Vocational Education Teacher

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Vocational Trade School or University – Which Is for You?

Friday, August 4th, 2017

Many people around the world are engaged in vocational education and training as well as university level courses. However, when enrolling into a training program it is important to consider which medium of higher education is right for you. There are many differences between university and vocational education and training. Below these differences are outlined for your convenience.

University

  • Involves degrees, honours, masters and doctorate level courses and some universities offer associates degrees as a bridge between vocational education and university courses
  • Based on theoretical learning
  • Generally gives students access to professions that require formal qualifications (teachers, doctors, psychologists, lawyers)
  • Usually between three and 6 years, depending on course structure
  • Consists of lectures, labs and tutorials
  • Lectures generally are over 100 students, tutorials refined to about 30 students
  • You must have completed your high school diploma or as a mature aged student pass some other form of test
  • Generally students attend full-time but there is the option to study-part time or via correspondence
  • University prompts students to analyse and solve particular problems within their field of study to show understanding
  • Assignments and exams are graded usually on a scale of pass, credit, distinction and high distinction
  • University degrees can lead to honours courses and master’s degrees
  • Classes are specifically set to certain days and hours and it is your responsibility to turn up, no one will force you to be there
  • You must take initiative to study extra hours and do your homework
  • Less structured learning environment

Vocational Trade School (VET Courses, Registered Training Organisations)

  • Involves Certificate I, II, III, IV, Diploma and Advanced Diploma training courses
  • More practical based learning
  • Professions like electricians, hair dressers, personal trainers, beauty therapists, chefs
  • Vocational education courses can run from 6 months up to 24 months or perhaps longer depending on the qualification level
  • Apprenticeships and trainee-ships are available
  • There is often no pre-requisite for entry-level qualifications, just the necessary English skills
  • Vocational education is graded on a competent or not competent scale (students are not segregated into abilities)
  • Many contact hours, usually going every week day
  • Smaller class sizes and more contact with teachers
  • The skills taught in vocational education and training courses are directly transferable to the workplace and improve employability
  • Lots of structure within the learning environment

There are many pathways between the two and it is important to recognise what career path you are after to make the right decision.

Check out the range of vocational education and training courses like the Certificate IV in Occupational Health and Safety, the Certificate IV in Training and Assessment or the Cert III in Children’s Services available at your local training provider.

Teachers and Their Contribution to National Development

Thursday, July 27th, 2017

“The Significance of Teachers Duties to any Government on Education”

Teacher’s duties on Education are of very, very strategic importance to the government of any country. Teachers inculcates moral values/virtues and disciplines, molds the characters-behaviors, inspires and impact skills and knowledge and develops individual in a country (mentally, physically, emotionally, socially and even spiritually) in line with the fundamental objectives, beliefs, customs, philosophies, policies, principles and the laws of the government of any country. This brings about efficient governance, effective participation of the people in the governance; reduction in illiteracy, moral decadence, corruption, crime and disorderliness.

Teachers are faced with the greatest responsibilities of sustaining the society and her objectives, beliefs, customs, good morals, philosophies, policies, principles and laws. For teachers to achieve these there is the need for them to intelligently and carefully educate those they are teaching to conform to the societal norms.

For teachers to teach effectively; they have to adhered to the following guiding principles and rules in teaching

(1) intelligent, careful and adequate preparation for lessons. This implies knowing very, very well about the topic to be thought, which will be logically developed and been ready to teach all they know about the topic not been economical and egocentric with teachings.

(2) Setting learning goals for the learners to achieve over a certain period of time with view on accomplishing the objectives, beliefs, customs, philosophies, policies, principles and laws of the society/government

(3) Checking the progress or success of the learners

(4) guiding the learners on the process and how to learn effectively. Instructing them collectively and individually on how best to accomplish the objectives and norms of the society

(5) most importantly, setting good example, been good advocate of the societal and governmental objectives and norms, so that the learners will imitate from the teachers who are supposedly practitioners. But contrary wise some teachers are very bad and evil. Definitely the learners will learn those evils from such teachers, this corrupts the good thing they had been trying to teach those learners.

One of the factors holding back development in the developing countries, like Nigeria is the poor states of their education, in Nigeria the standard of education is very poor: going by the poor academic performances of its students compared with they counter parts from other countries, which is one of the reasons why most Nigeria great men and women are not educated in their country or partially did so. Most graduates from Nigeria universities are equivalent to secondary school leavers in other countries; a recent statistical data released showed that 72% of graduates from Nigeria universities are not employable how then can such countries develop.

Nigeria learners had been made to reduce education to a mire sheet of certificate of graduation: memorizing facts, theories and laws about any discipline is not enough but learning and knowing the structures of any discipline should be cultivated which is the value and not certificate of theories, laws and facts for “experience is the ultimate determinant of knowledge”, the poor standard of education in Nigeria could be attributed to improper managements or that the educational objectives and norms, the curriculum etc are not perfect. But some methods, books, schemes of teaching in use in Nigeria are out dated imports from other countries.

The quality and the standards of teachers determines the quality and standards of education as well. The poor academic performances of the Nigeria learners shows that they are of poor quality and standard, most the best teachers in the country are the educational products of countries like Ghana, UK, US, India, etc. “many teachers that are the product of Nigeria educational are weak and egocentric and their product are fake, corrupt and expired graduates”. Teachers are rated by the academic performances of their students in view to accomplishing the general objectives and norms of the society and government.

To save the poor quality and standard of education in Nigeria, the educational objectives and norms should include the followings

(1) Acquiring of knowledge (the re-cognition, expression and recalling of specific information, laws, theories, facts, concepts and generalizations)

(2) Acquisition of intellectual skills, abilities and disciplines -(the involvement of the five ways of manipulating knowledge which are comprehension, application, analysis, synthesis and evaluation)

(3) developing the individuals as a whole being

(4) education for citizens

(5) vocational training

(6) civil rights and duties

(7) character & moral value education. The primary school education, the most fundamental and compulsory,

(The least qualification for political offices in Nigeria): should include general education or liberal education as it’s called in the U.S.A liberal education constitutes the following

(1) teaching the learners to investigate all sides of problems before reaching a plan of action and conclusion

(2) moral values not money value or certificate values

(3) civic rights and duties

(4) reading and writing

(5) arithmetic

(6) ethical and intelligently judging ideas, events and concepts. The curriculum should reflect the learner’s needs: personal, emotional, physical, intelligent, spiritual and social needs.

These can save the poor quality and standard of education in the country. But the government has to recognize the significance of teachers and give them the necessary supports, recognition, motivation and empowerment. If the Nigeria governments empower teachers like the law enforcement agencies and give them the logistics, motivations and supports: moral decadence, crime, corruption, etc. will be overcome to the barest minimum instead of fighting crimes, corruptions, moral decadence, disorderliness, etc at their matured stage. The culprits are those who are not taught to conform to the objectives, beliefs, philosophies, customs, principles, policies and laws of the society. Teachers are the only people apart from parents and guidance that are fight same issues from their infant stages grassroots by they influences and teaching to people. So teachers should be given whatever they requests from the government, which will help them to efficiently, carry-out their duties.

But this could not be the reason for the recent teachers strike in Nigeria, teachers are clamoring for salary structure in all the Nigeria states. That can’t be possible. salary should be paid to the teachers in pari pasu with they work done not with certificates but with their work done. the equation should be balanced with their work done on the poor, intellectually undeveloped and unemployable students of Nigeria. “All fingers can’t be equal, monkey can’t be doing the working and baboon the eating” No, the law of nothing goes for nothing should be applied; since the work done are not equal the salary also can’t be the same.

The government should hire its teachers on contract basis with the agreement to raise the standard of its learners to a certain level over a certain periods of time. At the end of such period government should demand accountability, and the performance of learners tested by the government, to know if the contractors/teachers meet with contract agreements.

They are fully paid or retained only if the meet with agreements. Thus, Nigerian educational qualities and standards will be like that of U.S.A that has experimented it.

I love you,
Jp Udoba.

Vocational Education – Right Choice for Your Future

Wednesday, July 19th, 2017

Vocational Education and Training (VET) is also called Vocational training and Career and Technical Education (CTE)). It gets learners ready for careers based on manual or practical activities, traditionally non-academic and those related to a specific trade, occupation or vocation; hence the term, in which the learner participates.

Oftentimes, it is called technical education, since the learner directly develops expertise in a particular group of techniques or technology. Vocation and career are usually used interchangeably. Vocational education may be compared to education in a typically broader scientific field. This may focus on theory and abstract conceptual knowledge, characteristic or tertiary education. Vocational education is usually at the secondary or post-secondary level. It, normally, interacts with the apprenticeship system of skills enhancement.

Till the end of the 20th century, vocational education concentrated on specific trades such as, for instance, an automobile mechanic or welder. Hence, it was related to the activities of lower social classes. As a result, it was associated with a sort of stigma and vocational education got linked to the traditional and conventional apprenticeship routine of learning. But as the labor market got more focused and economies started to stipulate higher levels of skill, governments and businesses started increasingly investing in the future of vocational education.

This is done through publicly funded training organizations and financially supported apprenticeship or trainee schemes for businesses. At the post-secondary level vocational education is normally provided by institutes of technology, or by local community colleges. In the 20th century Vocational education got extremely diversified. It now exists in industries such as retail, tourism, information technology, funeral services and cosmetics, as well as in the traditional crafts and cottage industries.

Online Education

There are several terms for online education. A few of them are: virtual education, online education, distance education, Internet education, web-based education, and education via computer-mediated communication. Essentially, online education is characterized by:

1. The separation of teachers and learners that differentiates it from one on one education

2. The impact of an educational organization that differentiates it from self-study and private tutoring

3. The use of a computer networks to provide or dispense educational content

4. The offer of two-way communication through a computer network so that students may profit from communication with each other, teachers, and staff

E-learning

E-learning is classified as interactive learning. In this type of learning the content is made available online and gives automatic feedback to a students learning activities. Online communication with real people might or might not be included. However, the aim of e-learning is normally more on the learning content than on communication between tutors and students.