Measuring the effectiveness of an on-line school-to-work transition module
By: M. AlSeddiqi
Email :. . .m alseddiqi@hud ac uk
Agenda
1. Diagnostic of TVE System
2. TVE System Development Initiatives
3. The Reform Project
4. The On-Line School-to-Work Transition Module
5. The Pilot Implementation
6. The Evaluation Phase
Secondary Vocational Certificate
General Technical RouteOne Specific Specialisation from year two taught specialisations
Labour Market
Polytechnics
Universities
Mechanical Route(Contains 4 different mechanical
specialisations)
Secondary Technical Certificate
Intermediate Schools Graduates
Transition Year
Electrical Route(Contains 4 different electrical
specialisations)
(TVE Directory in Bahrain, 2008)
Age
21
19
22
20
15
18
16
12
17
TVE Year 2
TVE Year 1
TVE Year 3
Diagnostic of TVE system in Bahrain
(TVE Directory in Bahrain, 2008)
Diagnostic of TVE system in Bahrain
• School-based learning )SBL( includes:
• General education )e.g. Arabic, English, Maths(
• Specialised education )courses related to student specialisation: e.g. electrical engineering(
• Work-based learning )WBL( includes:
• Students involve in real work environment
• Students learn by doing• Students are specially
trained by company supervisors
SBL year 2 WBL year 2 SBL year 3 WBL year 3
Diagnostic of TVE system in Bahrain
Agenda
1. Diagnostic of TVE System
2. TVE System Development Initiatives
3. The Reform Project
4. The On-Line School-to-Work Transition Module
5. The Pilot Implementation
6. The Evaluation Phase
Strengths
- Strong general education modules
- Provide more than 14 specialisations in TVE schools
- competency based assessment approach is used for assessing practical modules/tasks
Issues
- Traditional teaching and learning processes
- Limited access to ICT
- Lack in curriculum review and development process
- Limited abilities to link between theoretical contents and practical tasks
- Lack in linking the curriculum content with assessment approach
TVE System Development Initiatives
Agenda
1. Diagnostic of TVE System
2. TVE System Development Initiatives
3. The Reform Project
4. The On-Line School-to-Work Transition Module
5. The Pilot Implementation
6. The Evaluation Phase
• New teaching and learning methodologies.
• Adapting the practical classes at school to project-based lessons rather than individual practical exercises.
• Increasing the length of the work placement program; students spend more time in companies than before.
• Offering new secondary vocational education tracks as per labor market needs.
• Setting policy and standards for vocational education and training.
(Biggs, 1999)
The Reform Project
Agenda
1. Diagnostic of TVE System
2. TVE System Development Initiatives
3. The Reform Project
4. The On-Line School-to-Work Transition Module
5. The Pilot Implementation
6. The Evaluation Phase
Stakeholders needs
Management and Progress Monitoring
Group
Institutional Management Group
Learning Materials Development Group
Prototype Design and Development Group
Expert Review and Evaluation Group
Industrial Companies Pilot Group
Delivery of the SBL- WBL transition
module
TVE Students
• Learn about Bloom’s taxonomy learning theory
• Analyse the existing learning resources including learning and assessment materials
• Propose a guideline for developing assessment strategies for school to work transition
• Develop learning and assessment materials for school to work transition module
• Introduce e-learning technology in the process of teaching and learning
The On-Line School-to-Work Transition Module
The On-Line School-to-Work Transition Module
- Five learning case studies.
- Each case study is divided into on-line learning and practical applications. - Soft and technical skills, based on the work preparation skills model.
- Supportive skills for students in the workplace, based on the work preparation skills model.
- Specific job-related competencies, based on the work preparation skills model. - Each case study includes learning activities and learning indicators.
-The learning activities have been developed on the three domains of Bloom.
- Category of attitude being learned based on the attributes of Bloom’s learning theory for the affective domain.
- New teaching and learning guidelines for the school-to-work transition module.
- Assessment strategy based on both summative and formative assessments.
Agenda
1. Diagnostic of TVE System
2. TVE System Development Initiatives
3. The Reform Project
4. The On-Line School-to-Work Transition Module
5. The Pilot Implementation
6. The Evaluation Phase
The Pilot Implementation
The Pilot Implementation
Agenda
1. Diagnostic of TVE System
2. TVE System Development Initiatives
3. The Reform Project
4. The On-Line School-to-Work Transition Module
5. The Pilot Implementation
6. The Evaluation Phase
The Evaluation Phase
The Evaluation Phase
The contribution of the new module
Experiential Learning Model References References
Anderson, L., and Krathwohl, K )2001(: A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives. Complete edition, Longman: New York
Biggs, J )1999(: Teaching for Quality Learning at University. SRHE and Open University Press: Buckingham
Hussein, S )2005(: Developing e-learning materials: applying user-centred design. National Institute of Adult Continuing Education: England and Wales
Lee, J )2009(: Dominant Innovation. Available online: http://www.dominantinnovation.com/ Accessed on 2 September 2009
TVE Directorate in Bahrain, )2008(: Occupational Standards for Technical Education in Bahrain, Internal Report: Bahrain
Experiential Learning Model
Experiential Learning Model