19 research outputs found

    Identification of skills gap between school-based learning and work-based learning in technical and vocational education in Bahrain

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    The paper presents the identification of the existing skills gap between school-based learning (SBL) and work-based learning (WBL) in technical and vocational education (TVE) system in Bahrain. Several surveys have been formulated and the author has elicited the response of the various stakeholders namely: the teachers, people from HR departments of industrial collaborators and industrial supervisors on these surveys. The aim of this exercise was to find out the stakeholders’ perceptions about the existing gap between the students’ skills and industry requirements in three skills dimensions; cognitive, psychomotor, and affective. The surveys’ responses were statistically analysed and it was obvious that a considerable skills gap exists between the industrial requirements and labour market skills. Keywords – School Based Learning (SBL) – Work Based Learning (WBL) – Technical and Vocational Education (TVE) – employability skills ga

    An Evaluation Quality Framework for Analysing School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module

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    The paper presents the results from a quality framework to measure the effectiveness of a new engineering course entitled ‘school-based learning (SBL) to work-based learning (WBL) transition module’ in the Technical and Vocational Education (TVE) system in Bahrain. The framework is an extended version of existing information quality frameworks with respect to pedagogical and technological contexts. It incorporates specific pedagogical and technological dimensions as per the Bahrain modern industry requirements. Users’ views questionnaire on the effectiveness of the new transition module was distributed to various stakeholders including TVE teachers and students. The aim was to receive critical information in diagnosing, monitoring and evaluating different views and perceptions about the effectiveness of the new module. The analysis categorised the quality dimensions by their relative importance. This was carried out using the principal component analysis available in SPSS. The analysis clearly identified the most important quality dimensions integrated in the new module for SBL-to-WBL transition. It was also apparent that the new module contains workplace proficiencies, prepares TVE students for work placement, provides effective teaching and learning methodologies, integrates innovative technology in the process of learning, meets modern industrial needs, and presents a cooperative learning environment for TVE students. From the principal component analysis finding, to calculate the percentage of relative importance of each factor and its quality dimensions, was significant. The percentage comparison would justify the most important factor as well as the most important quality dimensions. Also, the new, re-arranged quality dimensions from the finding with an extended number of factors tended to improve the extended version of the quality information framework to a revised quality framework

    The New School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module: A Practical Implementation in the Technical and Vocational Education (TVE) System in Bahrain

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    This paper diagnoses the implementation of a new engineering course entitled „school-based learning (SBL) to work-based learning (WBL) transition module‟ in the Bahrain Technical and Vocational Education (TVE) learning environment. The module was designed to incorporate an innovative education and training approach with a variety of learning activities that are included in various learning case studies. Each case study was based on with learning objectives coupled with desired learning outcomes. The TVE students should meet the desired outcomes after the completion of the learning activities and assessments. To help with the implementation phase of the new module, the authors developed guidelines for each case study. The guidelines incorporated learning activities to be delivered in an integrated learning environment. The skills to be transferred were related to cognitive, affective, and technical proficiencies. The guidelines included structured instructions to help students during the learning process. In addition, technology was introduced to improve learning effectiveness and flexibility. The guidelines include learning indicators for each learning activity and were based on their interrelation with competencies to be achieved with respect to modern industrial requirements. Each learning indicator was then correlated against the type of learning environment, teaching and learning styles, examples of mode of delivery, and assessment strategy. Also, the learning activities were supported by technological features such as discussion forums for social perception and engagement and immediate feedback exercises for self-motivation. Through the developed module, TVE teachers can effectively manage the teaching and learning process as well as the assessment strategy to satisfy students‟ individual requirements and enable them to meet workplace requirements

    Improving Teaching and Learning Effectiveness in Engineering Education

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    This paper presents the results from a study undertaken to improve the teaching and learning effectiveness in engineering education courses, specifically for Technical and Vocational Education (TVE) system in Bahrain. A teaching and learning assessment tool was developed for participants (existing TVE teachers in electrical and electronic engineering and a pilot group of TVE students). The purpose was to examine the existing approaches of teaching and learning practised in TVE educational environment as well as learning styles preferred by TVE students. The results confirmed that TVE teachers applied limited methods of teaching and learning. However, TVE students had widely varying learning preferences, as they are more motivated by using the experiential learning approach. The experiential learning model allowed students to make their own learning choices and relate what they were learning to the real-work applications (using diagrams, hyperlinked text, video, pictures, interactive examples, virtual reality simulations, and animations). Based on the drawn conclusions, a teaching and learning guideline for engineering education was originated specifically for the needs of the TVE system in Bahrain. The guideline is a potential tool for structuring and improving engineering learning courses in TVE. The guideline will also help in meeting modern industrial requirements by equipping students with better skills, abilities and attitude

    An Improved Employability Skills Model and its Compliance Through Vocational Educational System in Bahrain

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    The globalisation along with the interdependence of various economies has resulted in creating extra dimension to the employability skills requirements. Various socio-economic indicators have increased the pressure on vocational education sector and changed it from supply driven to demand driven by the labour market requirements to minimise the existing employability skills gap. The paper presents a study that has been conducted to identify the existing skills gap between School Based Learning (SBL) and Work Based Learning (WBL) in Technical and Vocational Education (TVE) System in Bahrain by asking teachers, Human Resources departments from industry, and industrial supervisors to complete questionnaires. Their answers have been analysed quantitatively and qualitatively. Based on these drawn conclusions, an improved employability skills model has been developed which shows the importance of the required skills. This model will be the basis for suggested modifications in SBL and WBL structure in TVE in Bahrain. Keywords: School Based Learning (SBL), Work Based Learning (WBL), Technical and Vocational Educatio(TVE), Employability, Skills, Cognitive, Affective, Psychomoto

    Performance Improvement of Technical and Vocational Education in the Kingdom of Bahrain

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    This study is directed at improving quality of graduates coming out from the Technical and Vocational Education (TVE) system in Bahrain.The aim of TVE system is to equip the students with the skills, knowledge and work ethic required for various industries, such as electrical, electronic, telecommunications, building services, mechanical engineering and computer technology. The TVE system is a two-tier system of education comprising SBL (containing specialised technical modules delivered in the school environment) and WBL (including work placement periods) intended to equip the students/graduates with cognitive, affective and psychomotor skills essential for their future careers. Recent TVE studies have indicated that a gap exists between the students’ skills acquired during SBL and WBL study and the skills required by industrial companies in Bahrain. A novel employability skills model was developed based on extensive literature survey and exploratory studies conducted by the researcher. The skills gap was determined through quantitative and qualitative analysis of the responses of the stakeholders to Questionnaire 1. Furthermore, to interlink employability skills requirements with teaching and learning provisions within TVE, the researcher has integrated two-dimensional (2D)models for cognitive, affective and psychomotor domains within the existing provisions. For the above purpose a new 2D model for affective domain skills has been developed. With an aim to improve teaching and learning provisions, the correlation between the existing approaches of teaching and learning practised in TVE educational environment with students’ learning styles was examined using Questionnaire 2. All the above was used for structuring learning activities in engineering courses so that a better match between the employability skills model and skills taught during SBL and WBL could be achieved. To maximise the output from TVE system, a novel SWT (SBL-to-WBL Transition) module was designed and developed. This was to ensure that TVE students receive the necessary training required by industry before they go in work placement(included in WBL programme) which would enable them to perform at a very high level; within the industrial environment. The module design was based on the user-centered approach and included necessary elements to satisfy the requirements of the novel employability skills model and 2D models for cognitive, affective and psychomotor domains. The developed SWT module contained five case studies which were related to real work examples. The learning activities included, challenged the students to recognise, make informed responses, and work comfortably with the diverse requirements of WBL environment. The user evaluation of the proposed e-learning package was done by the students and teachers who completed Questionnaire 3. Based on the above a new quality framework for online courses was developed. The modified framework extends the existing information quality frameworks by incorporating features associate with pedagogical and technological contexts. The framework would be useful in determining adequacy of the new SWT module in providing workplace proficiencies, preparing TVE students for work placement, providing effective teaching and learning methodologies, integrating innovative technology in the process of learning, meeting modern industrial needs, and offering a cooperative learning environment for TVE students. The proposed SWT module represents a major contribution to the improvement of TVE system in Bahrain because it challenges students and teachers to be capable of recognising, making informed response towards, and working comfortably with the diversity they encounter in WBL environment

    A Diagnostic study on the teaching and learning styles in engineering education

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    This paper presents the results from a study undertaken to analyse the teaching and learning effectiveness in engineering education courses, specifically for Technical and Vocational Education (TVE) system in Bahrain. Teaching and learning diagnostic assessment tools were developed for both TVE teachers in electrical and electronic engineering and a pilot group of TVE students. The purpose was to examine the existing approaches of teaching and learning practised in TVE educational environments. The analysis indicated that TVE teachers applied limited methods of teaching and learning. However, the TVE students had widely varying learning preferences, as they are more motivated by the experiential learning approach used by the teachers

    Design and Development of an On-Line Work-Based Learning (WBL) Module to Enhance the Technical and Vocational Education (TVE) System in Bahrain

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    This paper outlines the results from a research study conducted by the authors to identify the existing employability skills gap between TVE system in Bahrain and industrial requirements. Based on the study results, an on-line WBL module has been developed and will be introduced in SBL, delivered with innovative technology. The module aims to improve teaching and learning strategies, develop TVE students’ competencies, and meet the industrial requirements. The module has been designed to have elements from the day-to-day working environment of an industrial setup as well as various elements from the interface of industry and society. The on-line WBL module is expected to make a major contribution to the improvement of TVE in Bahrain because it will challenge all students and teachers to recognise, make informed responses, and work comfortably with the diverse requirements that they encounter in the WBL environment

    Measuring the effectiveness of an on-line school-to-work transition module

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    The paper proposes a framework to measure the effectiveness of an on-line module for school-to-work transition in a Technical and Vocational Education (TVE) system. The module was developed on the basis of educational outcomes (TVE objectives) and industrial companies' requirements. It has been taught to a pilot group of Electrical and Electronic Engineering TVE students in Bahrain. The implementation phase was carried out during the school-based learning before the students joined the work placement program. The findings indicated that the pilot group’s performance in the school-based learning was better than the control group’s performance which was exposed to traditional teaching and learning methodology. The affective domain competencies can be taught and assessed more effectively with the on-line module. The framework proposed can evaluate the effectiveness of the on-line module in providing stake-holder’s requirements reasonably well
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