Suchergebnisse

การผลิตและพัฒนากำลังคนทางด้านอาชีวศึกษาเป็นสิ่งที่จำเป็นยิ่ง เนื่องจากทรัพยากรบุคคลทาง ด้านอาชีวศึกษาเป็นกำลังสำคัญในการสร้างคุณค่าทางเศรษฐกิจ เช่น การเป็นผู้ประกอบการรุ่นใหม่ การทำงานภาคอุตสาหกรรม การทำงานภาคการเกษตรสมัยใหม่ อันนำไปสู่การผลิตนวัตกรรมและสร้างสรรค์เทคโนโลยี ซึ่งมีผลต่อการขยายตัวทางเศรษฐกิจ ดังนั้นจึงเป็นบทบาทหน้าที่ของภาคการศึกษาในการเตรียมความพร้อมเยาวชนเข้าสู่โลกทางวิชาชีพ เมื่อพิจารณาบริบทการจัดการเรียนการสอนอาชีวศึกษาในประเทศไทย พบว่า มีการเรียนการสอนอาชีวศึกษาที่มีความน่าสนใจ 2 รูปแบบ ได้แก่ (1) การศึกษาระบบทวิภาคี โดยผู้เรียนใช้เวลาส่วนหนึ่งในสถานศึกษาอาชีวศึกษาหรือสถาบัน และเรียนภาคปฏิบัติในสถานประกอบการ รัฐวิสาหกิจ หรือหน่วยงานของรัฐ อาจเป็นไปได้ทั้งระบบทวิภาคีเต็มรูปแบบในพื้นที่ ระบบทวิภาคีเต็มรูปแบบนอกพื้นที่ ระบบ ทวิภาคีบางสาขาวิชา ระบบทวิภาคีจัดให้แก่พนักงานของสถานประกอบการ และระบบทวิภาคีในต่างประเทศ และ (2) การจัดการศึกษาเรียนร่วมหลักสูตรทวิศึกษา ซึ่งเกิดจากความร่วมมือของสำนักงานคณะกรรมการ การอาชีวศึกษา และ สำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน หรือ สำนักงานส่งเสริมการศึกษานอกระบบและการศึกษาตามอัธยาศัย หรือ สำนักงานคณะกรรมการส่งเสริมการศึกษาเอกชน โดยเรียนในหลักสูตรประกาศนียบัตรวิชาชีพ และ หลักสูตรการศึกษาขั้นพื้นฐาน (หลักสูตรแกนกลางการศึกษาขั้นพื้นฐาน พุทธศักราช 2551 หรือ หลักสูตรการศึกษานอกระบบ ระดับการศึกษาขั้นพื้นฐาน พุทธศักราช 2551) อย่างไรก็ตาม แม้การจัดการศึกษาทั้ง 2 รูปแบบนี้มีความแตกต่างกันในรายละเอียด แต่มีเป้าประสงค์ในการพัฒนาผู้เรียนให้มีคุณธรรมจริยธรรม มีความรู้และทักษะทางปัญญา มีความสามารถในการปฏิบัติงาน ประยุกต์ใช้ความรู้และทักษะในสาขาวิชาชีพสู่การปฏิบัติจริง The production and development of vocational education manpower are necessary because they can make economic prosperity by being smart enterprise, working in the industrial sector and smart farming. All of these lead to creating innovation and technology which have an effect on the expansion of economic. Thus, this is the responsibility of the educational section that should prepare students for entering the world of professional. To consider the context of vocational education in Thailand, there are two types of vocational education system that are interesting: (1) Dual Vocational Education is the system that students learn about knowledge in school and practice in private enterprise, state enterprise, or government sector (full dual vocational education in the area, full dual vocational education outside the area, dual vocational education in some subjects, dual vocational education in foreign countries) and (2) Dual Education is the program of study that corroborate between the Office of the Vocational Education Commission and the Office of the Basic Education Commission, or the Office of the Non-formal and Informal Education, or the Office of the Private Education Commission. Students study both professional certificate curriculum and basic education curriculum (Basic Education Core Curriculum B.E. 2551 or Non-formal and Informal Education Core Curriculum B.E. 2551). Although both of program are not the same, the objectives of the study still emphasize on enhancing students' moral, skill and cognitive domain, competency of work, applying knowledge and skill in their real-world situation.

Technical and Vocational Education and Training (TVET) in Sub-Saharan Africa: the missing middle in post-school education; Cross-country comparison of TVET systems, practices and policies and employability of youth in Sub-Saharan Africa. Both focus on the current situation of school graduates in Sub-Saharan Africa.

In many parts of the world, migration has become a controversially debated issue and a policy priority. Indeed, also development policies are increasingly including efforts to prevent migration with foreign aid. Education and TVET (Technical and Vocational Education and Training) are a part of the toolkit. Yet, while political attention is high, research on the potential role of education and TVET in mitigating migration pressure is scarce. Existing findings suggest that higher levels of education might be among the major drivers for emigration rather than the opposite.

The gender segregated nature of vocational education (VET) has received little attention in the stratification literature, despite the well-known consequences of VET for differences in labour market outcomes, such as job placement, income and access to full-time employment. This book investigates the institutional contexts of gender segregation in VET from a comparative perspective, through a number of cross-national comparisons as well as more in-depth studies of Canada, Norway, Germany, Australia and Bulgaria. The various chapters tackle questions about occupational expectations, gendered pathways to applied fields of study, educational transitions, feminization of occupations and the relationship between educational choice and opportunity structures. We discuss the relationship between institutional contexts and gender-typing of educational programs, and whether VET system characteristics make a difference to occupational outcomes across countries. The book concludes with a chapter on education-to-employment transitions (based on a large scale comparative project on labour market entry) assessing the impact of vocational education on gendered labour market inequalities.

Refrigeration is one of the technology sectors that has suffered the most changes in the last twenty years, because of the negative impact of the fluids used in the refrigeration cycles, i.e., refrigerants, due to their impact on the ozone layer and their contribution to global warming. As a result of their negative effects, the European Union has established several directives to restrict the use of refrigerant fluids, and the sector therefore needs to adapt to the new regulations. This process of adaptation of the refrigeration sector to the new regulations must be carried out by all the agents involved, including those engaged in the training and education of the future refrigeration technicians. To allow this to be accomplished, a project called CO2LD was developed to introduce the future technology in High Degree Professional Training in Refrigeration. The objective of the project consisted in introducing more efficient and more sustainable refrigeration systems, namely R134a/CO2 cascade cycles, into the Advanced Vocational Training in Refrigeration studies, and in creating a collaborative framework among students, secondary schools, refrigeration technicians, refrigeration companies, and the University in order to facilitate the transfer of know-how. This paper presents the objectives of the project, describes its development, and analyzes its main conclusions ; Peer Reviewed

Refrigeration is one of the technology sectors that has suffered the most changes in the last twenty years, because of the negative impact of the fluids used in the refrigeration cycles, i.e., refrigerants, due to their impact on the ozone layer and their contribution to global warming. As a result of their negative effects, the European Union has established several directives to restrict the use of refrigerant fluids, and the sector therefore needs to adapt to the new regulations. This process of adaptation of the refrigeration sector to the new regulations must be carried out by all the agents involved, including those engaged in the training and education of the future refrigeration technicians. To allow this to be accomplished, a project called CO2LD was developed to introduce the future technology in High Degree Professional Training in Refrigeration. The objective of the project consisted in introducing more efficient and more sustainable refrigeration systems, namely R134a/CO2 cascade cycles, into the Advanced Vocational Training in Refrigeration studies, and in creating a collaborative framework among students, secondary schools, refrigeration technicians, refrigeration companies, and the University in order to facilitate the transfer of know-how. This paper presents the objectives of the project, describes its development, and analyzes its main conclusions ; Peer Reviewed

This article explores teachers and trainers didactical practices in different contexts in Norwegian VET: schools and workplaces. With the introduction of e-resources and e-portfolios in VET, learners as well as teachers and trainers experience a more hybrid learning-arena, which claims for a re-contextualization of vocational didactics as well as re-defining roles and responsibilities of the actors. The article discuss new forms of boundary crossing, dealing with e-portfolios as boundary objects, increasing learner autonomy, transformative learning outcomes, interaction between actors and designing learning processes in hybrid learning-arenas. Vocational didactics as understood in a teacher-training context are challenged by more actors and new forms of interactivity with technological tools crossing sites. The study is based on a longitudinal study in a national project on quality assessment, interviews with teachers and trainers as well as apprenticeship training offices supported by documentary evidence from three trades: sales, plumbing and industrial mechanics.

Context: Participation in Continuing Professional Development (CPD) supports the development of vocational teacher competencies. However, it is often not clear what learning methods vocational teachers use in their CPD. This study therefore investigated the CPD practices of vocational teachers in Kenya, with a specific focus on the formal and informal learning methods used.

Approach: The study used a questionnaire survey to collect data from TVET teachers randomly drawn from six Technical and Vocational Colleges in Kenya's Nairobi Metropolitan Area. Descriptive and inferential analysis of the data was used to determine how frequently different learning methods are used and to identify associations between CPD practices and teacher characteristics.

Findings: TVET teachers in Kenya were found to use different learning methods depending on the availability of the learning methods and the learning goals teachers have. Formal academic learning and discussions with colleagues are frequently used while collaborative learning methods and practice-based learning activities are less frequently used. Rarely used are written reflections about practice and its outcomes. Despite viewing Lecturer Industrial Attachment (LIA) as important and therefore wishing to attend LIA, more than a third of the participants indicated that they had never attended LIA. The use of professional literature is restricted to text books with limited use of primary and secondary literature. CPD activities such as mentoring, supervising other teachers, and school visits were found to form a unique category of CPD activities that is more frequently used by teachers with administrative responsibilities.

Conclusion: The limited use of active learning methods that involve critical evaluation of practices and their outcomes risks limiting the ability of vocational teachers in Kenya to transform and adopt better practices. It is recommended that vocational teachers in Kenya are encouraged to adopt a broad conception of teacher CPD that embraces collaborative, reflective, and practice-based learning.