Management of Vocational Education

8/4/2019 Management of Vocational Education

1/127

Quality Assurance inTechnical and VocationalEducation


2/127

Quality assurance in theManagement, Planning and deliveryof instruction Mr. Genus Review and revise TVET CurriculumMr. Parham Plan and deliver competency-basedinstruction, and assessment Mr.Martinez


3/127

Measure of excellence

Consistent adherence to measurable and

verifiable standards

Outcome of the sum of all of the features and

characteristics of a programme


4/127

Quality managementProcedures, processes or systemsused to guarantee and improvethe quality of a vocational andtechnical education and traininginstitution.

Quality assurance aims to avoidunfavorable development and soprevent poor quality.


5/127

Improve the quality of education andtraining

Produce and disseminate coherentinformation

Ensure the protection of beneficiaries Create a quality culture Help implement policies in education Achieve better value for money Improve attractiveness of programme Tool for policy developers


6/127

Allows for flexibility- articulation Practical experience for students

Monitoring of quality

Relevance of curriculum Vocational guidance

Monitoring and evaluation

Coordinating training

Effective teaching

Qualified instructors


7/127

Establish mechanism for accreditation Flexible methods of delivery

Outcome-based delivery

Outcome-based assessment

Feedback mechanism and procedure forimprovement

A cooperative process

National goals for education / TVET policy


8/127

Consideration of function as a whole Leadership/management

Customer focus

Result orientation Continuous learning / innovation

Relevance to the world of work

Financial stability


9/127

Management commitment Personnel Development

Based on need assessment

Communication strategy

Clear objectives Develop a process of planning, evaluation

and implementation

Document the process

Measure outcome


10/127

A structure to support and sustain effortstoward achieving quality Lines of leadership- specify positions

Specify duties

Number of persons reporting to position

Divide departments by functional areas


11/127

Types of Leaders Charismatic Leaders

Transformational leaders

Contingency and situational leaders


12/127

Democratic or participative Decentralize authority

High degree of participation

Paternalistic Provides benefits, employee services and fair supervision

Authoritarian Use authority

Economic rewards

Free-Rein Leader depend on subordinate

No leader inspired motivation


13/127


14/127

Identify community needs Identify business and industry needs

Identify students needs

Assess potential for employment for specificoccupation

Identify programme goals and objectives

Analyze equipment, materials, instructors and

other support staff Plan for articulation

Vertical - across institutions

Horizontal - across programmes


15/127

Define enrolment policy Enrolment number Course pre-requisite

Objectives Admission requirements Modes of delivery Learning support services


16/127

Prepare to serve students with disabilities Vocational assessment Individualized education plans Instructional strategies Evaluation strategies Promote peer acceptance Provide guidance counselling Coordinating support services Transition programming

Interdisciplinary team


17/127

Registration of institutions Conform to required standards

Programme evaluation

Programme improvement Evaluation of facilities

Equipment

Qualified instructors Technical and educational qualifications


18/127

Self-assessment/responsibilities Identify the requirements

Gain management commitment

Coordinate and communicate the process

Assign resources Assess the gap analysis

Document the process


19/127

Course Design Title of the course

Duration

Course level

Course objectives Outcomes

Course modules


20/127

Course Curriculum Who is involved in the curriculum development?

Who approves the curricular?

How is course content determined?

Course delivery Who delivers the course?

Is the provider accredited?

Is the assessment process quality assured?


21/127

Enrolment Define enrolment policy Enrolment number

Guidance and monitoring Course pre-requisite Objectives Modes of delivery Learning support services Cost of the course


22/127

Guidance and monitoring Course assessment requirement

Course certification

Student counselling

Measuring student performance Criteria

Continuous

Certification


23/127

Knowledgeable about the world of work Should have teaching skills

Principles/Methodology

Philosophy

Understand their student Psychology

Sociology

Assess/evaluate students Lifelong learners


24/127

Course evaluation Develop teaching plan

Content should be industry driven

Measurable objectives

Discover new ways to engage students Use different methodology of teaching


25/127

Delivery methods for a maximum learningeffect Classroom / Workplace learning

Quality learning environment Facilities/equipment

Integrate technologies Technology for teaching/learning


26/127

How it contributes to teaching and learning Engage attention and interest

Reinforcing key aspects of subject matter

Act as focal point for learner response Add value to instructional method

Reinforces learning


27/127

Types of learning resources Black/whiteboards/flipcharts

Overhead/LCD projector

Computers/video/CD Handouts/ books/manuals/web resources

Equipment/machines


28/127

Sleeping in class Grandstanding

Prolonged chattering

Excessive lateness Noisy electronic devices Disputing instructors authority/expertise Verbal or physical threats to trainee or

instructor


29/127

Discuss disruptive behaviour in private

Address behaviour not trainee/individual

Find ways to re-channel energy of

participants Maintain positive attitude

Use ground rules very early

Dont assume that old model work


30/127

Curriculum is in line with the requirements ofthe labour market

Coordination among agencies/institutions

Flexibility for the individual to move from oneeducational strand to another

Stakeholders involvement


31/127

A formalized approach to collecting andanalyzing information or data so as to: Determine the worth of a programme

Determine areas of failure

Take corrective measures Improve a programme


32/127

Formative Conducted during operation of a program for the

purpose of improvement

Summative Conducted at the end of program to provide for

making decision or judgment about the programsworth or merit


33/127

Quality of course Students performance

Graduates employment rate

Students satisfaction

Qualified instructors

Employer satisfaction


34/127

The status of graduates 4-6 months aftercompleting their studies Graduates satisfaction level

The extent to which graduates utilize Career Guidanceservices

Graduates interest in further education Graduates capability of securing employment

Graduates earning

Graduates experience in securing a job

Graduates ability to perform at work


35/127

Accounting system Ledgers

T-accounts: Debit, Credits and Balance

Budget and Budgeting Flexible budgeting

Allows for some level of flexibility

Fixed budgeting

Specified levels of allowable expenditure


36/127

Budget and Budgeting Direct cost- All cost that will be specifically spent Indirect cost- cost incurred which are not shared with

other budget

Budget planning Inventory control and purpose

Reduce mismanagement

Provide for marking system

Valuable for planning

Valuable when facilities are moved

Provide historical document of type, cost, supply

Provide basis for calculation of depreciation


37/127

Internal audit administrators /accountants Financial statement

Compliance

Operational functions

External audit- conducted by external auditors Provide reliable data

Safeguard records and assets

Focus on operational efficiency

Adhere to agreed policies

Prepare for audit and reporting


38/127

Personnel development Teaching staff

instructors/training staff

Leadership staff

Administrators/managers Supervisors

Department heads

Support staff Guidance counselors

Admission officers Other support staff


39/127

Personnel development ActivitiesCredit Course

Occupational

Experience

Workshop and

ConferenceShort Term

Training

In-Service Days


40/127

Personnel development need assessment A survey

Observation

Advisory committee recommendation

Instructors request New innovation

Accreditation requirements


41/127

Leaders Role in Personnel Development

Priority Vs

RandomActive

Vs Passive

Team

Vs

Individual

planning


42/127

Quality ismonitoredby:

ExternalAgency

Feedbackfrom thepublic

EmployersFeedback

GraduateFeedback


43/127

Quality monitoring Assess inputs of learning

Teaching materials/equipment

Teaching staff

Assess process of learning delivery

assessment

Assess output of learning

Students performance


44/127

Administrators Accreditation

External monitoring body

Government

Stakeholders

Students

Instructors Students / trainees

Institution


45/127

Prepare and disseminate report Government

Stakeholders

General public

Students Administrators and Instructors

Invite comments


46/127

Why Quality Assurance? Standards are achieved and maintained

Coordination of activities

General public should be involved

Curriculum should be relevant Guidance is provided to students

Facilities/ technologies are improved

Continuous professional development

Administrators and Instructors are heldaccountable

Monitoring and evaluation


47/127


48/127

The Approach


49/127

Educational system that emphasizes thespecification, learning, and demonstration ofcompetencies (knowledge, skills, behaviors) thatare of central importance to a given task oractivity.


50/127

Often comprised of modules Outcomes are based on standards set by

industry

Assessment is designed to ensure eachstudent has achieved all the outcomes (skills,knowledge and attitudes)


51/127

Competencies are carefullyselected.

Theory is integrated with skill

practice Essential knowledge is learned tosupport the performance of skills

Training materials are keyed tothe competencies


52/127

Materials designed to support theacquisition of knowledge andskills

Methods of instruction involvemastery learning

Sufficient time and appropriate

training methods are used Prior learning is assessed


53/127

Learning should be self-paced Training approach is flexible

Variety of support materials

Satisfactory completion of training is based onachievement of all specified competencies


54/127

Determine required competencies

Specify course / unit learning objectives

Identify learning outcomes

Design instructional activities and criteria toassess learning outcome

Develop a process where trainees can

demonstrate mastery of competencies


55/127

Consider: What students or trainees will learn

Students needs on the job

What are the essential prerequisites

Previously learned knowledge andskills


56/127

Identify occupation title Narrow the list of occupations Is formal training required Is the occupation allowed by law What is the entry level?


57/127

What are competencies? Measurable or observable knowledge, skills,

abilities, and behaviors critical to successful jobperformance

Example Prepare tax

Rebuild an inboard engine

Fill cavity


58/127

What is a task? Smallest identifiable and essential piece of a job

that serves as a unit of work A complete unit of work performed on the job that

result in a complete product or service Specific job or occupation

Competencies/Duties

Task .

Step I .. Step II ..

Step III ..


59/127

A complete unit of work performed Has definite beginning and ending points

May be broken into several procedural steps

Begins with an action verb in the presenttense

Is short and precise

Can be learned in a short period of time


60/127

Performance action verb Example: Type, Replace, Fabricate, Transport..

What is Used or produced Letter, Lower unit, Joint, Patient ..

Qualifiers- serve to distinguish task From dictation, Mercury engine, By wheel chair


61/127

Why Verify? Out-of-date task

Unimportant task Strategy for Verification Qualified individuals in theoccupation..

Experts in the field


62/127

Importance of task to the worker

How frequently is the task performed?

How critical is the task?

Can the task be learned? Is the task a prerequisite to performing other

task?

How much time can be used for completing

task?


63/127

The process of identifying andwriting down the specific skills,

knowledge, and attitudes thatdistinguish someone who performsa task competently from someone

who cannot perform the task at all.


64/127

Duties ________ Tasks____________


65/127

Break down each task into component parts steps Benefits

Each specific step required to complete a task is identified

Technical knowledge for performing the steps are

identified Specialized tools are identified

Critical safety knowledge and skills are identified

Critical attitudes that are an integral part of performing

the task are identified


66/127

Terminal performance objective Brief statement describing exactly:

What the trainee must do to show that the task hasbeen mastered

Describe a situation under which performance must bedemonstrated

What performance is required

How well the trainee must perform to reach mastery


67/127

Three basic components Observable behavioror performanceon the part of the learner

Standard acceptable performance onthe part of the learner Conditionsunder which learnerbehavior of performance is to occur


68/127

Task Repair or replace a window mechanism

Terminal performance objective Provided with an automobile with damaged window

mechanism: repair or replace the windowmechanism so that it operates smoothly


69/127

Help to check the wording of Task Trainee knows exactly what they are to

master

Help instructor decide on learning activities Decide on how testing situation can be set Provide an excellent means of looking at

programme

Determine instructional materials andresources


70/127

Learning package designs Student direction sheet

Student direction for completing task Learning guide

Carefully guide students through wide variety ofdeveloped print and media materials

Self-contained module Include detailed instructions, pictures, diagrams, pre-test and post-test

Develop instruction- Lesson plan Instructor lesson notes


71/127


72/127

Is the process of collecting evidence and making judgments on ones progress

towards satisfying the performance criteria set outin a standard or learning outcome

At the appropriate point, judgment is madeas to whether competency has been achieved.


73/127

Criteria-referenced testing Evaluating and or grading the learning of students

against a set of pre-specified criteria

Norm-referencedtesting Evaluating and or grading the learning of students byjudging or ranking them against the performance oftheir peers


74/127

A form of assessment in which students areasked to perform real-world tasks thatdemonstrate meaningful application of

essential knowledge and skills


75/127

Requires students to develop responses ratherthan select from predetermined options

Elicits higher order thinking in addition tobasic skills

Directly evaluates holistic projects Criteria made known to students Allows for the possibility of multiple humanjudgments

Relates more closely to classroom learning Teaches students to evaluate their own work


76/127

Reliability: Produce the same result withprecision after repeated attempts

Adequacy of feedback: Result are recordedand provided to the user in a timely manner

Accessibility: Assessment available and cancover a wide range of tasks


77/127

Validity: it must cover all the performancecriteria for the skills and knowledge of thestandard being assessed;

Authenticity:it must be the individuals ownwork;

Sufficiency:enough evidence must becollected to judge the individual iscompetent across all elements andperformance criteria

Competent: the individual is competentnow and meets the current standard


78/127

The purpose is to confirm thatan individual can perform the

standard expected in theworkplace, as expressed in therelevant endorsed competency

standards


79/127

The assessment: Based on clearly stated learning objectives that are

measurable

Demonstrate outcomes under particular conditions(preferably workplace conditions)

Skill mastery and records are maintained

Direct evidence about a students knowledge andskills

Use performance criteria as a benchmark and

measure the evidence against the performancecriteria


80/127

Gathering evidence about a students /trainees performance

Assessment is linked to the requirements ofthe workplace

Direct evidence about a students knowledgeand skills should be obtained

Use performance criteria as a benchmark andmeasuring the evidence against the

performance criteria


81/127

To be competent Carrying out tasks at an acceptable level

Organizing and managing a range of different tasks

Responding appropriately to routine changes

Applying existing skills and knowledge to newsituations

Using communication and interpersonal skills whichsuit the work environment


82/127

Internal

Verifier

AssessorExternal

Verifier


83/127

Interpersonal skills

Have current evidence of competence

Evidence of professional development

Knowledge of principles and practice ofassessment

Knowledge of units of assessment

Assist institutions to develop best practice

Provide information on new qualification


84/127

An external verifier: Is an Employer of awarding body or institution

Sees individual records of assessment

Samples the evidence collected

Monitors the overall assessment process Makes recommendation for certification to

awarding body


85/127

Make sure quality control procedures aremastered

Samples assessment and countersignsassessment records


86/127

Direct observation of the candidate Documentation

Photograph, audio, video or other electronicrecording of candidates activities

The presentation of artifacts Sample projects

Questioning the candidate to assess theunderpinning knowledge and understanding Written test


87/127

Recognition of Prior learning Simulation Journal Oral presentation Case study Problem solving Research


88/127

Assessor-led approach: assessor could take some responsibility for collecting

and structuring evidence and collects evidencethrough observation of performance supplemented by

questioning

Candidate-led approach: may be particularly appropriate if it is difficult for the

assessor to carry out direct observation. Candidates

who take the lead


89/127

Develop test before instruction

Select learning resources Benefits of developing test

Diagnosing entry level Providing immediate feedback Assessing mastery of task Evaluating the effectiveness of learning materials


90/127

Determine exactly what should be tested Determine whether the process or productor both is critical Determine minimal acceptable standards Write directions for the students/trainees

Purpose of the test

General testing situation

Exactly what trainee/student is expected to do Time, etc.


91/127

Recallitems Short answers

Completion

Recognition

Multiple choice True or false

Matching items


92/127

Instructor preparation Deliver instruction and meet course objectives Assess students

Observation in the workplace Practical demonstration and questioning Written tests and essays Projects

Ensure required equipment and resources areavailable Provide clear instruction Explain level of performance Assess student


93/127

Managing learning Design a form to be completed and signed by

student and instructor after the completion of a task

Re-arrange the learning environment (Lab)

Keep a students progress record Document Mastery of Task

Satisfactory

Unsatisfactory


94/127

Determine required competencies Specify course/learning objectives

Identify learning outcomes

Design instructional activities

Assessment of learning outcomes Demonstrate mastery competencies

Develop learning package

Implement and manage student learning


95/127


96/127

Technical and Vocational

Education and Training


97/127

Curriculum Development can be defined as thesystematic planning of what is taught andlearned in schools as reflected incourses ofstudy and schoolprogrammes.

The curriculum is the sum of all learningactivities or experiences that a student has

under the direction of the school.


98/127

Oriented towards performance in theworkplace

Based on identified occupational needs Standards / applied performance

Focused in developing knowledge, skillsattitudes, and values for employability


99/127

Graduates success is demonstrated in theworkplace

Responsive to community needs

Governments involvement is required

Responsive to technological changes

Resources are critical for implementation

Adequate funding is critical


100/127

Curriculum developed on objective data-based information

Curriculum must be dynamic Take into consideration globalization

Explicit Outcomes Realistic course content

Dynamic curriculum

Student-Oriented

Future-Oriented


101/127

To prepare students for successfulemployment in the labour market To adjust to changing technology and the world of

work

Acquire skills needed for a competitive globaleconomy

Be lifelong learners

Be innovative and creative


102/127

Assess existing programmes Strategic planning and policy decision Programme planning Programme delivery

Take a decision Implications for decisions made Irreversible Futuristic


103/127

TVETCurr.

Indiv. Phil.

Nat. & StatePhi of Educ.

Nat. Goals forEduc.

NationalTVET Policy


104/127

Who establishes the standards? School Board

Board of Trustees

Teachers/Administrators

Representatives of business and industries

How are standards established? Involvement of teachers

Administrators and directors

Employers and employees

When are standards established? When opportunities have been identified


105/127

What standards need to be established? Delivery of programmes

Opportunities for cooperation/partnership

Employment opportunities for graduates

Prospective enrolment Availability of qualified instructors

Availability of facilities / equipment

Availability of funding

Courses to support programme


106/127

Assessing current status of vocational programmes What are the current programmes What are the courses

Determine students occupational interest Standardized test Interest inventories Standardized aptitude test Standardized achievement test

Institution made survey


107/127

Following up former students Identifying and collecting information on graduates

Employed, unemployed or continuing education

Assessing facilities

School facilitiesProjecting enrolment

Community data Projecting school enrolment


108/127

Understanding the community Population trends

Community goals and priorities

Projecting programme cost Identifying and assessing availableresources


109/127

Labour Market Data Number of businesses and industries in

the community

Assessing current and projected labourdemand Current and emerging areas of employment

Growing occupations and qualifications

Where are the skills shortages?

What are competencies? Changes in technology


110/127

Labour Market Data Sources of employment in the community

Assessing current and projected laboursupply Addition to current labour supply

Losses from the current labour supply


111/127

Sources of Information National / local / sectoralemployment data

Data forecast from businesses andindustries

National / local / sectoral researchdata

Institution enrolment / graduationnumbers


112/127

Factors to consider Time Funds Internal and external pressure

Government requirements National TVET policy / Goals for Education Skills needed by employers Level of content Academic / vocational content

Entrepreneurial skills


113/127

Determining curriculum Content Introspection

Instructors develop individualthoughts

The DACUM approachDuties

Task


114/127

DACUM Committee A committee of 8-10 expert workers Recruited from business and industries Professional bodies

Content decided by DACUM Committee


115/127

DACUM Committee Review of job or occupational area Identify areas of responsibilities Identify specific tasks Sequence the tasks Identify general knowledge, attitude and skillrequirements Occupational standards Identify equipment, tools, and materials


116/127

Job/Occupation identified Determine duties Determine tasks which are focused on performance Sequence the tasks


117/127

Duties ________ Tasks____________


118/127

Industry standards Competencies

Duties and tasks


119/127

Identifying Constraints Student characteristics

Instructors and support staff

Curricula arrangements

The employment settings

Youth employment

Shortage areas


120/127

Goals: Broad (unmeasurable) aim or purpose ofa total educational curriculum Gives direction for development of specific objectives

Individual involvement

Consistency of curriculum goals with other goals

General objectives/Performance objectives Precise and measurable


121/127

Identifying and selecting materials What materials do you need to enhance teaching?

What materials do you need to deliverinstruction?


122/127

Selecting Curriculum Materials General information

Acceptable standards of quality

Strengths and weaknesses

Instructor bias Readability level

Short and long range planning for materials


123/127

Factors to consider Time Expertise Accuracy of information

Editorial assistance Material production Funds


124/127

Determining the worth or merit of acurriculum

Productassessment

Contextassessment

Inputassessment Process

assessment


125/127

Need for curriculum materials assessment Defining curriculum materials quality

Acceptability

Practicability

Generalizability

Conducting the curriculum materialsassessment


126/127

Assess ripple effect of change Is re-training of faculty instructors necessary?

Must other parts of curriculum be changed?

Assess students response to change Assess students in employment Students satisfaction with programme Assess instructors / staff response to change Employer satisfaction


127/127

Planning the Curriculum Establish decision-making process Collect and assess school / Community-related data

Establishing Curriculum Content Strategies to determine content

Make curriculum content decision Develop curriculum goals and objectives

Implementing and evaluating theCurriculum

Identify and select materials Develop materials

Select delivery strategies

Date post:	07-Apr-2018
Category:	Documents
Upload:	kingkerub
View:	217 times
Download:	0 times

Management of Vocational Education

Documents