain
- 13. •Prepares students for work in a specific •Trade, •A Craft, •As a Technician, •Or in Professional Vocations • Such as Engineering, • Accountancy, • Nursing, • Medicine, • Architecture, • Or Law.
- 14. •Craft vocations – such as •jewelry making, •or metalwork such as those training to become silversmiths – •related to a specific trade or occupation. •Vocational education is sometimes referred to as career education •or technical education.
- 15. Vocational Training in Electronics• Exposure to working in an Electronics Industry. • Acquainting Students with basic technical skills of • Electronics, • Electrical or • Biomedical Engineering, • Software development, • Networking etc. • Work on development of a Minor / Major or Live Projects.
- 16. Topics of Electronics •Details of Electronics Design •Basic Electronics Parameters and Components •Introduction to Electrical Safety, Soldering / De-soldering •Cathode Ray Oscilloscope and Function Generator •Multimeter study
- 17. •Power Supply study •Circuit Simulation & practice •PCB design guidelines, Design Software Introduction •PCB making demonstration (Manual and Mechanized) •Demonstration of RFID, Bar Code and Mobile Phone Trainer •Introduction to Advance Technologies,
- 19. •Combines direct experience with focused reflection; •Builds on past knowledge and experiences; •Requires active involvement in meaning construction; •Encourages collaboration and exchange of ideas and perspectives; •Can be course focused or in-class, community focused, or work focused.
- 20. Kolb
Editor's Notes
- A COGNITIVE DOMAIN (Knowledge and Understanding) Work Education helps the pupil to i) Identify his needs and those of his family and community in respect of food, health and hygiene, clothing, shelter, recreation and social service. ii) Acquaint himself with productive activities in the community. iii) Know the sources of raw materials and understand the use of tools and equipment in the production of goods and services. iv) Understand scientific facts and principles involved in various forms of work. v) Understand the process of planning and organizing productive work. vi) Understand his role in productive situations. vii) Understand the needs of a technologically advancing society in terms of productive processes and skills. B. PSYCHOMOTOR DOMAIN (Skills) It helps the pupil to i) Develop skills for the selection, procurement, arrangement and use of tools and materials for different forms of productive work. ii) Develop skills for the application of problem solving methods in productive work and social service situations. iii) Develop skills for greater productive efficiency. iv) Use his creative faculties for devising innovative methods and materials. C. AFFECTIVE DOMAIN (Attitude and Values) It helps the pupil to (i) Develop respect for manual work and regard for manual workers. (ii) Inculcate socially desirable values such as self-reliance, helpfulness, cooperativeness, team-work, perseverance, tolerance, etc. (iii) Develop proper work habits and values such as regularity, punctuality, discipline, honesty, efficiency, love of excellence and dedication to duty. (iv) Develop self-esteem and confidence through achievements in productive work and services. (v) Develop a deeper concern for the environment and a sense of belonging, responsibility and commitment to the society. (vi) Develop awareness of socio-economic problems of society. (vii) Appreciate the utility of productive work and services to the community.
- Vocational education is education that prepares students for work in a specific trade, a craft, as a technician, or in professional vocations such as engineering, accountancy, nursing, medicine, architecture, or law. Craft vocations – such as jewellery making, or metalwork such as those training to become silversmiths – are usually based on manual or practical activities and are traditionally non-academic, but related to a specific trade or occupation. Vocational education is sometimes referred to as career education or technical education.
- Experiential learning is the application of theory and academic content to real-world experiences, either within the classroom, within the community, or within the workplace, which advances program or course-based learning outcomes that are specifically focused on employability skills. Experiential learning requires the student to not only engage in the experience activity, but also requires them to reflect upon their learning and how their skills learned through their academic studies can be applied beyond the classroom. Workplace experiences such as co-op and internships placements are only one form of experiential learning opportunities that can be provided to students. Such opportunities are typically divided into three categories – course focused, community focused, and work focused – giving students hands-on experiences not only in the classroom, but also in the community and the workplace” (Strategic Transformation Group on Employability, Carleton University).
- Concrete Experience: The learner encounters a new experience or engages in a reinterpretation process of an existing experience. Reflective Observation: The learner reviews and reflects on the new experience and identifies any inconsistencies between experience and understanding. Abstract Conceptualization: Through the reflective process, the learner creates a new idea/concept or modifies an existing abstract concept – analyzing the concepts and forming conclusions and generalizations. Active Experimentation: The learner plans and tries out what was learned and is able to apply the new knowledge to other situations – conclusions and generalizations are used to tests hypothesis and thus the learner engages in new experiences.
- Diverging (feeling and watching – CE/RO) Looking at issues from various perspectives, characterized as sensitive, with a preference to watch rather than do something. Those with this learning style have a better ability to generate ideas and engage in brainstorming, enjoy gathering information, are often interested in people, imaginative and emotional, arts-oriented, have excellent group-work skills, and are open to concrete feedback. Assimilating (watching and thinking – AC/RO) Less focused on people, and more driven to ideas and abstract conceptualization. This learning style is more common in information and science careers, with preference on readings, following logical approaches, being concise, and with the ability to explore and manipulate analytical models. Converging (doing and thinking – AC/AE) An ability to solve problems, with a preference for technical engagements that do not require social interaction. Individuals with this learning style are often good at using technology, are interested in experimentation of new ideas and in practical application of theory. Accommodating (doing and feeling – CE/AE) A hands-on learning style, relying on intuition and not much on logic. Those with this learning style often have a preference to practical, experiential approaches, with attraction to new experiences and challenging engagements while carrying out tasks. They often have a tendency to rely on others for information, and are not interested in carrying out their own analysis, acting on a ‘gut’ instinct.