Academic literature on the topic 'National Diploma curriculum'
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Journal articles on the topic "National Diploma curriculum"
1
Ali Jogana, Musa, Talatu Musa Garba, and Nasiru Mukhtar. "Analysis of the Performance Objectives of Nigerian Higher National Diploma Building Technology Curriculum." Asia Proceedings of Social Sciences 5, no. 1 (2019): 86–91. http://dx.doi.org/10.31580/apss.v5i1.1100.
Full textAbstract:
Polytechnics produce technical manpower in various technical and professional disciplines to make nations self-sufficient through efficient man power planning, and optimum utilization and management of resources (Awere, Edu-Buandoh, Dadzie, and Aboagye, 2016). Building construction programme in polytechnics supplies manpower to the various sectors of the economy, notably the construction industries. But documented evidences show that the Nigerian graduates of this programme do not meet up to the requirements of the construction industries regarding the attainment of effective occupational competences (Onwuka,2009). Consequently, this study analyzed the performance objectives of the HND Building Technology curriculum to establish the sufficiency of the occupational competencies. We generated the data from the curriculum using content analysis and analyzed it with the help of descriptive statistics. Results show that the performance objectives tilted towards cognitive domain with 88.87%. Psychomotor and affective domains were rarely represented in the curriculum with 9.68% and 6.45% respectively. The findings provide curriculum developers with information regarding the inadequacy of basic occupational competences in the Building Technology curriculum for consideration in the event of curriculum review. This study opens the stage of analyzing the content of curriculum of various courses at HND level in Nigerian polytechnic, with a view to identifying the satisfactoriness of the occupational competence therein.
2
Syukrianto, Syukrianto. "PENGEMBANGAN KURIKULUM MUATAN LOKAL DALAM MEMBENTUK KARAKTER LULUSAN SISWA SMA 2 DARUL ULUM REJOSO JOMBANG." Al-Ulum : Jurnal Penelitian dan Pemikiran Ke Islaman 6, no. 1 (2019): 94–107. http://dx.doi.org/10.31102/alulum.6.1.2019.94-107.
Full textAbstract:
Curriculum development of local content developed with the development of the theory and practice of education, also varies according to the flow or educational theories which adhered. Strengthening local content curriculum developed by SMA 2 Darul Ulum Rejoso Jombang pesantren with in the school curriculum of reinforcement for the creation of local content. This research method using of development Dick & Carey (2009), is the identification of the learning objectives, analysis of learning, learner and context analysis, define learning objectives, development assessment instruments, developing learning strategies, developing and selecting study materials, design and conduct formative evaluation, revision and designing and conducting evaluation summative. This research data using the local content curriculum development for SMA 2. The result and discusion concept of strengthening the curriculum of SMA 2 educational concept is Tebuireng reforming education boarding school that has existed previously with the emphasis on the concept of making the Qur'an as the main source for research in learning and make the Quran as development of an strengthening local charge. The formation of character in students graduate SMA 2 is able to master the three curriculum i.e. boarding schools curriculum, national curriculum and curriculum of Cambridge, formally pocketed three diplomas i.e. diploma boarding schools, national public ijasah, and Cambridge Certificate, which will be used as a provision for continuing education to the next level.
3
Muhammad Yudo and Rahmad Salahuddin. "The Implementation of Curriculum at Kuttab Al-Fatih Surabaya." International Journal on Integrated Education 3, no. 3 (2020): 174–78. http://dx.doi.org/10.31149/ijie.v3i3.425.
Full textAbstract:
This research describes the concept of the kuttab curriculum during the ancient time and its implementation at the lembaga pendidikan kuttab al-fatih surabaya as part of the national education system. This research is qualified as a special study approach. The data is collected using interview, observation and documents. Whereas in analyzing data it uses the concept of analysis of miles and huberman, which is data reduction, data presentation and making conclusion. This research concludes that: 1. Formerly the concept of the kuttab curriculum during the ancient time was made only to wish for allah's blessing but later developed to have a social and even material aim. Also the content of its curriculum is very simple and uses a separate curriculum pattern. 2. The concept of the kuttab curriculum which is applied at the lembaga pendidikan kuttab al-fatih surabaya contains the aim and contents of the curriculum, teaching method and the system of evaluation as well. Kuttab al-fatih educational institution surabaya also uses an informal education (pusat kegiatan belajar masyarakat/pkbm) in applying its educational program by creating an equivalence program in order to achieve the primary education diploma known as the package a diploma as part of the national education which is available in indonesia
4
Muhammad Yudo Agressi Akbari, and Rahmad Salahuddin. "The Implementation of Curriculum in Kuttab Al- Fatih Surabaya." International Journal on Integrated Education 3, no. 4 (2020): 81–85. http://dx.doi.org/10.31149/ijie.v3i4.431.
Full textAbstract:
This research describes the concept of the kuttab curriculum during the ancient time and its implementation at the Lembaga Pendidikan Kuttab al-Fatih Surabaya as part of the national education system. This research is qualified as a special study approach. The data is collected using interview, observation and documents. Whereas in analyzing data it uses the concept of analysis of Miles and Huberman, which is data reduction, data presentation and making conclusion. This research concludes that: 1. Formerly the concept of the kuttab curriculum during the ancient time was made only to wish for Allah's blessing but later developed to have a social and even material aim. Also the content of its curriculum is very simple and uses a separate curriculum pattern. 2. The concept of the Kuttab curriculum which is applied at the Lembaga Pendidikan Kuttab al- Fatih Surabaya contains the aim and contents of the curriculum, teaching method and the system of evaluation as well. Kuttab al-Fatih educational institution Surabaya also uses an informal education (Pusat Kegiatan Belajar Masyarakat/PKBM) in applying its educational program by creating an equivalence program in order to achieve the primary education diploma known as the package a diploma as part of the national education which is available in Indonesia.
5
Etse, Daniel, and Coral Ingley. "Higher education curriculum for sustainability." International Journal of Sustainability in Higher Education 17, no. 2 (2016): 269–80. http://dx.doi.org/10.1108/ijshe-07-2015-0121.
Full textAbstract:
Purpose – The purpose of this study is to determine the degree of attention to and the nature of sustainability issues in the curriculum of the Higher National Diploma (HND) Purchasing and Supply Management programme of Ghana. Design/methodology/approach – Documentary research is the approach used to analyse the curriculum document for the programme of study. Findings – Findings of this study reveal a low presence of sustainability in the curriculum, and most of the sustainability sub-topics address issues of social justice, while economic sustainability issues feature the least. Practical implications – Deliberate and greater efforts should be made to integrate sustainability in the curriculum; all three dimensions of sustainability need to be well represented in the teaching and learning experiences; and there should be training and sensitisation of all relevant stakeholders in issues of sustainability. Originality/value – This study provides an analysis of a higher education curriculum in terms of attention given to sustainability and the nature of sustainability issues addressed therein. It sets the research agenda for the study of curricula of other programmes for sustainability, as research literature on higher education curricula for sustainability in Africa, especially Ghana, is scarce (GUNi et al., 2011).
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Ssentamu, Proscovia Namubiru, Betty Akullu Ezati, Ronald Bisaso, Elias Pekkola, and Seppo Hölttä. "Migrating a professional field of study in a multi-institutional partnership: facilitators’ experience in the competence-based curriculum development process." Tuning Journal for Higher Education 1, no. 2 (2014): 405. http://dx.doi.org/10.18543/tjhe-1(2)-2014pp405-427.
Full textAbstract:
With the urge to Africanise the curriculum following colonisation, many African countries are still wary of the educational initiatives from the developed countries. However, with the clear curriculum design and development guidelines provided by various national Quality Assurance bodies, African countries need not fear migrating curricula from developed countries. Drawing from the workshop experiences, authors of this paper illustrate the steps involved in migrating, contextualising and adapting a professional field of study in a multi-institutional partnership, with particular focus on the competence-based curriculum design and development process. The process of migrating higher education (HE) Administration, Leadership and Management curriculum taught at the University of Tampere (Finland) to a Postgraduate Diploma in Higher Education Leadership and Management (PGDHELM) curriculum at Uganda Management Institute (UMI) in partnership with the Makerere University and the University of Helsinki involved undertaking a needs assessment, training of trainers and adapting the programme to the UMI context. The training of trainers provided opportunity for the trainees to reflect and generate information on the status of HE leadership and management in Uganda. The curriculum was institutionalised by aligning it to the vision, mission and profile of UMI in the context of the existing internal and external Quality Assurance frameworks. This paper underscores the importance of involving stakeholders, taking into account national and institutional requirements in all the steps when migrating an academic curriculum.
7
Mukhtar, Nasiru, and Muhammad Sukri Bn Saud. "The Need for Incorporating Sustainability Thinking into Higher National Diploma Electrical/Electronic Engineering Curriculum in Nigeria." Asian Social Science 15, no. 8 (2019): 113. http://dx.doi.org/10.5539/ass.v15n8p113.
Full textAbstract:
The fundamental substance employed for energy, construction, smelting and shipbuilding before eighteenth century was wood. However, with the advent of industrial revolution, changes in agriculture, manufacturing, mining, transportation, and technology had an overwhelming consequence on the socio-economic life of the society. This causes natural resources to decline and demand for them to incredibly increase, which led the humanity to fell into intertwined crises of environmental, economic and social systems. To change the situation, paramount changes of thinking and mindset are required and education is the key. This study therefore, explored the perceptions of electrical/electronic lecturers in the polytechnics on the need to incorporate sustainability thinking into Higher National Diploma electrical/electronic engineering curriculum in Nigeria. Two research questions guided the study through qualitative research design. Sixty-five (65) electrical/electronic lecturers in the polytechnics within the states under the study made up the target population, and only senior lecturers were selected to participate in the study. This is because of their experience in teaching electrical/electronic courses in the institutions. The authors conducted qualitative semi-structured interviews to generate data used in answering the research questions. The authors transcribed and thematically analyzed the data. Findings revealed a common view in which the participants indicated an urgent need for incorporation of sustainability thinking in to the said curriculum. Findings also showed the possible benefits of incorporating sustainability thinking to include environmental protection, economic prosperity, social wellbeing and technical sustainability. The authors recommended a model for incorporating sustainability thinking into HND electrical/electronic engineering curriculum.
8
Datsenko, Vita. "THE ECOLOGICAL DIMENSION OF CHEMISTRY EDUCATION IN A TECHNICAL UNIVERSITY." Educological discourse, no. 3-4 (2019): 268–79. http://dx.doi.org/10.28925/2312-5829.2019.3-4.268279.
Full textAbstract:
The experience in the implementation of the methodological system of building the eco-chemical knowledge into the practice of the Kharkiv National Automobile and Highway University has been analyzed. The main purpose of this work is to exchange the experience of increasing the efficiency of the eco-chemical knowledge assimilation under the influence of integrating ecological components into the chemical curriculum. The formation of the ecological consciousness of future specialists is addressed through the creation of the chemical education space, which allows, through the nature of the environmental interaction, for guiding students towards solving ecological issues in both theory and practice. The chemical curriculum in the university is based on the specialty and consist of the most important topics and issues necessary for further professional activities. It’s been shown that integrating ecological components into the chemical curriculum – lectures, laboratory and practical sessions – stimulates the ecological thinking of students. The multidimensional observation of ecological objects, solving ecological tasks, and carrying out eco-oriented laboratory sessions raises students’ interest to the addressed issues of their professional activities, increases the motivation to studying chemical subjects and reinforces the learning efficiency of chemical knowledge. Implementing the ecological component into the curriculum plans of the fundamental and profession-oriented chemical subjects and special courses, along with transforming the approach to writing diploma thesis through the development of the ecology-infused topics of diploma thesis facilitated the development of the chemical knowledge for future engineers with technical occupation in Ukrainian technical universities.
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Oloyo, Raheem Adisa. "Cultivation of Polytechnic-Industry Linkage for Development and Delivery of Curriculum for Technical Education: A Case Study of The Federal Polytechnic, Ilaro." Journal of Educational and Developmental Psychology 9, no. 1 (2019): 69. http://dx.doi.org/10.5539/jedp.v9n1p69.
Full textAbstract:
The implication of the unsuitability of young Nigerian graduates for available jobs in the industry raises the question as to the appropriateness of the training received while in school. It has exacerbated the unemployment problem in the Country, and it is worrisome. Of a necessity in curriculum development and delivery, therefore is the adoption of an approach that takes cognizance of the job function of the graduates in the industry and/or workplace and the skills required to perform on the job. In other words, the curriculum must target the job market demand and needs. This paper reports on the development of a demand-led curriculum in National Diploma Cement Engineering Technology through the partnership of the Federal Polytechnic, Ilaro with Cement Industry, Cement Training Institute of Nigeria, Manufacturers Association of Nigeria, and the National Board for Technical Education. The paper concludes that the emerging graduates from the implementation of the curriculum would have acquired the appropriate skills for the job, and would be acceptable and fit to perform effectively in the industry. Besides, opportunities for earning industry research income and reputation through the provision of research support to the industry is an added benefit derivable from the linkage.
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Lee, Benny P. H. "English Language and Literature Academic Group at the National Institute of Education, Singapore." Language Teaching 43, no. 3 (2010): 368–74. http://dx.doi.org/10.1017/s0261444810000091.
Full textAbstract:
The National Institute of Education in Singapore (which is part of the Nanyang Technological University) is the leading national pre-service and in-service teacher training tertiary institution. It offers diploma, undergraduate and postgraduate programmes. The academic departments are called Academic Groups (AGs). The English Language and Literature (ELL) AG has over 70 academic staff with very diverse research interests. The sheer size of the AG results in several clusters of research interests in language teaching methodology and curriculum, language teacher training, language learning, literacy issues, classroom discourse, and sociolinguistic issues of relevance to Singapore and other parts of Asia. In this report, I highlight some of the recent research, completed in the years 2008–2009.
Dissertations / Theses on the topic "National Diploma curriculum"
1
Sutherland, G. "A curriculum framework for an introductory programme in the national diploma: Engineering at the Vaal University of Technology." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1368.
Full textAbstract:
Thesis (PhD (Curriculum Studies))-- University of Stellenbosch, 2009<br>ENGLISH ABSTRACT: The aim of this study was to develop a curriculum framework for engineering
introduction programmes offered at a higher education institution, using a case study
design.
The South African government is attempting to redress the social inequalities which
prevailed in the education sector during the apartheid era. One of their efforts has
involved the widening of access to diverse groups in society in order to increase
participation within the higher education sector. However, many students attempting
their higher education studies are academically under prepared. This is mainly due
to insufficient life skills, communication skills, numeric skills and literacy skills. The
lack of these skills has inspired various international and national higher education
institutions to develop academic programmes aimed at bridging the gap that exists
between secondary schooling and higher education. Introduction programmes for
prospective engineering students have to ensure high-quality curriculum
development procedures in order to secure these students’ academic success
throughout their engineering studies. This, in turn, leads to quality graduates and
addresses the huge shortage experienced by the industry.
An overview of the contextual and conceptual views on curriculum development is
given against the backdrop of the current higher education legislation in South Africa.
The overview regarding curriculum development links the introduction programme
curriculum to generic learning outcomes specifically set at the National Qualification
Framework Level 4. It suggests the application of continuous assessments, in line
with outcomes-based education criteria, together with quality assurance in order to fit
the Higher Education Quality Committee and the Engineering Council of South
Africa’s accreditation criteria applicable to higher education institutions.
During the design and methodological stages, it was established, by means of a
theoretical investigation, that the first phase of this study determines whether
students that successfully completed the introduction programme perform
academically better than students entering the diploma programmes directly. The
theoretical investigation also established that the second phase of this study
determines if the diploma students dropped out of the programme for reasons other
than academic performance.
A triangulation approach was used to increase the validity of the empirical part of the
study and to enhance the rigorous use of both quantitative and qualitative data. The
study results shed light on the need for introduction programmes. In addition, it
proposed a curriculum framework for improved engineering introduction programmes
at the Vaal University of Technology.<br>AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om kurrikulumraamwerk vir
oorbruggingsprogram vir ingenieurswese-studente in hoër onderwys te ontwikkel.
Die kurrikulumraamwerk is ontwikkel deur middel van gevallestudie wat die
implementering van oorbruggingskursusse in die ingenieurswese indringend
ondersoek het.
Die huidige Suid-Afrikaanse regering poog om die sosio-politieke wanbalanse as
nalatenskap van apartheid, uit te wis. Dit word gedoen deur middel van inisiatiewe
waarin onder meer hoër onderwys prominente vennoot is wat aan diverse
samelewing gelyke geleenthede bied. Die huidige, meer toeganklike bedeling in hoër
onderwys in Suid-Afrika het groot toename van studente uit histories agtergeblewe
gemeenskappe tot gevolg gehad. Die meeste studente wat in hierdie konteks die
hoëronderwyssektor betree, blyk in groot mate onvoorbereid te wees vir hoër
onderwys vanweë hul gebrek aan lewens-, kommunikasie-, numeriese en
taalvaardighede. Hierdie tendens kom ook op internasionale vlak voor. Dit het
inisiatiewe ten opsigte van akademiese ontwikkeling op nasionale sowel as
internasionale vlak genoodsaak. Die doel van akademiese ontwikkeling is primêr om
die gaping tussen die skool en hoër onderwys te oorbrug.
Oorbruggingskursusse moet van hoë gehalte wees om sodoende te kan verseker
dat voornemende studente vir hoër onderwys, en vir die doel van hierdie studie meer
spesifiek ingenieurstudente, van groter akademiese sukses verseker kan wees. Die
suksesvolle implementering van oorbruggingskursusse vir ingenieurswese-studente
behoort in groot mate tot beter gehalte gegradueerde te lei en bydrae te lewer
tot die vraag na ingenieurswese-studente vir die nywerheidswêreld.
Kontekstuele en konsepsuele beskouings ten opsigte van kurrikulumontwikkeling in
die hoër onderwys in Suid-Afrika word deur generiese leeruitkomste bepaal. Hierdie
uitkomste is op vlak 4 van die land se Nasionale Kwalifikasieraamwerk vasgepen. Dit
het ook tot gevolg dat alle programme volgens amptelike Departement van
Onderwys-dokumente aan deurlopende assessering onderwerp moet word, dat die
gehalte van die kursus onderworpe is aan die gehalteversekeringskriteria van die
vi
Hoëronderwys se Gehaltekomitee (‘HEQC’) en dat dit moet voldoen aan die
vereistes van die Ingenieursraad van Suid-Afrika.
Teoretiese raamwerk is tydens die ontwerp- en metodiekstadium van die studie
daargestel. Die doel van hierdie eerste fase van die studie was om te bepaal of
diplomastudente wat die oorbruggingskursusse suksesvol voltooi het, akademies
beter gepresteer het as daardie studente wat nie die oorbruggingskursus gevolg het
nie. Die tweede studiefase het bepaal of die diplomastudente hul studies vir redes
gestaak het wat moontlik nie met akademiese sukses verband hou nie.
Die navorsing het van triangulasie gebruik gemaak, ten einde die doeltreffende
gebruik van sowel kwantitatiewe as kwalitatiewe data te verhoog. Die resultate van
die studie werp lig op en onderstreep die behoefte aan oorbruggingskursusse. Die
navorsing beveel kurrikulumraamwerk aan vir die ontwerp van verbeterde
oorbruggingskursusse in die ingenieurswese aan die Vaal Universiteit van
Tegnologie.
2
Hollis-Turner, Shairn Lorena. "Educating for employability in office environments." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/1991.
Full textAbstract:
Diversity and transformation demands on higher education require that all universities of technology revisit and redesign their qualifications and curricula in order to meet the challenges facing the higher education system in the 21st century, and to align with the Higher Education Qualifications Sub-Framework. The study focused on the knowledge bases of the current and new Diplomas in Office Management curricula, and how these were aligned with the broader aim of enhancing the employability of graduates.
The problem investigated was the contribution of higher education to the work readiness of graduates within a diploma curriculum at a university of technology. This thesis argues that employability is enhanced by the programme and its content. The National Diploma in Office Management is currently being phased out, and a new programme, the Diploma in Office Management, is being developed. These two qualifications are the main focus of this thesis. Knowledge is considered an important component of modern societies, and thus the knowledge bases of the Office Management curricula can play a vital role in fostering the employability of graduates.
The theoretical framework draws on three dimensions of Maton’s Legitimation Code Theory. These dimensions are Autonomy, Semantics and Specialisation, which allow for the analysis of the Office Management curriculum to enable the researcher to develop an understanding of the knowledge base of service and professional knowledge bases of the curriculum. The recontextualisation processes for professional curricula involve the recontextualisation of work practices into academic subjects as well as the recontextualisation of disciplinary knowledge into applied subject areas. This process involves a series of knowledge translations involving choices and struggles, for example, to determine which disciplines are essential in a National Diploma Office Management curriculum. These choices of what makes different categories of knowledge practices legitimate, and the purposes and interests they serve are conceptualised in Legitimation Code Theory. The use of Legitimation Code Theory determined the multi-method approach used to include the views of graduates, employers and academics, who were able to bring their own experiences, expectations, concerns and perspectives into the research process. The methods of data collection included Delphi surveys, documentary data from minutes of DACUM and curriculum workshops, curricular documents and course material, third-year student and alumni surveys, and interview documentation with academics from international and local institutions. These sources were used to secure triangulation of data gathering. The Autonomy dimension of Legitimation Code Theory was drawn on to analyse the documentary and curricular data to examine the history, origin and mission of the Office Management curricula to determine who decided on the knowledge bases of the curricula. The Delphi survey was designed to determine the knowledge areas which form the basis of the Office Management curricula, and to obtain additional content which had been omitted from the current curriculum to assist with the recurriculation of the new Diploma in Office Management. The data from the Delphi surveys, curricular and documentary data and interview data, were analysed by drawing on the Semantic dimension of Legitimation Code Theory to examine the content and knowledge areas which give the Office Management curricula meaning. The design of the Delphi survey also aimed to determine the attributes necessary for the role of the office administrator. The analysis of data produced from a variety of sources utilising the dimensions of the Legitimation Code Theory established that the knowledge base of office management work is that of professional service and support. The findings show that the Office Management curricula focus on technical and highly practical and contextual components with less emphasis given to the significant role of the linguistic knowledge base. Language, writing and oral communication skills are the foundation of the work of office administrators and office managers who are required to communicate at all levels of the organisation with employees and senior staff, and between the company and its stakeholders. The workplace demands of the field of information technology are continuously changing, and focusing on the “technology” without focusing on the communication knowledge principles that support this technology, gives evidence of what Maton calls knowledge blindness in the curriculum. This harks to when the focus on the mechanics of typing and shorthand caused the work of secretaries to become underrated as the focus was not on the multiple and complex literacies associated with this work. A solid disciplinary core of communication theory and a sound knowledge of business communication genres and technical communication are essential for graduates. This will provide graduates with the complex knowledge they will need to draw on to cope with the demands of the dynamic workplace, changing technology and society, and an unknown future.
3
Greef, Samantha. "National Diploma (Engineering : Electrical) extended programme students' perceptions of the benefits of academic development initiatives at the Nelson Mandela Metropolitan University." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/3305.
Full textAbstract:
During the last two decades, political change in South Africa has resulted in significant changes to higher education (HE) admission policies. Increased admission into South African universities has meant an increase in student diversity and different levels of preparedness of the students negotiating their way through their academic studies. Academic success of students remains a focus and one way of addressing this has been the introduction of various extended programmes at South African universities. Extended programmes have various academic development initiatives embedded in the coursework. These are designed to assist the academic progress of students. However, student success remains elusive as so many factors may impact. The purpose of this study therefore, was to investigate the perceptions of the National Diploma (Engineering: Electrical) Extended Programme students with regard to the benefits of the academic development initiatives offered by the NMMU, in order to gain a deeper understanding of their experiences as Extended Programme students. An exploratory sequential research design was employed, consisting of two phases of data collection, following each other successively (Creswell, 2012). The first phase of the data collection involved both quantitative and qualitative data. This was followed by a consecutive collection of qualitative data with the aim to enhance the themes that emerged from the first phase of this study. This mixed-methods research design facilitated the gathering of rich data to answer the research questions. The results indicated that these students perceived the academic development initiatives they received as positive and beneficial to their development. In addition, they felt adequately prepared for the mainstream curriculum; acquired and applied many skills relative to their field; and considered themselves to be at an advantage when comparing themselves to their mainstream counterparts.
4
Coetzee, Gonda. "Knowledge-based expertise as the hallmark of work of risk : an analysis of the curriculum and pedagogy of a National Diploma in Train-Driving." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10307.
Full textAbstract:
This study examines the suitability of competency-based modular education and training as preparation for skilled vocational work. In particular, it explores the nature of the curriculum and pedagogy that leads to the transmission and acquisition of risk work; defined as work that involves inherent unpredictability which depends on the skilled performance of the worker-practitioner. A single qualitative case study of a national train driving diploma is examined.
5
Fisher, Roy. "The vocational curriculum in England 1974-1994 : a socio-historical study of the Business and Technology Education Council's National Diploma in Business and Finance." Thesis, University of Huddersfield, 1999. http://eprints.hud.ac.uk/id/eprint/4848/.
Full textAbstract:
The BEC/BTEC National Diploma in Business and Finance was, from the late 1970s to the mid 1990s, a major vocational award in England, Wales and Northern Ireland. Although the majority of BEC/BTEC students were located in the further education colleges within the somewhat marginalised postcompulsory sector, the BEC/BTEC National level curriculum was directly experienced by hundreds of thousands of students as well as their lecturers, and indirectly by a range of educational stakeholders including employers and university tutors coming into contact with former BEC/BTEC students. Having transformed the rhetoric and substantially altered pedagogic practices within further education the BTEC National Diploma was beginning to establish an identity when it was, in effect, superceded by the Advanced GNVQ in Business. Notwithstanding the significance of BEC/BTEC as a major awarding body the associated curriculum attracted relatively little interest from researchers, receiving only a fraction of the attention which has been attracted by the more recent NVQs and GNVQs. This study is primarily a curriculum history which aims to provide an account of a curriculum which was conceived and implemented at a time before policy makers had come to recognise the value of the post-compulsory sector as an engine for potentially improving national economic performance, and as a catalyst for the creation of a culture of life-long learning. The study attempts to theoretically contextualise the BEC/BTEC curriculum as an important instance of vocationalism. Ideas drawn from Gramsci, Althusser, Foucault and Lyotard are utilised in order to provide a critical but multi-perspectival analytical framework. The study incorporates an outline discussion of vocationalism in England; an account of the genesis and development of BEC/BTEC as an institution; an overview of various versions (or "generations") of the BEC/BTEC National curriculum as well as those which have superceded it (using course specifications and associated documents); and presents perceptions of the BEC/BTEC National curriculum drawn from a questionnaire survey and interviews. The BEC/BTEC National curriculum is seen as an innovatory curriculum which, for many students, presented important opportunities to progress. It is suggested, however, that ideological assumptions implicit in the model of vocationalism as operationalised in late Twentieth Century capitalism have necessarily emasculated the critical potential and intellectual integrity of vocational education and training in England.
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Manona, Barbara Nomanesi. "Evaluation of the National Diploma in Adult Basic Education and Training with regard to the demands of the ABET world of work." Thesis, Cape Peninsula University of Technology, 2005. http://hdl.handle.net/20.500.11838/1932.
Full textAbstract:
Thesis (MTech (Education))--Cape Peninsula University of Technology, 2005<br>The focus of this research is the evaluation of the National Diploma in Adult
Basic Education and Training (ABET) for the purpose of suggesting
improvements that could enable ABET diplomates to meet the demands of their
challenging ABET world of work. The research study is based on the reflections
of employed ABET diplomates and their employers on the relevance and
usefulness of the ABET qualification in the workplace.
The research is set against the general literature on the linkages between higher
education and workplaces in general and the need for the development of work
integrated curricula and high workplace competence levels in particular. The
research also draws on literature that relate to the National Qualifications
Framework (NQF) in the current South African education system and the role
that could be played by learnerships and service-learning in the development of
ABET practitioners. Reference is also made to the literature on employability of
graduates, the contextual nature of the ABET world of work, work-based
learning, and pedagogy or andragogy that is needed to support workplace
practices.
Qualitative evaluation approaches and narrative data production methods in the
context of teaching and learning were used. The lecturers, ABET diplomates and
their employers were interviewed in order to find out how the National Diploma in
ABET prepared the diplomates to be effective and efficient in their ABET world of
work. Curriculum documents for the National Diploma in ABET were also
consulted.
The research findings indicated that employed ABET diplomates find it difficult to
meet all the demands of the workplace in general and to demonstrate an
understanding of unit standards and outcomes when preparing lessons and
planning learner activities in particular.
The study therefore calls for higher education institution to find alternative ways
of offering the National Diploma in ABET by establishing partnerships with
workplaces and work closely with potential employers of ABET diplomates. Such
collaborative efforts could result in the development of work-integrated curricula
which could enable ABET diplomates to spend more time in the workplace than
in the classroom. The study recommends that higher education institutions
should be involved in ABET Practitioner learnerships that provide work-based
learning and in service-learning which provides community service experience in
order to provide learners with an opportunity to connect theory with practice and
ideology with actuality.
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Samadi, Fereshteh Rouhani. "Assessing the impact of work integrated learning and its practices on the education of engineering technicians and technologists in relation to the Higher Education Qualification Sub-Framework (HEQSF) document in South Africa." Thesis, 2013. http://hdl.handle.net/10500/13328.
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Work integrated learning (WIL) for the training of engineering technicians and technologists combines the theoretical learning of the fundamentals with their practical application in a real-world situation and environment. The activities in WIL are intended to provide students with specific learning outcomes in each engineering field of study, as well as with the general skills that are necessary for engineers in any field. The WIL learning outcomes are very specific and provide the student with the opportunity to practise and apply the fundamentals in an actual workplace.
WIL includes various modalities such as problem-based learning, project-based learning and workplace learning. In this thesis, work integrated learning is referred to specifically as a period of work placement for engineering students. The other modalities of learning are usually included in all engineering qualifications.
Thirty percent of the curriculum for the National Diploma engineering qualification in South Africa consists of work integrated learning, which translates into approximately 120 credits. WIL provides a valuable context for learning. However, there has been debate about the offering, placement, quality and supervision of it. This thesis investigates the various factors that may affect the offering of this component of learning in addition to ascertaining the importance of WIL in the training of technicians and technologists. This research comprises a survey conducted among engineering students as well as interviews with lecturers and supervisors directly involved in the implementation of the WIL component. The study investigates the format of WIL and its duration, the presence or absence of supervisors, mentors, a syllabus and clear guidance within the context of the Higher Education Qualification Frameworks. Quantitative data was collected from Engineering National Diploma and B-Tech students in two universities in Gauteng and then captured and processed. Statistical analysis such as factor analysis, analysis of variance, Cronbach’s Alpha coefficient, Pearson chi-squared, the Bartlet test and others were carried out, using various standard tests. The study reveals the extent to which both students and lecturers appreciate WIL. The study also offers recommendations for the unique and on-going collaboration between industry and academic institutions for the purpose of the training of future technicians. In addition, it provides reasons for the possibility of a shorter work placement period provided certain preparations are made by the universities prior to placement. It highlights the need for clarity on the responsibilities of the role players involved and on assessment methods, and for the provision of a more specific, yet flexible, curriculum, while also recommending regular reflection on this component of learning. All of these points are discussed within the context of the Higher Education Qualification Framework in South Africa. This framework recommends that higher education institutions accept responsibility for WIL placement and for ensuring that programmes are properly structured and supervised.<br>Science and Technology Education<br>D. Phil. (Mathematics, Science and Technology Education (Technology Education))
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Laburdová, Jiřina. "Chemické vzdělávání ve Skotsku - výuka chemie na středních školách a vzdělávání učitelů chemie." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-333519.
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The Czech Republic and Scotland rank similarly in international pupil's performance tests. However, education systems of these countries differ greatly. This research has three main focus areas: 1) general aspects of Scottish education including teaching methods, school and real life connections in teaching, and school leaver's destinations 2) studying Chemistry and teaching at university 3) Chemistry in the senior phase of secondary education and the change of topics and exam paper brought in with the new Curriculum for Excellence. Comparative analysis of syllabi, exam papers, government publications and OECD reports was used and personal experience from an exchange study programme at a Scottish university and a work placement at a secondary school in England were utilized. The Higher exam paper was translated and Czech secondary students sat the test Furthermore, teacher trainees and Chemistry teachers were asked to evaluate the test. Results show that Czech students are taught different things and are accustomed to different ways of being tested, ones that are more focused on knowledge and less on critical thinking. Chemistry education in Scotland is more focused on school and real life connections and newest scientific discoveries. Therefore, Chemistry support notes for the senior phase were analyzed...
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Mbambo, Goodwill Phezulu. "Challenges encountered by NATED information system students at Majuba TVET College, Newcastle." Diss., 2017. http://hdl.handle.net/10500/25510.
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A large number of students are struggling with Information System and other computer related subjects. This has a negative impact on students’ academic performance at large. In fact, a number of students from various institutions of higher learning are facing serious Information System challenges.
Information System student on NATED curriculum at Majuba TVET College are facing serious challenges on their studies. This has been indicated by their performance on Information System.
This article intends to draw an attention of education stakeholders, College management and lecturers to this matter. A number of reasons leading to students poor performance in this field has been mentioned. Various studies have been conducted but yet the lack of Information System skills still persists. The main question that guided this study was: What are the stakeholders’ perceptions of the challenges encountered Information System students?
In order to explore and to get some findings for this case qualitative study, semi-structured interviews with relevant stakeholders were conducted. Sample of lecturers, student’s focus groups and college management members was conducted. Data collected from various participants were transcribed verbatim. A combination of literature and data collected produced some findings on the matter. In an attempt to answer the main question, recommendations were made.<br>Educational Leadership and Management<br>M. Ed. (Education Management)
Books on the topic "National Diploma curriculum"
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Heath, Dennis. Investigation of the effects of curriculum change on the development of CAL in BTEC National and Higher National Certificate/Diploma in electrical and electronic engineering. 1990.
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Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, et al. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.
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These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.
Book chapters on the topic "National Diploma curriculum"
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Tanaka Kinoshita, Risa, and Shammi Datta. "Possibilities for “Proactive, Interactive Deep Learning” in Japan's New National Curriculum Evident From an Analysis of IBDP's Theory of Knowledge." In Educational Reform and International Baccalaureate in the Asia-Pacific. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5107-3.ch010.
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Prior to the implementation of Japan's new national curriculum—known as the course of study (COS)—in 2012, the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) declared it would examine the viability of the International Baccalaureate (IB) curriculum. Considering this, it is likely that the “proactive, interactive, deep learning,” a key idea of the new COS, and IB philosophy have many points of commonality. This chapter will focus on non-IB schools attempting to include the IB philosophy with an emphasis on classes incorporating the theory of knowledge (TOK) philosophy, an integral part of the IB Diploma Programme's (IBDP). Relevant aspects of TOK are examined, supported by the results of semi-structured interviews with teachers. It is suggested that the TOK philosophy is a meaningful reference for teachers to implement proactive, interactive, deep learning. However, teachers will likely go through some trial and error while applying it in their schools.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
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Boonshoft, Mark. "Diplomacy and Dance." In Aristocratic Education and the Making of the American Republic. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469661360.003.0006.
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Chapter 5 turns to academies’ emphasis on the “polite arts” or “ornamental education”—French, dancing, fencing, and the visual arts. This curriculum seemed to clash with republican gender norms and ideas that cast masculine virtue in opposition to feminine luxury. Nevertheless, academy boosters and teachers—like Alexandre-Marie Quesnay de Beaurepaire—claimed that ornamental education was essential. To prove to the powerful nations of Europe that the United States was legitimate, the new nation had to show its capacity for “civility.” By emulating this caricatured form of aristocratic education, trustees and teachers maintained, academies strengthened the republic’s claims to independence.
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Ahamer, Gilbert. "How Technologies Can Localize Learners in Multicultural Space." In Marketing Strategies for Higher Education Institutions. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4014-6.ch008.
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Technological innovations can be used in many ways to enhance the suitability of global learning. A newly developed online-supported curriculum “Global Studies” takes account of the necessities of interdisciplinary, intercultural and interparadigmatic learning. The history and genesis of such an innovative curriculum is embedded in a national umbrella organisation focusing on development studies. As the interdisciplinary core, a new lecture on the fundamentals of Global Studies has been implemented in 2010/11 that envisions team teaching and interdisciplinary perspectives. The web platform allows students to present their professional views and discuss them in a peer review. Dialogue and discourse are enhanced by repeated change of roles which is enriched by the broad international and intercultural backgrounds of the participating students. Cultures of understanding are generated and widened as a prerequisite for future careers in development cooperation, diplomacy and transnational organisations.
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Lopez, Carlos. "Community Colleges and Workforce Preparation in the 21st Century." In Community Colleges and Workforce Preparation in the 21st Century. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4123-4.ch006.
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This chapter addresses the modern trend in community colleges and their evolving mission to serve as one of the significant contributors to workforce development in our nation. There are many challenges community colleges face today. One of those challenges is to be one of the main suppliers of skilled professionals for the workforce. Therefore, it is crucial to understand the role of community colleges, their mission, and how they will develop programs to train people with the necessary skills to meet the demands of the workforce. For community colleges to achieve that goal, they have to go from adding and/or restructuring curricula to making sure they have the right personnel to teach special and high tech courses that will prepare students with the right skill set and knowledge to join the workforce after getting their degree, diploma, or certification at the community college.
Conference papers on the topic "National Diploma curriculum"
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Phathithak, Phouvieng, Nutchanat Chumchuen, and Somsak Akatimagool. "Development of Instructional Package on Thyristor and Applications, Curriculum of Technician Diploma, Savannakhet Technical-Vocational College, Lao PDR." In The 12th National Conference on Technical Education and The 7th International Conference on Technical Education. KMUTNB, Bangkok, Thailand, 2020. http://dx.doi.org/10.14416/c.fte.2020.03.023.
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Sinbouphet, Sitthikanh, and Ekkamol Boonyapalanant. "The Construction and Efficient Validation of Instructional Package for Power Transmission Line Calculation, Higher Diploma Curriculum, SAVANNAKHET Technical-Vocational College, Laos PDR." In The 12th National Conference on Technical Education and The 7th International Conference on Technical Education. KMUTNB, Bangkok, Thailand, 2020. http://dx.doi.org/10.14416/c.fte.2020.03.025.
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