Computer enhanced learning for mathematics in Malawi

Mathematics is a dreaded subject all over the world more so in third world countries. Results in Malawian examination papers clearly show a higher failure rate in mathematics than other subjects. New teaching methods are needed to revolutionalise pupils' perspective of mathematical concepts and help them see mathematics as a doing subject independently or as a service discipline. The new teaching methods must be seen to make mathematical experience accessible to pupils which will in turn promote pupils' enjoyment of mathematics. Lack of student active participation in present mathematics teaching methods and abstraction in some topics puts off weaker or slow learning students and develops in such students a sense of defeat and demotivation towards the subject. In Britain and other developed countries, syllabuses and teaching methods are constantly under review. In some cases new syllabuses are adopted without prior training for teachers causing additional problems, e.g. the new GCSE syllabus in U.K. which is new in methodology, content and assessment methods. This research, carried out for Malawi, particularly for the Polytechnic, looks at how this massive percentage of under achievement can be reduced. It also exposes the instructional ineffectiveness and inefficiency at learning tasks. The importance of in-service training for secondary and primary school mathematics teachers is also highlighted. Computers can be a key to realising educational goals such as promoting pupil-directed inquiry, enhancing the development of scientific and mathematical concepts and addressing more efficiently the learning needs of individual children in mixed ability and overcrowded classrooms. An assessment of Computer Enhanced Learning for the improvement and reinforcement of present teaching methods is therefore made. Finally, a set of recommendations for the improvement of mathematics education in Malawi is suggested to the Ministry of Education and Culture through the Polytechnic for implementation

New creative careers: the problems of progression and uncertainty

This chapter presents findings from research which we conducted with participants who were current and former art college students, practitioners in different areas of creative arts and design, and therefore workers in a relatively newly named part of the economy, the ‘creative industries’. Originally identified by New Labour as a significantly successful new sector, they have subsequently received considerable attention from policy-makers and also academic commentators, in the UK and elsewhere. The list of creative industries cited by New Labour (DCMS 2001) also corresponds closely to the subject areas and activities of many art college courses, indicating how these institutions function as a vocational training ground and entry point for the creative industries. In this chapter, we discuss special issues which our research raised in relation to creative working; the implications of our research findings for vocational learners themselves and for course providers, teachers and institutions; sources of advantage and disadvantage for learners, as indicated by our research, and some further implications for those aiming to assist and expand lifelong learning opportunities

To what extent does the Recognition of Prior Learning (RPL) in a University of Technology's Engineering Faculty recognise and accredit knowledge acquired through work experience?

Includes abstract.Includes bibliographical references.Recognition of Prior Learning (RPL) has become a key component in the South African educational environment because of the need to address past discriminatory practices in education due to the apartheid regime. This study poses the question: To what extent does the Recognition of Prior Learning (RPL) in a University of Technology’s Engineering Faculty, recognise and accredit knowledge acquired through work experience? It explores what type of knowledge is assessed and recognised during RPL and what kinds of knowledge, gained at which type(s) of institution(s), are given preference. The study is set against the background of experiential learning theories: the phenomenological learning approach and the situated learning approach

Productivity and Skills in Industry and Services-A Britian-German Comparison

It is widely accepted that the vocational and professional training system has a major impact on national competitiveness. In this paper a number of German-British studies in manufacturing and services are examined in order to show how skill systems have affected the comparative strengths and weaknesses of the two countries’ productivity performances. The studies have been conducted since the end of the 1980s to 2003 and have revealed specific links between vocational training, products and competitiveness on the basis of matched plant comparisons. The comparison between Britain and Germany has been chosen as these countries have very different national VET systems. The findings suggest that higher levels of apprenticeship training in German companies give them an advantage over their British counterparts with respect to flexibility to changes in markets, technology, quality and supply chains. The paper closes with a short discussion.

Shifting Facilitator Roles: The Challenges and Experiences of Tutors within Aalborg and Maastricht PBL Settings

Problem-based learning (PBL) has become a widespread method of teaching and learning around the world since the early 1970s. While several varieties of PBL are in use in many educational institutions, two primary models have taken root: the Aalborg model originating in Aalborg University, Denmark and the Maastricht model, originating in Maastricht University in The Netherlands. The two models both guide self-directed student learning under PBL principles, but they also have distinct differences. As developing PBL facilitators ourselves, we were particularly interested in understanding the role of the facilitator as it differs across the two models. Our goal for this semester was to understand and apply PBL theory and best practices in our own educational institutions. One of our challenges, however, was that we each had different experiences and expectations for the facilitator role. Our goal, then (or our problem statement) became to better understand the tutors’ experiences of the facilitator role in both models so we could best apply this understanding appropriately in our own institutions. Previous research in this area is limited, so this paper fills a gap in our own knowledge of PBL as well as adding to the existing literature

Integrated Design, Design Management and the Delivery of Major Hospitals

There is a failure to fully achieve client expectations and to deliver integrated hospital building solutions that function to all spatial and equipment requirements. Often this is because the construction of hospitals is based on designs established several years before the start on site. A retrospective abductive, auto-ethnographic case study approach has been taken in the examination of four major hospital projects over a period of 30 years. The level of design integration and effect of design management and coordination issues relating to stakeholder engagement, roles and responsibilities, static and dynamic briefing and the integration of major medical equipment has been explored at a project level, then contextualised within a wider delivery model to understand the impacts of these on integrated delivery and systems integration. Five temporal periods were observed, four of them relating to the retrospective case studies these were: (1) prescriptive integration – where traditional procurement with Design, Bid, Build delivery was combined with standards and guidance; (2) dysfunctional integration – where the adoption of Private Finance Initiative (PFI) with Design and Build delivery transferred traditional roles and reduced standardisation; (3 and 4) adaptive integration 1 and 2 – which saw both a gradual deregulation of standards; and, an understanding for standards, and (5) the fifth temporal disintegration period – where guidance from the wider delivery model ceased to be updated due to top down policy reorganisation and lack of centralised control and includes a current case study. Throughout these temporal periods, it was found that the national delivery models have had a significant influence on hospital project delivery and particularly systems of systems integration. A new model based on layering principles that shows the impact of wider delivery models on systems integration is proposed to improve the provision of ‘state of the art’ facilities at project completio