Academic literature on the topic 'Internship program evaluation'
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Journal articles on the topic "Internship program evaluation"
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Dhiu, Lusia Florida, Yosefina Uge Lawe, Dimas Qondias, and Philipus Wungo Kaka. "PGSD Student Internship Program in The Framework of The MBKM Curriculum (Study of Internship Implementation in The Ngada Region, East Nusa Tenggara)." Tunas: Jurnal Pendidikan Guru Sekolah Dasar 9, no. 2 (2024): 137–44. http://dx.doi.org/10.33084/tunas.v9i2.7314.
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This research aims to describe: 1) Preparation for internships, 2) Implementation of internships, 3) Evaluation of internships in the PGSD STKIP Citra Bakti Ngada Study Program. 4) Reveal how the internship program can strengthen the competencies of prospective elementary school teachers. This type of research is qualitative research, with a descriptive design, and uses a phenomenological approach. Data collection methods use questionnaires, interviews and observation. The informants for this research were students of PGSD STKIP Citra Bakti Ngada class of 2020, DPM (Internship Supervisor) and tutor teachers. The data analysis method uses interactive analysis by means of data reduction, data presentation and data verification. The results of this research are: 1) Preparation for the internship in the PGSD STKIP Citra Bakti Ngada study program has been carried out well, students have carried out registration procedures in accordance with the provisions, the DPM (internship supervisor) also provides debriefing to students before being sent to partner schools so that students understand and understand the purpose of holding an internship program. 2) The implementation of the internship program for students of the PGSD STKIP Citra Bakti Ngada study program class of 2020 is in accordance with the guidelines in the internship handbook. 3) Partner elementary schools and DPM provide a joint evaluation at the end of the program 4) Implementation of an internship program for students of the PGSD STKIP Citra Bakti Ngada study program can strengthen the competency of prospective elementary school teachers because, judging from the SKGP (competency standards for novice teachers), it turns out that the competency of novice teachers is also possessed and found in students participating in the internship program as prospective teachers when carrying out the internship program at partner elementary schools. From the results of the research conducted, it can be concluded that the internship program carried out by PGSD STKIP Citr Bakti Ngada study program students runs in accordance with procedures and guidebooks. This internship program can also strengthen the competency of prospective elementary school teachers.
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Narvios, Leahlou E., Hubert G. Quiñones, and Florenda B. Gabuya. "Hospitality management program evaluations: Bases for curriculum enhancement." Brazilian Journal of Science 2, no. 12 (2023): 10–18. http://dx.doi.org/10.14295/bjs.v2i12.386.
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Global standards in Hospitality Management in terms of academic learning and practical skills are very stiff competition in the industry. Interns' level of performance due to the individual KSA (Knowledge, Skill, and Attitude) evaluation CTU-Main HM collected. However, the internship performance of the Trainee depends individually in terms of KSA. A quantitative method structured questionnaire and distributed to evaluate how the individual factors of interns that would help determine the curriculum enhancement based on the results. Essential insights that advance understanding of the efficient design and informed management of internship programs based on evaluations among students can be invaluable in measuring outcomes from the internship program and the entire professional instruction program for future Hospitality Management professionals. It provides perspectives on coursework, activities, and suggested curriculum changes. Integrating program and internship assessment is appropriate since internships are part of the program. It attempted to explore the academic performance and internship performance in terms of KSA and personality of hospitality management students by examining their capacity before the internship and their skills enhancement needed for the internship experience following its completion. It reveals that an interaction that influence the individual factors is essential in shaping student expectations of the internship. Individual and organizational factors regarded as influencers on interns' experience, training factors about the transition of environment that regulate interns' experience and characteristics serve as mediators to the internship experience.
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Farida, Ida, M. Ardiansyah, Masayu Nila Juwita, Dora Rinova, and Soewito Soewito. "Implementation of Internship Program as A Form of MBKM Learning Activities in Improving Students' Competency." Nusantara: Jurnal Pendidikan Indonesia 2, no. 1 (2022): 107–22. http://dx.doi.org/10.14421/njpi.2022.v2i1-7.
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In this era of rapid change, students are expected to be able to prepare themselves and continue to hone their abilities. Universities are also required to provide innovative learning processes so that they can help students develop optimal and relevant attitudes, knowledge, and skills. This study aims to describe: 1) Preparation for internships. 2) Implementation of the internship. 3) Evaluation of the Independent Learning Internship Program-Free Campus Public Administration Study Program, University of Bandar Lampung. 4) Reveal how the Merdeka Belajar Kampus Merdeka or commonly called the MBKM internship program improves student competence. Methods of data collection using interviews, observation and documentation. The data analysis method uses interactive analysis by means of data reduction-data presentation & data verification. The results of this study are: 1) Preparation for internships in the Administration study program is carried out well, students have carried out registration procedures according to the provisions, DPL (field supervisor) also provides debriefing for students before being deployed to partner locations. 2) The implementation of the internship program for students is in accordance with the guidelines for the Independent Learning Independent Campus internship guidebook. 3) Stakeholders (partners) and DPL provide a joint evaluation at the end of the program. 4) Implementation of the MBKM internship program strengthen student competencies.
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Suhartanta, Suhartanta, Ngatman Soewito, Hiryanto Hiryanto, et al. "Evaluation of student internship programs to support the sustainability of vocational education institutions and industrial cooperation programs." Jurnal Pendidikan Vokasi 14, no. 1 (2024): 63–73. http://dx.doi.org/10.21831/jpv.v14i1.63585.
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The internship program is an annual routine activity in all faculties at Universitas Negeri Yogyakarta (UNY). This program implements a link and match between educational institutions and industry but has not been evaluated comprehensively. Therefore, conducting program evaluation research using the Context, Input, Process, and Product (CIPP) model is important. The type of research used is program evaluation research with the CIPP model. Data collection techniques in this research used questionnaires, interviews, and focus group discussions. The research subjects were UNY students who were grouped into four groups. Data were analyzed descriptively and quantitatively. The results showed that the context aspect of the internship program (goals and objectives) was in accordance with the graduate profile set at UNY. However, the general policy for organizing internships during the pandemic still needs to be developed. The systems and procedures of the academic community support the internship program, but there is still a need to improve cooperation documents and internship information systems for all faculties. The implementation of the internship program is in accordance with the activity plan set at UNY, but SIPKL needs to be developed to equalize the perception of field supervisors. The product of the internship program is in accordance with the goals and objectives set at UNY, but some students (34.16%) still have not received a job offer from the internship site. The results of this research can contribute to developing a quality-oriented internship program, which will then positively impact the cooperation relationship between universities and industry. Thus, a good working relationship will benefit both parties and potentially develop cooperation in other programs.
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Dalimunthe, Muhammad Bukhori. "Kirkpatrick Four-level Model Evaluation: An Evaluation Scale on the Preservice Teacher’s Internship Program." Journal of Education Research and Evaluation 6, no. 2 (2022): 367–76. http://dx.doi.org/10.23887/jere.v6i2.43535.
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Internship programs are organized depending on the program provider (school), so many students have a big difference in the internship experience. On the other hand, the campus has limitations in running the program, one of which is evaluating the achievement of the internship program. The purpose of this study is to build validity on the evaluation scale of the apprenticeship program for pre-service teachers using Kirkpatrick's four-level evaluation model. This type of research is quantitative with a confirmatory quantitative approach. The sample is 212 pre-service teachers. The methods used in collecting data are observation, tests, and questionnaires. Instruments used for test sheets and questionnaires. Data analysis used a confirmatory factor analysis (CFA) approach with the SmartPLS v3.0 application. The analysis results are that the four-level evaluation model meets construct validity and proves accurate validation on the internship program evaluation scale. In particular, the internship program evaluation scale effectively tracks program achievements at each level. The implication is that academic stakeholders on campus can use this evaluation scale as a measuring tool to experiment with the success of the internship program. In addition, they can review the achievements of pre-service teachers in implementing apprenticeship programs based on each level of the Kirkpatrick model.
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Karji, Ali, Stuart Bernstein, Mohammadsoroush Tafazzoli, Arash Taghinezhad, and Arefeh Mohammadi. "Evaluation of an Interview-Based Internship Class in the Construction Management Curriculum: A Case Study of the University of Nebraska-Lincoln." Education Sciences 10, no. 4 (2020): 109. http://dx.doi.org/10.3390/educsci10040109.
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Internships have been shown to be impactful tools to connect students’ learning in academia with real-world industrial needs. To help the students to get more out of their internship experience, some universities provide a summer internship class in which students do class assignments based on their experiences during their internship. There have been numerous studies on the benefits of internships. However, the benefits of a potential internship class for students in construction management (CM) programs at universities have not yet been investigated. This paper demonstrates the structure of an interview-based internship class and investigates its effectiveness. We have focused on the CM program at the University of Nebraska-Lincoln (UNL) as a case study. We sent online questionnaires to the intern students who took the class, students’ mentors, and the professors who taught the class. The results indicate that despite some challenges to meet the requirements of the class, the students, their mentors, and the professor found the class beneficial. The results of this paper are expected to help CM programs with the establishment and improvement of internship classes in their curriculum.
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Holdaway, Edward A., Neil A. Johnson, Eugene W. Ratsoy, and David Friesen. "The Value of an Internship Program for Beginning Teachers." Educational Evaluation and Policy Analysis 16, no. 2 (1994): 205–21. http://dx.doi.org/10.3102/01623737016002205.
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Teacher education policy around the world is being challenged and changed, and the nature of teaching, learning, and learning to teach is being reassessed. A central element of the reforms is a focus on school-based preparation, including the use of internships. This article reports evaluation findings from a comprehensive internship program in Alberta, Canada, as a basis for assessing the value of internships for beginning teachers. Findings from nearly 6,000 respondents focus on the value of internships, supervision of interns, and policy development. The utility of various internship activities, such as skill development and formative reflection, is assessed. On the basis of these findings, recommendations for policy development are presented and potential impediments discussed.
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Brewer, Julie, and Mark D. Winston. "Program Evaluation for Internship/Residency Programs in Academic and Research Libraries." College & Research Libraries 62, no. 4 (2001): 307–15. http://dx.doi.org/10.5860/crl.62.4.307.
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Academic libraries are turning increasingly to internship/residency programs to enhance their recruitment efforts. Yet, little evaluative information is available to measure the effectiveness of these programs or to justify funding for them. This article outlines the necessary components of an evaluation model for internship/residency programs based on a survey of academic library deans/directors and program coordinators. The study identifies the key evaluation factors that library administrators consider most important for measuring internship/residency programs, as well as the frequency, format, and sources of input for effective program evaluation.
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Auliya, Anisatul. "Evaluation of internship program during the covid -19 pandemic for vocational students using the CIPP model." Taman Vokasi 10, no. 1 (2022): 71–80. http://dx.doi.org/10.30738/jtvok.v10i1.11437.
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 ABSTRACT : The purpose of this study was to determine the evaluation of internship activities in industries during the Covid-19 pandemic using CIPP model developed by Stufflebeam for 72 people tourism students’ academic year 2018 in Vocational Education Program Universitas Indonesia. The method used in this research was qualitative and for data collection process used triangulation method. The results of this study consist of 4 (four) components, they are: context evaluation: most of companies’ doing well preparations before starting the internships program with online or offline methods; Input Evaluation: during the
 
 
 
 
 
 
 pandemic the companies keep providing good facilities for the students, there are 2 (two) methods of working (Work from office and work from home), then assigning job responsibilities based on their competencies; Process Evaluation: most of students got a lot of knowledges and educations during internship program although they were not in office every day, but they have one obstacles according to the availability of internet networks when working from home; Product Evaluation: the final score for most of the students they got the excellent grades as well as our expectation. This internship program is important for the students, we should improve the quality of learning assistance and supervision provided to the participants.
 Keywords: Program Evaluation Internship program, CIPP model
 
 
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Lestari, Desi Ayu, Sutrisno Sutrisno, and Sulton Sulton. "Implementation of independent learning campus independent certified internship program for strengthening 21st century skills." Jurnal Pendidikan PKN (Pancasila dan Kewarganegaraan) 5, no. 2 (2024): 175. http://dx.doi.org/10.26418/jppkn.v5i2.78327.
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Implementation of the Merdeka Belajar Campus Merdeka Certified Internship Program in Strengthening 21st Century Skills is a way to strengthen skills in using media information as well as career and life skills. The aim of this research is to; (1) Describe the implementation of the MBKM certified internship program in universities, (2) Describe the mastery of 21st century skills among students participating in certified internships. This research is qualitative research with an analytical study approach. The results of this research show that first, in the implementation of MBKM, the certified internship program was implemented in three areas of activity, namely marketing, finance and operations, both in banking and companies. In implementing a certified internship, there are several stages, namely conversion of 20 credits, internship activities for 18 weeks, experience in the world of work and the professional world, a series of skills, mentoring, and obtaining a certificate of recognition for the skills and experience gained. Apart from that, during the implementation of the certified internship program there is an evaluation. Evaluation is carried out by following up on reports, providing mentoring, checking recaps of internship activities, sharing lessons, and conducting a final assessment of student performance. Second, the mastery of 21st century skills by students participating in certified internships focuses on the skills of mastering the use of technology, including the use of marketplace applications, the use of Microsoft office applications, the use of e-learning systems, e-commerce, design and so on. Meanwhile, mastery of career abilities and life skills is carried out through strengthening adaptation and social abilities, productivity and accountability, and providing leadership abilities and responsibility
Dissertations / Theses on the topic "Internship program evaluation"
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Steeby, Laura Kathleen. "An Evaluation of Brigham Young University's Local TESOL Internship Program." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/1019.
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An evaluation of BYU's Local TESOL Minor Internship program shows the strengths and weaknesses of this academic internship program. Students are required to complete 150 hours of TESOL-related work outside of their courses. The interns volunteer in different English-teaching programs in the area. Internship hours include the time in the classroom, preparation, materials development, as well as the time in the Linguistics 496R course. The interns are required to have most of their minor classes finished before they complete their internship so that their internship can be a capstone to and an application of what they have learned thus far. This MA evaluation project reports findings of a formal program evaluation of BYU's Local TESOL Internship program, which has been in place for four years. It specifically looks at how effective the internships are by addressing the program's criteria which are: The internship enhances the student's education, reflects what the students have been taught in their TESOL minor classes, helps the interns become more confident teachers, helps the interns feel more prepared to teach ESL, and creates ties with the community. The paper presents quantitative data collected from surveys of past and present interns as well as program administrators. It also presents qualitative data from the same surveys as well as from summary papers in which the interns have discussed their internship experience. The evaluation also offers suggestions and recommendations for the program, as well as future research recommendations.
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Steeby, Robins Laura Kathleen. "An evaluation of Brigham Young University's local TESOL internship program /." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1989.pdf.
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Geier, Colleen Avilla. "An Evaluation of an American Sign Language Interpreting Internship Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3096.
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This study was a program evaluation of an American Sign Language internship program that was established in 2006 at a 4-year private college in the Midwestern United States but had never been evaluated. The purpose of the study was to evaluate the effectiveness of this internship program in preparing students for employment in the field of interpreting. An expertise-oriented program evaluation case study was conducted using the lens of experiential learning theory. Research questions were used to investigate the strengths and weaknesses of the program and the ways in which the policies, objectives, and assignments prepare students to work as interns and later as professional interpreters. Semi-structured interviews were conducted with 2 former administrators who helped establish the program, 13 graduates of the program between 2013 and 2015, and 8 of the internship site directors who worked with interns between 2013 and 2015. The interview data were coded and analyzed following Merriam's approach to identify themes, and document review was used to support the themes. Key findings were that the program provided effective training for interns transitioning to professional employment, but students tended to lack self-confidence in their performances Interviewees also indicated that program documents were helpful but difficult to use, and mentors needed guidance in giving constructive feedback. An evaluation report was constructed as a research project deliverable to provide specific recommendations for program enhancement. The study promotes positive social change by providing stakeholders with the evidence-based data needed to implement further growth for the internship program, and to more effectively train interpreters to work with the Deaf community.
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Scott, Carolyn Wheeler. "Report of graduate internship and evaluation of psychology services at the Work Skills Evaluation Program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0012/MQ34225.pdf.
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Ripplinger, Lydia. "Implementation and Evaluation of Curricular Changes in the Undergraduate TESOL Internship Program at Brigham Young University." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3113.
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This MA project consists of the implementation and evaluation of the effectiveness of intended improvements to the TESOL minor internship program at Brigham Young University (BYU). The majority of changes implemented and evaluated in this study were suggested by Marisa Ontiveros in her 2010 MA thesis, An Evaluation of the Learning Outcomes and Curricular Organization of the Brigham Young University Undergraduate TESOL Internships Course. The present report summarizes relevant literature that led to the current project, including a discussion of the importance of internships in general, information regarding the significance of TESOL internships, and a summary of the BYU TESOL internship program, with descriptions of past studies that have focused on it. Specific curricular changes central to this study are then outlined, which consist of the implementation of new learning outcomes, the alteration of internship prerequisites, the addition and alteration of several course components, and the requirement that international interns participate in internship class sessions. Methods employed to implement and evaluate these changes are also discussed. Evaluation results are summarized, and implications and suggestions for future work are detailed.
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Browne, Jennifer M. "An internship report including an evaluation of the Student Work and Service Program at Memorial University." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/MQ42354.pdf.
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Adams, Viva. "Report of an internship conducted at Menihek High School, Labrador City, Newfoundland, including a research component on the implementation and evaluation of a solution-focused brief counselling program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ42344.pdf.
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McCue, Joan. "Report of a counselling internship at St. Matthew's School, St. John's, Newfoundland including a research project, implementation and evaluation of a divorce program entitled, When Mom and Dad separate /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/MQ42413.pdf.
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Drover, Deana M. "Report of a counselling internship at St. John Bosco All Grade School, St. John's, Newfoundland, including a research project : implementation and evaluation of a grade eight drug awareness program entitled, Alcohol in our society /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23128.pdf.
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Brenton, Kelly Lynn. "Report of a counseling internship at Eugene Vaters Academy and Junior High, St. John's, Newfoundland, including a research project, implementation and evaluation of the effectiveness of a peer helping training program at the junior high." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0020/MQ54863.pdf.
Full textBooks on the topic "Internship program evaluation"
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B, Robinson R., Vodden K, Martin L, and Abt Associates of Canada, eds. Evaluation of the Northern Internship Program. Abt Associates of Canada, 1987.
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Program, Kentucky Teacher Internship. Kentucky Teacher Internship Program (1985-1991): A program review and status report. Kentucky Dept. of Education, Division of Teacher Education & Certification, 1991.
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Hopson, Rodney, and Prisca M. Collins. Building a New Generation of Culturally Responsive Evaluators Through Aea's Graduate Education Diversity Internship Program. Wiley & Sons, Incorporated, John, 2014.
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Hopson, Rodney, and Prisca M. Collins. Building a New Generation of Culturally Responsive Evaluators Through AEA's Graduate Education Diversity Internship Program: New Directions for Evaluation, Number 143. Wiley & Sons, Incorporated, John, 2014.
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Hopson, Rodney, and Prisca M. Collins. Building a New Generation of Culturally Responsive Evaluators Through AEA's Graduate Education Diversity Internship Program: New Directions for Evaluation, Number 143. Wiley & Sons, Incorporated, John, 2014.
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A report of a counselling internship with a report of the implementation and evaluation of a peer helper program. 1989.
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Prochaska, Martin J. An internship with the Technology Programs Department at Fluor Daniel Fernald, Inc. 1998.
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Shoenfelt, Elizabeth L., ed. Mastering Industrial-Organizational Psychology. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190071141.001.0001.
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In this book, faculty from top-ranked industrial-organizational (I-O) master’s programs provide best practices and discuss important topics for the training of master’s-level I-O psychologists. The book begins with a definition of the field of I-O psychology; an explanation of the knowledge, skills, and abilities needed by master’s-level I-O practitioners; and a description of I-O master’s professional practice areas. I-O graduate training is introduced, highlighting differences between master’s training and doctoral training. Advice is offered about applying to graduate school, including program selection, undergraduate preparation, and the application process. The Society for Industrial and Organizational Psychology’s Guidelines for Education and Training in Industrial-Organizational Psychology are reviewed, as are various methods for teaching the identified competencies. Guidance is offered on implementing important applied experiences such as course projects, practica, simulations, and internships. The pros and cons of a thesis requirement are outlined. Issues faced by faculty in I-O master’s programs, including strategies for balancing teaching, service, and research, are covered. The final chapter gives advice for developing and maintaining an on-campus I-O consulting entity. The best practices presented in this volume, offered by faculty with substantial expertise and experience in successful I-O master’s programs, should be of interest to faculty teaching in I-O master’s programs and other teaching intensive institutions; to I-O faculty and non-I-O psychology faculty advising undergraduates on career options in psychology, specifically as an I-O master’s practitioner; and to undergraduates evaluating potential I-O master’s programs.
Book chapters on the topic "Internship program evaluation"
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Mulyono, Wahyu Dwi, Gde Agus Yudha Prawira Adistana, Suparji, Hendra Wahyu Cahyaka, and Soeparno. "Evaluation Of The Implementation Of Internship Practice In Higher Education: A Case Study In The Building Construction Education Study Program." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2025. https://doi.org/10.2991/978-2-38476-317-7_79.
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Sigurðsson, Baldur, Amalía Björnsdóttir, and Thurídur Jóna Jóhannsdóttir. "Five-Year Teacher Education for Compulsory School in Iceland: Retreat from Research-Based to Practice-Oriented Teacher Education?" In Evaluating Education: Normative Systems and Institutional Practices. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26051-3_8.
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AbstractIn 2008 the teacher education in Iceland was extended from a three-year bachelor program to a five-year program, ending with a master’s degree. The intention was to give teacher education more solid research base, manifested in a 30 ECTS master’s thesis while simultaneously strengthening the link between theory, research, and practice.Pursuant to the extension, enrolment in teacher education dropped, students’ progress was slow, and the dropout rate rose. At the same time large cohorts of teachers retired and shortage of teachers became a problem which led schools to recruit student teachers before they had finished their degree. This situation led to even slower progress in student teachers’ studies and fewer new licenced teachers each year.To reverse this development, several measures were introduced in the years 2017–2019, involving teacher education institutions, municipalities, the teachers’ union, and the government. Among them was to make the master’s thesis optional and to offer student teachers paid internship during their final year. The measures have benefitted both the recruitment and study progress. Without the masters’ thesis, however, the balance between research and practice seems to have tilted in favour of practice, which raises questions about the quality and status of teacher education.
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Vasquez, Carla, Roberto Cotrina, Ivan Iraola-Real, et al. "Evaluating the Profiles of Preprofessional Internships of Two University Programs in Early Childhood End Elementary Education." In Emerging Research in Intelligent Systems. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-52258-1_21.
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Morrison, Julie Q., and Anna L. Harms. "Case Studies Using Program Evaluation to Drive Evidence-Based Practices." In Advancing Evidence-Based Practice Through Program Evaluation. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190609108.003.0006.
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This chapter consists of three case studies that illustrate how the evaluation approaches, methods, techniques, and tools presented in Chapters 1 to 5 can be translated into practice. The first case study describes an evaluation of the Dyslexia Pilot Project, a statewide multi-tier system of supports (MTSS) initiative targeting early literacy. In this evaluation, special attention was paid to the evaluating the cost-effectiveness of serving students in kindergarten to grade 2 proactively. The second case study features the use of single-case designs and corresponding summary statistics to evaluate the collective impact of more than 500 academic and behavioral interventions provided within an MTSS framework as part of the annual statewide evaluation of the Ohio Internship Program in School Psychology. The third case study focuses on efforts to evaluate the fidelity of implementation for teacher teams’ use of a five-step process for data-based decision making and instructional planning.
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Zakaria, D., A. G. Abdullah, M. Somantri, and A. A. Danuwijaya. "Internship program in higher vocational education: Students’s performance evaluation." In Regionalization and Harmonization in TVET. Routledge, 2017. http://dx.doi.org/10.1201/9781315166568-57.
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"Urban and Community Fisheries Programs: Development, Management, and Evaluation." In Urban and Community Fisheries Programs: Development, Management, and Evaluation, edited by Theresa Stabo. American Fisheries Society, 2008. http://dx.doi.org/10.47886/9781934874042.ch28.
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<em>Abstract.-</em>The Wisconsin Department of Natural Resources (WI DNR) has long had an urban fishing program in Milwaukee County, the state’s largest population center. The program has largely consisted of hosting youth fishing clinics twice a year (winter and spring) on stocked ponds in county parks. The WI DNR launched an internship program to provide fishing coaches at urban community centers in 2005. These positions were designed to provide more frequent fishing opportunities for urban youth than the traditional one-day clinic model. The first intern was stationed at the Urban Ecology Center (UEC) on the banks of the Milwaukee River in a neighborhood known for poverty, drugs, and violence. The partnership between the WI DNR the UEC has been effective at introducing Milwaukee-area youth to overlooked fishing opportunities and nearby water resources. Based on the success of the Milwaukee fishing coach, a second intern was stationed at the Boys and Girls Club of Dane County (BGCDC) in Madison in 2006. Challenging socioeconomic backgrounds limit fishing opportunities for youth served by both the UEC and the BGCDC. This program helps to meet the needs of low-income urban youth by providing supervised fishing opportunities in or near their neighborhood.
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Ruderich Franz, Bauch Mathias, Haag Martin, et al. "CAMPUS – A Flexible, Interactive System for Web-Based, Problem-Based Learning in Health Care." In Studies in Health Technology and Informatics. IOS Press, 2004. https://doi.org/10.3233/978-1-60750-949-3-921.
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Care for patients is the best way to learn medicine and medical methods and skills. But the availability of real patients for learners is limited. Often the appropriate patient is missed or he can not be demonstrated to all students because of practical or ethical problems. A possible solution is the presentation of a clinical problem by a virtual patient using a simulative computer program. But such an approach means often a lot of work for the author of the case. We developed a flexible and realistic system, CAMPUS (www.medicase.de), which supports the case authors with appropriate vocabularies and a comfortable authoring tool. There are different kinds of case presentations to the users in accordance to the level of professionalism of the user and the scenario the program is used in. An evaluation within an internship has shown, that such programs are judged as useful by medical students. But further studies are necessary to examine if the program will be used for the self-study and to develop further kinds of using scenarios within problem-based curricula.
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"Program Evaluation in a Business Environment: An Employer’s Journey With Cooperative Education." In Handbook for Research in Cooperative Education and Internships. Routledge, 2003. http://dx.doi.org/10.4324/9781410609434-23.
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Crappell, Courtney. "Facilitating Practicum-Training Experiences." In Teaching Piano Pedagogy. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190670528.003.0008.
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Chapter 7, “Facilitating Practicum-Training Experiences,” includes information on guiding pedagogy students through observations of experienced teachers, and then it explores how pedagogy teachers can design and facilitate practicum- and internship-teaching experiences. Example observation and self-evaluation forms are embedded within several classroom exercises. For pedagogy teachers who plan to start preparatory programs in which their pedagogy students will “student-teach,” an overview of the considerations related to starting and running a school follows. This chapter then introduces several alternative ideas to starting in-house preparatory schools and incudes suggestions for dealing with frequent teacher turnover that occurs as student-teachers graduate and their piano students then move on to work with new teachers. It includes templates for writing letters of recommendation for transfer students and semester progress reports.
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Dorch, Edwina Louise. "Criminal Justice Senior Theses, Capstones, and Internships on Recidivism Reduction Advocacy Strategies." In Changing Urban Landscapes Through Public Higher Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3454-9.ch008.
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Each year, thousands of inmates are released from jail and prison. This chapter provides a model for HBCU faculty and students to conceptualize the coordination of services for those who have been incarcerated. The model proposes that faculty and students consider five types of actors: (1) advocacy group coalitions; (2) public agencies; (3) private employment entities; (4) faith-based nonprofits; and (5) philanthropists, secular nonprofits, and foundations. The model proposes that housing, healthcare, and employment are proximal goals that reduce recidivism, a distal goal. Additionally, the model proposes that local advocacy coalitions become prime-movers seeking maximum feasible participation through a series of self-reliance initiatives. Further, the model provides the names of data bases that can provide advocacy coalitions with performance measures to judge their own effectiveness. Senior students in Section 2: Crime, Justice, and Security Studies are taught this model in their research methods, program evaluation, and senior paper classes.
Conference papers on the topic "Internship program evaluation"
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"An Evaluation of students’ performance in Summer Internship Program: Supervisors’ Perspective." In International Conference on Accounting, Business, Economics and Politics. Tishk International University, 2023. http://dx.doi.org/10.23918/icabep2023p23.
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Pirus, Andrew Eustasius, Jeffry Yulin, Muhammad Febryan Danuaji, and Dyah Wahyu Sukmaningsih. "Eye Tracking in Usability Evaluation of User Experience on Enrichment Apps Web for Internship Program at XYZ University." In 2023 10th International Conference on ICT for Smart Society (ICISS). IEEE, 2023. http://dx.doi.org/10.1109/iciss59129.2023.10291901.
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DERMENJI, Svetlana, and Liliana NEAGA. "Development of pedagogical practice skills - approaches within the REFLECT project." In "Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v3.21-22-03-2024.p105-109.
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This article brings a different approach to the organization, implementation and evaluation of pedagogic internships. Internships are a component of the didactic process and are carried out in order to apply theoretical knowledge in practice, but also to train professional skills. The pleasant atmosphere, encouragement, constructive criticism are absolutely necessary in any activity, even more so when it comes to doing internships, because students are just at the beginning of the path, and creating optimal conditions, rigorous analysis of the lessons carried out with an emphasis on the moments successful, the feedback must help the trainee to evolve, to develop in the professional field. These are the principles promoted by the team of experts within the REFLECT project and implemented during the pedagogical internships at the Romanian Language and Literature and English language study program.
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Brown, Mark, and Jackie Carter. "Using internships to engage social science students in the practice and development of data skills." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17505.
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There is growing recognition that good (quantitative) data skills are an essential part of a graduates skill set in an increasingly competitive jobs market. This is the context for the UK’s ‘Q- Step’ programme, a strategic response to a widely reported shortage of these skills among social science graduates. This paper describes an initiative at the University of Manchester Q-Step Centre to pilot the use of internships as an integral part of quantitative training in the undergraduate curriculum, enabling students to apply and practice the skills they have learned in the classroom in a workplace setting. The internships involve students being placed on data led research projects with a diverse range of employers for eight weeks over the Summer. Now in the fourth year of the programme our evaluation is highlighting the potential of internships to help motivate and build confidence in the use of quantitative skills, with a number of interns going on to undertake data led dissertations and specialize further at postgraduate level.
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Montoro Sánchez, Yolanda, María Adela Valero Aleixandre, Alfredo Pérez Boullosa, Miguel Ángel Barberá Gregori, and María Ridocci Quiles. "Evaluation and Accreditation System of External Internship Tutors - SEATPE." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11120.
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La Universidad de Valencia ha implementado desde 2012 un Sistema de Evaluación y Acreditación de Tutores de Pasantías Externas (SEATPE) a través de su Fundación Universidad-Empresa, ADEIT, bajo la dirección del Vicerrector de Empleo y Programas Formativos. Los objetivos principales de este sistema son mejorar la calidad de la tutoría de pasantías externas implementando mecanismos para reconocer el buen trabajo de los tutores y aumentar el compromiso de las empresas y entidades con la capacitación práctica de nuestros estudiantes. Está dirigido a los dos perfiles de tutores: académicos y empresas. Los tutores que acceden al SEATPE obtienen una "Mención de calidad" en el caso del tutor académico y una "Acreditación" en el caso del tutor de la empresa. Hasta ahora hemos realizado cinco llamadas y 500 tutores de pasantías han obtenido su acreditación o mención de calidad.
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Troshkova, Marina. "Career development for enhancing employability of students as prospective specialists in the university educational environment." In Research for Rural Development 2023 : annual 29th international scientific conference proceedings. Latvia University of Life Sciences and Technologies, 2023. http://dx.doi.org/10.22616/rrd.29.2023.040.
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Universities play an important role in providing a wide range of services and connecting all stakeholders, such as employers, alumni, and other community members to prepare students for future employment, establish networking with labour market representatives, assist them in integrating into the labour market, and develop students’ as potential specialists’ employability skills, thereby fostering their career development in the university educational environment. The aim of this study is to analyse the career related theories and propose a career development model for economics and business-focused universities. The following research methods were used: desk study, analysis and evaluation of scientific literature (theoretical research method); reflection of personal experience (empirical research method). The theoretical research emphasised modern career-related theories and resulted in a proposal for a career development model for a university. A mandatory course that formally prepares students as prospective specialists for employment and internship, exposure to the labour market via internship, networking events, and mental support provided by qualified psychologists, university teachers as part of an academic advising programme and alumni organized in the form of an alumni mentorship programme, are the main pillars of the proposed career development model.
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"A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4323.
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Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by sharing power between the teachers and the students, providing multiple assessments, evaluations, and feedback mechanisms. Methodology: This study seeks to find out if the PM course syllabi reflect the attributes of a learner-centred pedagogy through a content analysis of 76 PM course syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) in the USA. Contribution: On the issue of PM content, only seven percent (7%) of the syllabi articulate that students would be involved in “real world” experiential projects or be exposed to the Project Management Body of Knowledge (PMBOK) areas and process groups. Findings: The results reveal that PM instructors fall short in creating a community of learners by not disclosing their teaching philosophy, beliefs, or assumptions about learning and tend not to share power, and do not encourage teacher-student interactions. Recommendations for Practitioners: Schools should try to align their programs both to the local and the national job markets by engaging PM practitioners as advisors. When engaged as ad-visors, PM practitioners provide balance and direction on curriculum design or redesign, emerging industry innovations, as well as avenues for internships and job opportunities. Recommendation for Researchers: PM has various elements associated with entrepreneurship and management and is also heavily weighted towards the use of projects and technology, making it a good candidate for learner-centred pedagogy. However, researchers should explore this assertion further by comparing the attainment of learning outcomes and students’ overall performance in a learner-centred and a non-learner-centred PM course. Impact on Society: To minimize this talent deficit individuals as well as the academy should invest in PM education and one approach that may increase the enthusiasm in the PM coursework is having a learner-centred pedagogy. Future Research: Researchers should explore this line of research further by gathering syllabi from other regions such as the European Union, Asia, Africa, Australia, etc. as well as conduct a comparative study between these various regions in order to find if there are similarities or differences in how PM is taught.
Reports on the topic "Internship program evaluation"
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Sweeney, Liam. Internship Program Evaluation: Brooklyn Museum and Citi Foundation. Ithaka S+R, 2020. http://dx.doi.org/10.18665/sr.312574.
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Dorr, Andrea, Eva Heckl, and Joachim Kaufmann. Evaluierung des Förderschwerpunkts Talente. KMU Forschung Austria, 2020. http://dx.doi.org/10.22163/fteval.2020.495.
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With the funding programme Talents, the Federal Ministry for Climate Action, Environment, Energy, Mobility, Innovation and Technology (BMK) supports people in applied research throughout their entire career. The overarching goal is to increase the utilisation of human potential in the application-oriented, scientific and technical RTI sector. The programme objectives are 1) to inspire young people for research and development, 2) to connect researchers with the economic sector, 3)to guarantee equal opportunities for all. Within the framework of three fields of intervention, there are various programme lines: 1) Intervention field Young Talents with the programme lines Internships for Students and Talents Regional, 2) Intervention field Female Talents with the programme lines FEMtech Internships for Female Students, FEMtech Career and FEMtech Career Check for SMEs (2015 and 2016), as well as FEMtech Research Projects; and 3) Intervention field Professional Talents with the programme lines The Austrian Job Exchange for Research, Development and Innovation as well as Career Grants for Interviews, Relocation and Dual Careers in Applied Research. After an interim evaluation in 2014, a final evaluation took place at the end of the programme period (end of 2020). The programme was analysed with regard to its conception, implementation, achievement of objectives and impact. Furthermore, conclusions and recommendations for the further development of the Talents programme have been drawn. The methodological basis of the evaluation is a document analysis, secondary data analysis (FFG monitoring data), interviews with experts, online surveys of funding recipients (FEMtech Career / FEMtech Career Check for SMEs and Career Grants), case studies (FEMtech Career projects) and workshops.
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Chea, Sathya, Sopheak Song, and Seyhakunthy Hun. Competency-Based TVET in Cambodia: Promise and Reality. Cambodia Development Resource Institute, 2020. https://doi.org/10.64202/wp.124.202008.
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Modernisation brings new economic and social challenges around the globe. In this era of the knowledge economy, knowledge and skills have become valuable assets for national development. Many countries have been working out how best to enhance their knowledge and skills pool. Focus has recently turned to competency-based training (CBT), which is believed to enrich students with practical competencies relevant to labour market needs and thus enhance their productivity and, ultimately, national economic growth. The CBT is characterised by a student-centred approach and module-based course with a set of core competencies guiding the selection of course contents and activities, while learning is self-paced and individualised. The introduction of CBT in Cambodia has brought many new challenges that need to be addressed by all stakeholders, especially the Ministry of Labour and Vocational Training (MLVT) and development partners, yet there has been no empirical research how the implementation of the CBT program has been conducted in Cambodia. The study was informed by various curriculum development and implementation models, which generally involve three steps: curriculum development (selecting contents and learning experiences), curriculum implementation (teaching and learning approaches), and curriculum evaluation. The study employed a qualitative approach to explore the development and implementation of Cambodia’s CBT program. Ten semi-structured interviews with directors and deputy directors of TVET institutions were also conducted. The study obtained many prominent results related to the perspectives and experiences of the three stakeholder groups. Four main themes emerged from the data: knowledge, skills, attitudes, challenges and solutions. Regardless of the challenges encountered during the implementation of CBT, all the stakeholders maintained positive attitudes towards CBT as they understood its benefits. It was reported that students learn better from CBT than in a traditional classroom setting as they have more time to practice and develop their competencies. Second, students were involved in actual practice as they were assigned to undertake their study in real workplaces in the form of internship. Finally, because competencies were established based on thorough examination of labour market needs, students in the CBT program graduated with competencies that were directly relevant to the labour market, which should help close skills gaps.
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Veung, Naron. Enhancing the Collaboration between TVET Institutions and the Private Sector in Cambodia: Implications for Skills Provision. Cambodia Development Resource Institute, 2024. https://doi.org/10.64202/cdri.
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Collaboration with the private sector has been an influential tool in addressing a variety of complex issues or problems in both developed and developing economies around the globe. Like many countries, Cambodia has strongly promoted collaboration with the private sector across all education sectors. In the Cambodian TVET sector, the Royal Government of Cambodia has emphasised public-private partnerships (PPP) in its national TVET Policy 2017-2025 and Skills Development Roadmap 2023-2035. Such collaboration can make TVET more industry-relevant by increasing the private sector’s role, duties, and participation in Cambodia’s workforce skills development by strengthening and expanding the linkage between training providers and companies nationwide. TVET institutions often highly value their collaborative activities with the private sector. However, there is still scepticism about the forms, benefits, and degrees of collaboration between training providers and private companies. In this respect, ramping up research into private-sector collaboration in the Cambodian TVET sector is timely. To that end, this study aims to investigate different forms, benefits, and degrees of collaboration between training providers and the private sector. It also examines the challenges training providers face in collaboration with the private sector. An exploration of the perspectives of key stakeholders regarding collaboration gives insights into the under-researched collaborations within the context of the Cambodian TVET sector. The evidence from the study enables training providers, policymakers, practitioners, and relevant stakeholders to address collaboration issues and further build and strengthen collaboration efforts to align skills provision with industrial skills needs. The study is based on a qualitative analysis of the data from the “Skills for Industry” project. The phase-1 data includes 36 interviews with 18 case-study companies. The phase-2 data comprises 36 interviews with 20 training providers, nine government bodies, four industry associations, and three labour unions. The study adopted a qualitative content analysis approach to analyse different perspectives of key stakeholders on collaboration-related aspects. A qualitative data matrix using an Excel programme enabled the collation of relevant data and information corresponding to codes and themes predefined and emerging during the analysis stage. The study found that training providers use different identified forms of collaboration with the private sector. These included student internships, job announcement dissemination, participation in curriculum development, consultative meetings/workshops, workplace visits/tours, the provision of industrial skills training, and joint engagement in research and development activities. These collaborative activities benefited training providers and employers, explicitly and implicitly. The benefits included collection of input for increasing the relevance of newly developed or updated curriculum development/update to meet industrial skills needs; knowledge and skills transfer; access to advanced training facilities, equipment, tools, and materials; and funding for training-related research and development activities. Most training providers had conducted collaborative activities, though these were limited to student internships, job announcement dissemination, participation in curriculum development, consultative meetings/workshops, and workplace visits/tours, commonly executed less regularly and ad hoc, making collaboration efforts less effective and sustainable. Some forms of collaborative activities, like the provision of industrial skills training and joint research and development activities, were relatively small-scale or even absent. As repeatedly reported by various training providers, collaborations could not be built, strengthened or intensified due to several key factors. These factors were insufficient critical conditions including the availability of funding, the capacity of institutions and instructors, the extent of trust in the relevance and quality of TVET programmes, the extent of integration with action plans and implementation, the extent of legal enforcement of frameworks and policies supporting collaboration, and the perception of mutual benefits for the parties. These conditions affected the scope and quality of collaboration with private companies. Based on the findings, the study advances the following recommendations for training providers, policymakers, practitioners, and relevant stakeholders for consideration when building and implementing collaborations with one another. Ensure mutual benefits between collaborators or stakeholders: All stakeholders, especially training providers and companies, should openly discuss their concerns, needs, and expectations when collaborating. Identifying both explicit and implicit advantages is essential to ensure all parties concur on and commit to formal agreements. Formal agreements should clearly define the level of formalisation, co-decision-making, goals, resource sharing, and other key actors in the collaboration. Strengthen institutional and instructor capacity: Training providers need to enhance their institutional capacities and resources to ensure that training outcomes are aligned with industrial skills needs. Instructors need to improve their skills through professional development and hands-on training at partner companies. TVET institutions also require further support from the government and stakeholders to better anticipate and develop skills required by the labour market. Enforce supportive frameworks and policies for collaborations: It is essential to formulate and enforce clear legal frameworks, policies, or guidelines with full support for the school-industry cooperation. The government and industry associations should facilitate such cooperation by identifying incentives (tax/levy exemptions or special conditions) for employers who voluntarily collaborate with training providers. Additionally, a monitoring and evaluation system should be implemented to track the progress of these collaborations at the national level. Streamline collaboration activities through full integration and implementation: Training providers need to fully integrate the collaboration efforts into their school action plan and implementation. Establishing an industrial liaison unit (ILU) with a clear direction, action plan, and adequate resources can strengthen ties with the private sector. ILUs should consult with all relevant stakeholders, including instructors and employers, to ensure effective and consistent implementation that fosters their collaboration with the private sector.
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Naron, Veung. Enhancing the Collaboration between TVET Institutions and the Private Sector in Cambodia: Implications for Skills Provision. Cambodia Development Resource Institute, 2024. https://doi.org/10.64202/wp-150.
Full textAbstract:
Collaboration with the private sector has been an influential tool in addressing a variety of complex issues or problems in both developed and developing economies around the globe. Like many countries, Cambodia has strongly promoted collaboration with the private sector across all education sectors. In the Cambodian TVET sector, the Royal Government of Cambodia has emphasised public-private partnerships (PPP) in its national TVET Policy 2017-2025 and Skills Development Roadmap 2023-2035. Such collaboration can make TVET more industry-relevant by increasing the private sector’s role, duties, and participation in Cambodia’s workforce skills development by strengthening and expanding the linkage between training providers and companies nationwide. TVET institutions often highly value their collaborative activities with the private sector. However, there is still scepticism about the forms, benefits, and degrees of collaboration between training providers and private companies. In this respect, ramping up research into private-sector collaboration in the Cambodian TVET sector is timely. To that end, this study aims to investigate different forms, benefits, and degrees of collaboration between training providers and the private sector. It also examines the challenges training providers face in collaboration with the private sector. An exploration of the perspectives of key stakeholders regarding collaboration gives insights into the under-researched collaborations within the context of the Cambodian TVET sector. The evidence from the study enables training providers, policymakers, practitioners, and relevant stakeholders to address collaboration issues and further build and strengthen collaboration efforts to align skills provision with industrial skills needs. The study is based on a qualitative analysis of the data from the “Skills for Industry” project. The phase-1 data includes 36 interviews with 18 case-study companies. The phase-2 data comprises 36 interviews with 20 training providers, nine government bodies, four industry associations, and three labour unions. The study adopted a qualitative content analysis approach to analyse different perspectives of key stakeholders on collaboration-related aspects. A qualitative data matrix using an Excel programme enabled the collation of relevant data and information corresponding to codes and themes predefined and emerging during the analysis stage. The study found that training providers use different identified forms of collaboration with the private sector. These included student internships, job announcement dissemination, participation in curriculum development, consultative meetings/workshops, workplace visits/tours, the provision of industrial skills training, and joint engagement in research and development activities. These collaborative activities benefited training providers and employers, explicitly and implicitly. The benefits included collection of input for increasing the relevance of newly developed or updated curriculum development/update to meet industrial skills needs; knowledge and skills transfer; access to advanced training facilities, equipment, tools, and materials; and funding for training-related research and development activities. Most training providers had conducted collaborative activities, though these were limited to student internships, job announcement dissemination, participation in curriculum development, consultative meetings/workshops, and workplace visits/tours, commonly executed less regularly and ad hoc, making collaboration efforts less effective and sustainable. Some forms of collaborative activities, like the provision of industrial skills training and joint research and development activities, were relatively small-scale or even absent. As repeatedly reported by various training providers, collaborations could not be built, strengthened or intensified due to several key factors. These factors were insufficient critical conditions including the availability of funding, the capacity of institutions and instructors, the extent of trust in the relevance and quality of TVET programmes, the extent of integration with action plans and implementation, the extent of legal enforcement of frameworks and policies supporting collaboration, and the perception of mutual benefits for the parties. These conditions affected the scope and quality of collaboration with private companies. Based on the findings, the study advances the following recommendations for training providers, policymakers, practitioners, and relevant stakeholders for consideration when building and implementing collaborations with one another. Ensure mutual benefits between collaborators or stakeholders: All stakeholders, especially training providers and companies, should openly discuss their concerns, needs, and expectations when collaborating. Identifying both explicit and implicit advantages is essential to ensure all parties concur on and commit to formal agreements. Formal agreements should clearly define the level of formalisation, co-decision-making, goals, resource sharing, and other key actors in the collaboration. Strengthen institutional and instructor capacity: Training providers need to enhance their institutional capacities and resources to ensure that training outcomes are aligned with industrial skills needs. Instructors need to improve their skills through professional development and hands-on training at partner companies. TVET institutions also require further support from the government and stakeholders to better anticipate and develop skills required by the labour market. Enforce supportive frameworks and policies for collaborations: It is essential to formulate and enforce clear legal frameworks, policies, or guidelines with full support for the school-industry cooperation. The government and industry associations should facilitate such cooperation by identifying incentives (tax/levy exemptions or special conditions) for employers who voluntarily collaborate with training providers. Additionally, a monitoring and evaluation system should be implemented to track the progress of these collaborations at the national level. Streamline collaboration activities through full integration and implementation: Training providers need to fully integrate the collaboration efforts into their school action plan and implementation. Establishing an industrial liaison unit (ILU) with a clear direction, action plan, and adequate resources can strengthen ties with the private sector. ILUs should consult with all relevant stakeholders, including instructors and employers, to ensure effective and consistent implementation that fosters their collaboration with the private sector.
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Veung, Naron. Enhancing the Collaboration between TVET Institutions and the Private Sector in Cambodia: Implications for Skills Provision. Cambodia Development Resource Institute, 2024. https://doi.org/10.64202/wp.150.202411.
Full textAbstract:
Collaboration with the private sector has been an influential tool in addressing a variety of complex issues or problems in both developed and developing economies around the globe. Like many countries, Cambodia has strongly promoted collaboration with the private sector across all education sectors. In the Cambodian TVET sector, the Royal Government of Cambodia has emphasised public-private partnerships (PPP) in its national TVET Policy 2017-2025 and Skills Development Roadmap 2023-2035. Such collaboration can make TVET more industry-relevant by increasing the private sector’s role, duties, and participation in Cambodia’s workforce skills development by strengthening and expanding the linkage between training providers and companies nationwide. TVET institutions often highly value their collaborative activities with the private sector. However, there is still scepticism about the forms, benefits, and degrees of collaboration between training providers and private companies. In this respect, ramping up research into private-sector collaboration in the Cambodian TVET sector is timely. To that end, this study aims to investigate different forms, benefits, and degrees of collaboration between training providers and the private sector. It also examines the challenges training providers face in collaboration with the private sector. An exploration of the perspectives of key stakeholders regarding collaboration gives insights into the under-researched collaborations within the context of the Cambodian TVET sector. The evidence from the study enables training providers, policymakers, practitioners, and relevant stakeholders to address collaboration issues and further build and strengthen collaboration efforts to align skills provision with industrial skills needs. The study is based on a qualitative analysis of the data from the “Skills for Industry” project. The phase-1 data includes 36 interviews with 18 case-study companies. The phase-2 data comprises 36 interviews with 20 training providers, nine government bodies, four industry associations, and three labour unions. The study adopted a qualitative content analysis approach to analyse different perspectives of key stakeholders on collaboration-related aspects. A qualitative data matrix using an Excel programme enabled the collation of relevant data and information corresponding to codes and themes predefined and emerging during the analysis stage. The study found that training providers use different identified forms of collaboration with the private sector. These included student internships, job announcement dissemination, participation in curriculum development, consultative meetings/workshops, workplace visits/tours, the provision of industrial skills training, and joint engagement in research and development activities. These collaborative activities benefited training providers and employers, explicitly and implicitly. The benefits included collection of input for increasing the relevance of newly developed or updated curriculum development/update to meet industrial skills needs; knowledge and skills transfer; access to advanced training facilities, equipment, tools, and materials; and funding for training-related research and development activities. Most training providers had conducted collaborative activities, though these were limited to student internships, job announcement dissemination, participation in curriculum development, consultative meetings/workshops, and workplace visits/tours, commonly executed less regularly and ad hoc, making collaboration efforts less effective and sustainable. Some forms of collaborative activities, like the provision of industrial skills training and joint research and development activities, were relatively small-scale or even absent. As repeatedly reported by various training providers, collaborations could not be built, strengthened or intensified due to several key factors. These factors were insufficient critical conditions including the availability of funding, the capacity of institutions and instructors, the extent of trust in the relevance and quality of TVET programmes, the extent of integration with action plans and implementation, the extent of legal enforcement of frameworks and policies supporting collaboration, and the perception of mutual benefits for the parties. These conditions affected the scope and quality of collaboration with private companies. Based on the findings, the study advances the following recommendations for training providers, policymakers, practitioners, and relevant stakeholders for consideration when building and implementing collaborations with one another. Ensure mutual benefits between collaborators or stakeholders: All stakeholders, especially training providers and companies, should openly discuss their concerns, needs, and expectations when collaborating. Identifying both explicit and implicit advantages is essential to ensure all parties concur on and commit to formal agreements. Formal agreements should clearly define the level of formalisation, co-decision-making, goals, resource sharing, and other key actors in the collaboration. Strengthen institutional and instructor capacity: Training providers need to enhance their institutional capacities and resources to ensure that training outcomes are aligned with industrial skills needs. Instructors need to improve their skills through professional development and hands-on training at partner companies. TVET institutions also require further support from the government and stakeholders to better anticipate and develop skills required by the labour market. Enforce supportive frameworks and policies for collaborations: It is essential to formulate and enforce clear legal frameworks, policies, or guidelines with full support for the school-industry cooperation. The government and industry associations should facilitate such cooperation by identifying incentives (tax/levy exemptions or special conditions) for employers who voluntarily collaborate with training providers. Additionally, a monitoring and evaluation system should be implemented to track the progress of these collaborations at the national level. Streamline collaboration activities through full integration and implementation: Training providers need to fully integrate the collaboration efforts into their school action plan and implementation. Establishing an industrial liaison unit (ILU) with a clear direction, action plan, and adequate resources can strengthen ties with the private sector. ILUs should consult with all relevant stakeholders, including instructors and employers, to ensure effective and consistent implementation that fosters their collaboration with the private sector.