Speakers for eCon April 2021

Since November 2018, I’m professor by special appointment at the Open University, Heerlen; faculty of Educational Sciences and the department/group Social learning. The research assignment concerns responsive learning as knowledge creation. Since 2006, I enjoy a professorate of education (Dutch: lector) at Aeres University of Applied Sciences Wageningen, Faculty of Education and Teacher Education. Initially assigned to “Learning and development of teachers” (initially combined with a part-time professoriate at the CAH-Dronten Applied university). Since 2010, a full time senior professoriate with the assignment ‘knowledge creation and ecologically intelligent thinking. June 2015, I started also a four years’ professorial project ‘responsive education in relation to the transition in food and agri business’. My background is in Educational and Experimental Psychology. I obtained my doctorate (PhD, 1992) at Tilburg University on the topic ‘self-regulated learning, a process approach”.  I worked at several universities (Tilburg University, TUE, WUR, KUN, OU) and in industry as manager (LSOP police, NS-Training & development). I was chairman of the VOR Division Learning and Instruction (2008-2014). I’m one of the founders of EAPRIL and ex-Chair of EAPRIL (2011-2015). Knowledge of interest: knowledge building e.g. idea-centred learning (knowledge creation); (self-regulated) learning, CSCL (computer supported collaborative learning, CSCL), vocational education, workplace learning and development of professionals. Central focus in the research: knowledge building and development. How education and professional development can support learning by starting from the learner’s idea and his learning as a process of building and developing his own theories and finding his own uniqueness with conscious of care for and being a part of nature as essential for mankind to find sustainable solutions, insights, wisdom, well-being and to survive.

Vocational education and research: the case of Regional Learning

A study was carried out in a Dutch vocational education and training (VET) college, where a new (at the time still loosely-defined) educational concept named ‘Regional Learning’ (RL) was introduced several years ago. The college engaged the authors to contribute to the development of the concept by generating insights in the kinds of learning that takes place in RL practice and into the use of roles and pedagogical instruments to support learning. The aim of the research was to support the further development of the RL concept and practice. The research consisted of: 1) document analysis, 2) interviews and observations in educational practice, and 3) co-creation sessions with students, teachers and researchers. The results show that: 1) the RL concept had not yet been properly established when it was introduced in the VET college, 2) difficulties were encountered in combining the existing curriculum with the new concept and establishing new routines, and 3) co-creation produced ideas and plans for the further development of RL. In the discussion we will also talk about the narrative of the applied participatory practice-based research approach. Reflection learns that this kind of research requires specific conditions and explicit, constant attention by all participants.  

Dr. Ardian Wahyu Setiawan is a faculty member at the State Polytechnic of Malang – Indonesia (www.polinema.ac.id). He has been working in the vocational HE sector for 20 years. Currently, he is serving as an expert staff for academic affairs at the polytechnic.

Shifting from Face-to-face to Online Learning: Lessons Learned from an Indonesian Polytechnic

The Covid-19 pandemic has posed some challenges to Indonesian vocational higher education institutions. Shifting from face-to-face to online learning has been one of the most challenging pedagogical decisions Indonesian polytechnics make as the curriculum of Indonesian polytechnics is designed to provide more time for practices. In this session, Ardian will share how the State Polytechnic of Malang, one of leading Indonesian polytechnics, sustains its education process by shifting from offline / face-to-face to online learning and providing support to both students and faculty members.

Dr Maurice Dimmock is Chair of the ASIC Group of companies. He has nearly 50 years of experience in education at all levels. Over the years, he has achieved many things including setting Northumbria University partnership programmes worldwide. He has won the Heist/ Guardian International manager of the year award for International Strategic development, the MEENA award for outstanding contribution to TVET, and the ASEAN Business Award for education.

International Accreditation Through the Pandemic – Lessons Learned

Dr Dimmock will discuss how an accreditation agency changed to remote inspections through Video and Zoom, with follow-up site visits when travel is permitted. He will be discussing lessons learned throughout this change process.

Dr. Sandra Poirier has been employed at Middle Tennessee State University, since 2005 currently as a Professor of Nutrition and Food Science.  She received her B.Sc. and M.Sc. degrees from Florida State University and University of Arizona, respectively.  Her doctorate in Adult Education and Human Resources Development was received in 1998 from Florida International University in Miami, Florida with her dissertation in the area of health-related quality of life. She has been a licensed dietitian since 1986.  Prior to coming to MTSU, Dr. Poirier taught three years at Zayed University in Dubai, United Arab Emirates. Additionally, she has worked at the University of Florida Extension Service, Florida International University, Florida Atlantic University, University of Arizona Extension Service, and Alberta Agriculture, Alberta, Canada.

Dr. Poirier has more than 15 years of international teaching experience working in culturally diverse environments.  Her strengths include creating innovative educational programs with a focus on nutrition and food science, food and culture, identifying appropriate outreach efforts to solve community problems, and empowering students for successful careers.  She has been recognized for her ability to create and teach online courses, work as an advisor for student organizations, and creating positive educational environments for optimal learning. In February 2020, she was invited to participate in the United Nation’s Commission for Social Development in New York City.  She has published over 40 journal articles and been invited to speak in Malaysia, Switzerland, Germany, Poland, Austria, Puerto Rico, Iceland, Australia, Greece, and the Andros Islands in the Caribbean.

Dr. Poirier will be co-presenting with Dr. Mary Ann Remsen.

Sustainable Online Instructional Models

An extraordinary global pandemic has affected society in many ways most notably in the transformation of distance learning through online instruction. Most schools and universities were unprepared and ill equipped due to limited use of technology to deliver instruction in a virtual context. A transformational approach to support learning through virtual structures aligned to curriculum requires an examination of best practices to support outcomes for students and faculty. A digital model to deliver a personalized student experience organized in domains to revolutionize learning focusing on the whole learner across the lifecycle through a digital framework with emphasis on demand and discovery, learning design, learner experience, and work and lifelong learning.

Digital learning will also require a reexamination of entire organizations and institutions by identifying barriers and structures that impede learning. The development of virtual structures that can be delivered effectively and consistently to meet the needs of learners will require organizational change by adapting institutional processes and capabilities. In this presentation you will be introduced to digital transformation of online models of education, a higher education digital framework, tools to enhance digital instructional strategies, and digital capabilities affecting the learner.

 

Dr. Mary Ann Remsen is a Senior Level Dissertation Chair at Grand Canyon University in the College of Doctoral Studies. She was also an Assistant Professor in the College of Education with the Department of Early Childhood Education Murry State University and Middle Tennessee State University. She has more than 28 years teaching experience at the secondary and higher education level. She has recent publications in peer reviewed journals, has presented at national and international conferences and is currently conducting a study examining the patterns of
adjustment made by students in higher education at the beginning, middle and “end” of the COVID-19 pandemic.

Sustainable Online Instructional Models

An extraordinary global pandemic has affected society in many ways most notably in the transformation of distance learning through online instruction. Most schools and universities were unprepared and ill equipped due to limited use of technology to deliver instruction in a virtual context. A transformational approach to support learning through virtual structures aligned to curriculum requires an examination of best practices to support outcomes for students and faculty. A digital model to deliver a personalized student experience organized in domains to revolutionize learning focusing on the whole learner across the lifecycle through a digital framework with emphasis on demand and discovery, learning design, learner experience, and work and lifelong learning.

Digital learning will also require a reexamination of entire organizations and institutions by identifying barriers and structures that impede learning. The development of virtual structures that can be delivered effectively and consistently to meet the needs of learners will require organizational change by adapting institutional processes and capabilities. In this presentation you will be introduced to digital transformation of online models of education, a higher education digital framework, tools to enhance digital instructional strategies, and digital capabilities affecting the learner.

Dr. Benjamin Onoriode Irikefe is the author of the 1,072-page book on skill acquisition titled, “Handbook of Skill Acquisition Training and Empowerment Programmes.” He was the Statement Chairman at the First Presidential Retreat on National Security and a Member of the Presidential Panel on National Security (2001/2002). He has attended numerous academic and professional programmes at the University of Ibadan; Federal University of Technology, Owerri; Business School Netherlands amongst others. He is the Managing Consultant of Scotchville Industrial Consortium Limited, a firm commissioned by Nigeria’s Federal Government to provide Skill Acquisition Trainings to both Ex-Militants & Non-Militant Youths and persons.

Websites: www.scotchville.com.ng ǀ www.skillacquisitionhandbook.com

 

TVET: A Platform for Combating Violent Crimes and Volatile Activities in Nigeria

This paper posits the use and deployment of TVET as a deliberately structured platform for stemming-down the commissioning, perpetuation and proliferation of myriads of criminalities across Nigeria, especially among the youths. It has been established that the instrumentality of TVET especially in the form of short-term vocational training, provision of vocation-specific starter packs and post-training support can go a long way in abating unwholesome activities in communities. It has also been proven that skill acquisition training and empowerment programmes are a vital platform for taming pervasive unemployment, burgeoning poverty, escalating insecurity and the destabilisation of communities in countries like Nigeria. It was found out that due to the dearth of vocational skills among the youth populace, some of them retrogressed to the
commissioning of various heinous and horrendous crimes as a means of survival. These crimes include armed banditry, commercial hostage-takings & kidnappings, contract killings & assassinations, armed robberies, sponsored riots, criminalized agitations, internet frauds, thuggery, trafficking in illegal arms, faking of goods, services and products, livestock rustling, blackmailing, sponsored protest marches, illegal bunkering, sea piracy, oil facilities vandalisation, setting up & operating illegal crude oil refineries, extortions, collection of illegal levies and so on. For effectiveness, the TVET implementation strategies entail vocation-specific training, entrepreneurship development training, applicable soft and life skill training, training in the usage & application of vocation-specific starter packs, the actual provision of starter packs and post-training support. The paper also advocates the teaching and learning of vocation specific trades (VSTs) or micro, small and medium enterprises (MSMEs) alongside and within conventional academic curriculums so that graduates can get what to eke out living with, after graduation.

KEYWORDS: TVET, skill acquisition, violent crimes, volatile activities.

Dr Vicki Roberts holds a PhD in Education, Masters in Online Learning as well as qualifications in VET, leadership, human resource management, accounting, and auditing of quality management systems. During the last 30+ years Dr Vicki has worked as an education project manager and technical adviser in public and private systems and capacity development. Activities in these projects have included design and development of programmes and projects that involve education frameworks, TVET, higher education, governance policies and processes, capacity building, research, skills analysis, training needs analysis, employability and labour market analysis and management, CBT curricula development, quality assurance, social inclusion for disadvantaged groups, monitoring and evaluation of activities and plans. Dr Vicki’s experience has been gained in Afghanistan, Australia Canada, China, Egypt, Kiribati, Kuwait, Mauritius, Pakistan, PNG, Timor-Leste and USA.

How do you prepare teachers for effective cascading of TOT skills?

In many countries a cascading approach is common to mentor and support the capacity development of TVET teachers and trainers. However, are these cascading TVET teachers sufficiently skilled, capable and ready to share their experiences? As well as technical skill competencies, what other competencies and understandings do these teachers need to make the cascading effective? How can we better prepare teachers for TOT delivery using a cascading approach? These and other questions will be answered in this presentation.

With experience in teacher training in Australia, Asia, Middle East and the Pacific, Dr Vicki Roberts will share insights into the benefits, risks and opportunities that are inherent in TOT cascade training. Dr Vicki will explain the how and why, it is essential to prepare cascade teachers to ensure effective TOT cascading.

 

Md. Saiful Bari currently at the BRAC Business School (BBS), BRAC University.

• Member of BRAC University Mongol Tori • BRAC University. http://www.bracumongoltori.com/
• Member of International Society for Engineering Research and Development (ISERD) http://www.iserd.co/committees.php
• LinkedIn: https://www.linkedin.com/in/saiful-bari/
• Research gate: https://www.researchgate.net/profile/Md_Saiful_Bari
• Academia.edu: https://bracu.academia.edu/MdSaifulBari
• Google scholar: https://scholar.google.com/citations?user=crYscgwAAAAJ&hl=en&authuser=2

Md. Saiful Bari will present the following topic with Engr. Humayun Kabir.

Primary Education in Bangladesh for Sustainable Development for Empowerment in the 21st Century

The formulation of such a school or district curriculum guide should not be viewed as the culmination of the curriculum development process, but rather as a crucial step within the method of ongoing curriculum development and implementation. Thus, no guide will be perfect. No guide will ever be a finished product cast in stone. No guide will be free from criticism. However, to be effective, a guide must earn acceptance by teachers and must be deemed educationally valid by parents and thus the community at large. The study is quantitative in nature. The study also develops an ICT implementation status model from the e-primary school systems in Bangladesh. This model has identified the ICT equipment, analyzed the ICT support & equipment, given weight to every factor and investigated this state of ICT implementation of e-primary schools in Bangladesh. The study has taken 800 sample schools from 8 divisions to research this ICT implementation status. The study suggested that before implementing the ICT they are going to verify all the infrastructure of ICT is available there in those primary schools.

Keywords: E-Primary Schools, Digital Education, E-School Model, Government of Bangladesh (GOB)

Engr. Humayun Kabir is recognized as a thought leader, influencer, policy maker, passionate, innovative, solution-focused young professional and connector of people in the society and global markets. He has excellent communication skills and able to establish relationships with customers, suppliers and stakeholders across the world. He is also an experienced person with successful track record Corporate Communication, Sales, Marketing & Branding, product innovations, Career Development, Education System, TVET Education, Student Affairs, Business Incubator, Starts up, Venture Capital, Entrepreneurship Development. IT Business Management, Branding, Protocol Officer, Office Management, Business Development & Business Forecast, Client Satisfaction, Project Coordination, Market Research Event Management, Market Research & also Digital Marketing. His hobby is reading books, listening to music, love to spend time with friends and to make people happy and taking care of senior citizens and elderly people relatives. He has a tendency to work for the overall well-being and development of the country.

Engr. Humayun will present the following topic with Md. Saiful Bari.

Primary Education in Bangladesh for Sustainable Development for Empowerment in the 21st Century

The formulation of such a school or district curriculum guide should not be viewed as the culmination of the curriculum development process, but rather as a crucial step within the method of ongoing curriculum development and implementation. Thus, no guide will be perfect. No guide will ever be a finished product cast in stone. No guide will be free from criticism. However, to be effective, a guide must earn acceptance by teachers and must be deemed educationally valid by parents and thus the community at large. The study is quantitative in nature. The study also develops an ICT implementation status model from the e-primary school systems in Bangladesh. This model has identified the ICT equipment, analyzed the ICT support & equipment, given weight to every factor and investigated this state of ICT implementation of e-primary schools in Bangladesh. The study has taken 800 sample schools from 8 divisions to research this ICT implementation status. The study suggested that before implementing the ICT they are going to verify all the infrastructure of ICT is available there in those primary schools.

Keywords: E-Primary Schools, Digital Education, E-School Model, Government of Bangladesh (GOB)

Dipl.-Ing. Hans Bernd „Ben“ Richter, Oberstudiendirektor a. D.  (TVET SOLUTION – Germany)

More than 40 working years in the field of vocational training as a student at a vocational school, trainee, engineer, vocational school teacher at a vocational school, head of department at a vocational school and finally headmaster of a vocational school.

More than 30 years of experience in IT technology, computer program development, computer networking and computer-assisted learning.

More than 20 years of school development and leadership experience through the establishment of an independent school with an ISO certified quality management system committed to learning. Successful school development experience based on the 4 pillar model. Close and successful cooperation with the training industry and its associations as well as regional and superordinate political institutions.

Great commitment to sustainable and successful learning in all its dimensions in vocational education and training. Very extensive experience in personnel development measures in a teacher context through intensive feedback during classroom visits.

More than 10 years experience in international education training for teachers and school managers from Indonesia, Myanmar, Cambodia, Laos, Vietnam. Most recently team leader, coordinator and trainer in a comprehensive 2-year TVET-teachers training program in Palestine together with Dr. Busaina Nazzal (national long term expert).

Effective teaching and learning techniques

Due to the Corona pandemic, we were forced last year to use distance learning as opposed to the usual face-to-face learning. In the discussion, the impression often arose that these are two opposing elements that have nothing or at least little to do with each other and that one has to completely change or redevelop one’s learning and teaching materials. In the case of teaching that is characterised by a strong lecture style and has little action orientation, this is even true. But these teaching methods are demonstrably ineffective anyway and should be changed. If this were the consequence of the new type of distance learning, then the pandemic would also have its good side, in that it would favour or accelerate conversion processes in the teaching industry.

Learning from the learner’s point of view has not fundamentally changed because of the distance to the teacher.

Certain basic rules for sustainable learning still apply, such as problem-solving techniques like the didactics of crime, such as sensory learning through the application of the VAKOG design, such as the relationship design between learners and teachers, such as the orientation towards learning products, such as the focus on attention, such as the learning field orientation and such as the “complete action” as an organising principle, to name just a few of the elements that are characteristic of vocational education in general.

Sustainable competence-based learning can therefore be successfully applied in different learning environments. Whether distance or face-to-face learning takes place, the learning process should have certain core elements so that it can be successful for the learner.

Md Hussin Alam, PhD. Research Fellow
Currently doing a PhD in political science at the Institute of Political Science, University of Wroclaw, Poland, focusing on the contribution of the social business model to solve social issues. He holds a MSc in international business from Canterbury Christ Church University, UK and a
BA (Hons) from the University of Sunderland,UK. He was nominated for the ECPR (European Consortium for Political Research) Rising Star Award in 2020 and was chair of the “15 and 16 International Student Conference” panels. He received twice best Ph.D. student’s rector scholarship. He was also on the organizational committee for the International Student Conference on Politics & Society in Central and Eastern Europe, Institute of Political Science, University of Wroclaw. He also scientific organizational committee for the 2 nd International Conference on Entrepreneurship, Management, Innovation, and Development- 2020 (IC-EMID 2020) online, hosted in London on 20 th December 2020. He was a panelist for the “Entrepreneurship competences” for School, Work and Life on the European Vocational Skills Week 2020 hosted by Warnborough College. He published 4 scientific articles and presented research paper more than 15 international conferences. He did scientific internship university of Dhaka, Bangladesh. He worked as a lecture at the International University of Logistic and Transport in Wroclaw, Poland. He also interviewed Nobel peace prize winner professor Muhammad Yunus twice in conjunction with his work. He is a scientific columnist for one of the oldest and most-read newspapers in Bangladesh and abroad (“The daily Ittefaq”) and is a formal scientific
moderator on the online newspaper “shikshabarta.com”. His research interests are Social Business, Social Entrepreneurship, Social enterprise, sustainable development, managing innovation in logistics, economic policy, social policy and economies.

The Role of Technology for Formal Education

The education process goes hand-in-hand with technology. We use technology for e-learning platforms, blended platforms and formal education platforms. Formal education is a structured and systematic form of learning. Formal education is usually face-to-face or on-campus education. Formal education is classroom based, meaning everything a student learns comes books and other educational materials with the sole purpose of educating students. The internet gives us options to meet around the world even though people are sitting at home. For formal education, technology is very important.

Internet-based distance education is a natural consequence of fin de siecle industrial transformations from a manufacturing economy (in which standard educational practices are based) to an information economy (in which greater autonomy, collaboration, flexibility and a project orientation to work are the norm). The Internet did not cause changes in education, but rather enabled educators to meet new demands for instructional practices and outcomes and adapt to a rapidly changing economic and social environment that was beginning to outpace the traditional ‘academy’.

This research presents a comprehensive view of the current debates surrounding formal education and blended education, Firstly, the research defining formal learning, informal learning and e-learning. Secondly, how technology can be use for formal education through harnessing the digital practices that young people engage with informally such as social networking, game-based learning, and digital making. The research will show how formal education is connected with technology.

Key words: Formal education, Technology, E-learning

Name: Ainoutdinova, Irina
Degree: Doctor of Pedagogical Sciences
Academic rank: Professor
Organisation/ Institution: Institute of Pedagogy, Psychology and Social Problems (IPPSP, Kazan) / Kazan (Volga region) Federal University (KFU)
Scientific interests: Pedagogical sciences; Methodology, methods and techniques of training bachelors of law, masters of law and postgraduates at university; Innovations in higher education.
Achievements: The author of more than 100 publications (including articles, monographs, textbooks, tutorials, etc.) on issues concerning new trends and methodology of higher education. In 2012 she defended her doctoral dissertation in the field of theory and methodology of vocational education “Integration of vocational and foreign language training of a competitive specialist in higher education” (15.05.2012). The author has developed, tested and implemented the educational technology known as CIPPO – the author’s technology of “creative informative personalized professional (vocational) optimized” foreign language teaching and learning of students at the university level. CIPPO aims  to integrate professional (vocational) and foreign language training of a future competitive specialist. The content of training courses is built on a modular-competence basis; provides duly selected and structured curriculum; offers a high quality ICT-based learning environment designed for the purposes of a personalized student-centered teaching and learning.

She will be co-presenting the following presentation with Dr Tatiana Tregubova.

Developing skills for e-learning tutoring in the wake of the COVID-19 pandemic in Russia

The need to analyze and research the question of developing skills for e-learning tutoring has been driven by several factors, the most recent and acute being the COVID-19 pandemic and its unprecedented impact on educational systems around the world. With many schools and institutions closed under lockdown restrictions, there was a distinct rise in e-learning initiatives both in Russia and abroad. Various forms of distance and online teaching and learning strategies and solutions were mobilized to replace the traditional forms of education. Russian government, its authorities and institutions also undertook all possible measures to utilize technology in support of the smooth continuity of educational process. Despite high interest of some Russian educators, trainers and teachers in electronic and digital forms of teaching and learning even before COVID-19, it can be assumed that it was the pandemic that revealed most of the gaps and shortcomings in this education sector. Along with certain difficulties associated with institutional and technical support, there was an obvious gap in the ICT readiness of most teachers, trainers and instructors to provide adequate assistance to their students in the new distance learning environment. There arose an urgent need to rethink and strengthen the institution of e-learning tutors capable to solve pedagogical, psychological, technical and communication issues of online training. The aim of this work is to analyze the best European practices and models of e-learning tutors` training and determine their applicability in Russia. The study was carried out using social, pedagogical, competence-based and comparative approaches covering all aspects of professional activities of tutors, which allowed considering their roles, needs and skills sufficient to implement their goals and objectives in the e-learning context. The research results include the specification of the conceptual apparatus, classification of e-learning tutors` skills and competencies, and gradation of levels of their achievement. The empirical part contains a description of the e-course created with the help of our Pro-VET partners on the ‘Warnborough Learn’ digital platform.

Key words: e-learning, online, tutoring, tutor, pedagogy, psychology, technology, communication, COVID-19 pandemic

Dr Tatiana Tregubova is a Doctor of Pedagogocal Sciences. She is a Professor; Leading Researcher of the Research Department; Head of the Center for International Cooperation & Academic Mobility; Professional Development of Vocation Education Teachers with European Practices / Pro-Vet (ERASMUS+) Project manager from the Institute of Pedagogy, Psychology and Social Problems (IPPSP).

She will be co-presenting the following presentation with Dr Irina Ainoutdinova.

Developing skills for e-learning tutoring in the wake of the COVID-19 pandemic in Russia

The need to analyze and research the question of developing skills for e-learning tutoring has been driven by several factors, the most recent and acute being the COVID-19 pandemic and its unprecedented impact on educational systems around the world. With many schools and institutions closed under lockdown restrictions, there was a distinct rise in e-learning initiatives both in Russia and abroad. Various forms of distance and online teaching and learning strategies and solutions were mobilized to replace the traditional forms of education. Russian government, its authorities and institutions also undertook all possible measures to utilize technology in support of the smooth continuity of educational process. Despite high interest of some Russian educators, trainers and teachers in electronic and digital forms of teaching and learning even before COVID-19, it can be assumed that it was the pandemic that revealed most of the gaps and shortcomings in this education sector. Along with certain difficulties associated with institutional and technical support, there was an obvious gap in the ICT readiness of most teachers, trainers and instructors to provide adequate assistance to their students in the new distance learning environment. There arose an urgent need to rethink and strengthen the institution of e-learning tutors capable to solve pedagogical, psychological, technical and communication issues of online training. The aim of this work is to analyze the best European practices and models of e-learning tutors` training and determine their applicability in Russia. The study was carried out using social, pedagogical, competence-based and comparative approaches covering all aspects of professional activities of tutors, which allowed considering their roles, needs and skills sufficient to implement their goals and objectives in the e-learning context. The research results include the specification of the conceptual apparatus, classification of e-learning tutors` skills and competencies, and gradation of levels of their achievement. The empirical part contains a description of the e-course created with the help of our Pro-VET partners on the ‘Warnborough Learn’ digital platform.

Key words: e-learning, online, tutoring, tutor, pedagogy, psychology, technology, communication, COVID-19 pandemic

Dr Tulio Barrios Bulling is a pedagogue, consultant, educational researcher, and administrator. During his professional career, he has held different leading positions at diverse educational levels. Currently, he has been appointed Headmaster at the recently opened Colegio Las Condes in Santiago de Chile. Also, he maintains a Professorship in Learning Assessment and Didactic Congruence at Universidad Nacional Andrés Bello. He publishes regularly in international journals and was elected IVETA Vice President for Latin America and the Caribbean. Among his many interests, one may highlight teachers’ leadership and performance assessment, skills and competencies development, curriculum alignment, teaching strategies, and educational management.

He will be co-presenting the following presentation with Laura Barrios Valenzuela.

Effective assessment practice at vulnerable schools in times of pandemic

The purpose of the current study is to present the results of some research conducted at 12 vulnerable schools in the central region of Chile. One of the main challenges that online teaching implies has been precisely the evaluation of learning. Teachers who work in vulnerable contexts, may find the assessment process even more demanding.

The presenters will aim to shed light on the most frequently used assessment tools at the targeted school. Among them, which ones are perceived as more efficient by teachers and what reasons are given to support this perception.

The following objectives guided the present investigation.

• To identify the evaluation instruments most used by teachers of vulnerable schools.
• To determine those considered as more and less efficient in this context
• To know the reasons associated with its degree of effectiveness.
• To propose some actions to strengthen the evaluation process.

The results evidenced that the most widely used type of evaluation was the creation and development of projects, closely followed by short-answer questions. Multiple-choice questions and problem solving also obtained high valuations. Research work, questionnaires solving, and the completion questions were other techniques that scored high.

According to the informants, written tests, dramatization, work group, and online interrogations were less effective assessment instruments in their school environments.

Laura Barrios is a Primary School teacher and holds a master’s degree in educational psychology granted by the University of Alcala (Spain). During her career, she has taught at diverse school systems, remote teaching, private institutions, and high-risk schools. She has also collaborated with research teams on educational topics in Chile and Spain. Today, she is a full-time Spanish teacher at The International School La Serena in Chile. Her main professional interests consider innovative teaching methodologies and approaches to reach diverse students.

She will be co-presenting the following presentation with Dr Tulio Barrios Bulling.

Effective assessment practice at vulnerable schools in times of pandemic

The purpose of the current study is to present the results of some research conducted at 12 vulnerable schools in the central region of Chile. One of the main challenges that online teaching implies has been precisely the evaluation of learning. Teachers who work in vulnerable contexts, may find the assessment process even more demanding.

The presenters will aim to shed light on the most frequently used assessment tools at the targeted school. Among them, which ones are perceived as more efficient by teachers and what reasons are given to support this perception.

The following objectives guided the present investigation.

• To identify the evaluation instruments most used by teachers of vulnerable schools.
• To determine those considered as more and less efficient in this context
• To know the reasons associated with its degree of effectiveness.
• To propose some actions to strengthen the evaluation process.

The results evidenced that the most widely used type of evaluation was the creation and development of projects, closely followed by short-answer questions. Multiple-choice questions and problem solving also obtained high valuations. Research work, questionnaires solving, and the completion questions were other techniques that scored high.

According to the informants, written tests, dramatization, work group, and online interrogations were less effective assessment instruments in their school environments.

Dr Busaina F. Nazzal is a TVET Advisor/ROC on the FSSP Project in Palestine.

Extensive experiences in Palestine, Cyprus, and Turkey, in Monitoring, Evaluation and Learning (MELP), Strategic Planning, inclusive Education, proposal writing, Specialist with more than 15 years of experience working for various international Organizations and local Palestinian NGO’s. Extensive Technical, Operational working for donors including USAID, Save the Children.

Working in different organizations, local and international help her be an accomplished communicator, with excellent organizational, decision making, and time management skills, and has a proven track record of consistently meeting and regularly surpassing demanding performance goals.

Moving Forwards by Reflecting Back: Towards an Inclusive TVET system in Palestine

People with disabilities comprise 5.2% of the Palestine  population . They considered as a marginalized group especially in the labor market compared to the others at the same age ( 18-40).

The focus on disability-inclusive vocational training has been heightened by the UN Convention on the Rights of Persons with Disabilities (CRPD), 2006.  Palestine like any other state is required to ensure that persons with disabilities can access general tertiary education, vocational training, adult education and lifelong learning without discrimination and on equal basis with others (Art. 24), and to enable them to have effective access to technical and vocational guidance programs, placement services and vocational and continuing training (Art. 27).

A survey was conducted in 2021 to identify  the type of barriers which face  people with disabilities pertaining their involvement in the TVET system in Palestine . Different types of barriers have been highlighted regarding the lack of the adaptation in different fields and at specific levels , as follows;

1. Level one: the Physical environment
2. Level two: training materials
3. Level three: communication approaches \ via online modality or frontal
4. Level four : training delivery approaches
5. Level five : transportation and accessibility of the training
6. Level six : COVID-Measures pertaining PwD .

Furthermore, the study singled out the multiple discrimination faced by people with disabilities which requires appropriate measures so that they can enjoy the rights and the fundamental freedoms that it sets out, including the right to vocational training. This needs

1. National Policy which support the involvement of the persons with disabilities in general training and employment-related services.
2. Work places, buildings and transport should be made accessible;
3. teaching methods, materials and evaluation methods should be reviewed and adapted to meet and respond to their needs.
4. TVET workforce capacity to teach trainees with disabilities alongside non-disabled trainees should be strengthened;
5. system of on-going support to inclusion, including reasonable accommodation, should be developed;
6. resources should be allocated to make these changes possible.

Ms Piriya Boonphokai is the Head of the English Program and Foreign Language Department at the Siam Business Administration Technological College (SBAC) –Saphanmai, Thailand. She will speak on the topic below, together with Michael Belgica and Dr Issariya Woraphipat.

 

Blending Course Content and Design Addressing to the New Normal Teaching and Learning Carapace in the TVET Industry

Pertinent to this global pandemic, Synchronous and Asynchronous Teaching, and learning applications were introduced as an online approach condensing all recommended applications while the missing critical component was disregarded. SBAC conceptualized Learning English Center (SLEC) redefining TVET content using “SBAC Teaching English Framework” (STEF) a mainstream addressing online learning adherence to student’s positive approach in building productivity towards anxiety, engagement, motivation, and self-esteem. Addressing today’s Education at the Age of Disruption by tool riding online applications and the rapid change of qualification standards among the industries workforce for students to be able to apply their learned knowledge and skills in a clear-cut competency.  STEF realigns the critical components such as Science Technology, Engineering and Mathematics (STEM), Innovative Learning for Vocational Education in Workforce Transformation.

Dr Issariya Woraphipat is the Associate Director of the Siam Business Administration Technological College (SBAC) –Saphanmai, Thailand. She will speak on the topic below, together with Michael Belgica and Ms Piriya Boonphokai.

 

Blending Course Content and Design Addressing to the New Normal Teaching and Learning Carapace in the TVET Industry

Pertinent to this global pandemic, Synchronous and Asynchronous Teaching, and learning applications were introduced as an online approach condensing all recommended applications while the missing critical component was disregarded. SBAC conceptualized Learning English Center (SLEC) redefining TVET content using “SBAC Teaching English Framework” (STEF) a mainstream addressing online learning adherence to student’s positive approach in building productivity towards anxiety, engagement, motivation, and self-esteem. Addressing today’s Education at the Age of Disruption by tool riding online applications and the rapid change of qualification standards among the industries workforce for students to be able to apply their learned knowledge and skills in a clear-cut competency.  STEF realigns the critical components such as Science Technology, Engineering and Mathematics (STEM), Innovative Learning for Vocational Education in Workforce Transformation.

Michael Belgica is an EFL lecturer in the English Program and Foreign Language Department of the Siam Business Administration Technological College (SBAC) –Saphanmai, Thailand. He will speak on the topic below, together with Dr Issariya Woraphipat and Ms Piriya Boonphokai.

 

Blending Course Content and Design Addressing to the New Normal Teaching and Learning Carapace in the TVET Industry

Pertinent to this global pandemic, Synchronous and Asynchronous Teaching, and learning applications were introduced as an online approach condensing all recommended applications while the missing critical component was disregarded. SBAC conceptualized Learning English Center (SLEC) redefining TVET content using “SBAC Teaching English Framework” (STEF) a mainstream addressing online learning adherence to student’s positive approach in building productivity towards anxiety, engagement, motivation, and self-esteem. Addressing today’s Education at the Age of Disruption by tool riding online applications and the rapid change of qualification standards among the industries workforce for students to be able to apply their learned knowledge and skills in a clear-cut competency.  STEF realigns the critical components such as Science Technology, Engineering and Mathematics (STEM), Innovative Learning for Vocational Education in Workforce Transformation.

Dr. Giovanni Crisonà is an international consultant on capacity building in TVET sector, founder and Managing Director of CSCS Italy and Managing Director of Abuplus International GMBH Germany. Is a “Skill Assessor,” certified by Tuscany Region VET Authority, owns a Vocational Degree as a “Technical Director in industrial engineering” and a Master’s degree in Education. Has worked and collaborated in Europe, Africa and Asia with private bodies, governments and agencies, European Commission, ETF European Training Foundation, ITC-ILO, ADB, Millennium Challenge Corporation, regional authorities and industry leaders.

In 2019, Mr Crisonà led his organization to be ranked, at the 10th anniversary of the EYE – Erasmus for Young Entrepreneurs network of the European Commission, as the most active Intermediary Organisation for the pèriod 2009-2019.

Virtual Mobility – Changing Paradigms in Times of Disruption

The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion learners in more than 190 countries and all continents. Closures of schools and other learning spaces have impacted 94 % of the world’s student population. On the other hand, this crisis has stimulated the adoption of novel approaches, methods, and practices. Besides, the number of remote jobs has been increasing. IMY Virtual Mobility project develops under this framework, promoting a new paradigm applied to mobility schemes. VM fosters:

• person-centred approach to learning and the competence-based approach
• strong individualization and digitalization of learning
• continuous scaffolding from appointed roles (by tutors/facilitators)
• “immersive learning” reinforcing business-education partnerships and the “Made in Italy” excellence
• a disruptive Innovation in WBL practices
• Valorizing the blend between “digital” and “inclusion”.

Professor Noel Kufaine (PhD) is a higher education expert with interdisciplinary education knowledge and understanding in higher education, technical education, teacher education, and research. His interest is inclusive and purposeful education system, designed to respond to current challenges without compromising future opportunities. He believes that the quality of education is in a well-trained teacher. He has research, consultancy and teaching experience having worked with different organisations.  He has one book, one book chapter; 10 journal publications; 14 conferences proceeding presentations, and successfully supervised postgraduate students.

Effective Teaching in TVET: An Analysis of Technical Teacher Training in Namibia

Since the establishment of Vocational Instructor training programmes in Namibia; there has been an effort to achieve TVET reform whose emphasis has been to improve TVET training system through continuous professional development. Conversely, TVET training system in Namibia is faulted of producing artisans of lower quality and there is a mismatch between knowledge and skills in training institutions and industry needs. The dichotomy of establishing continuous professional development programmes for TVET teachers and failure to respond to industry needs calls for indulgence.

The aim of this paper is to present an attempt undertaken to understand technical teacher reform in Namibia and share Namibias’ technical teacher training efforts and experience as a means of providing qualified technical teachers. The study used an interpretive and descriptive approach. Qualitative data was generated through document analysis. Data analysis was attained guided by thematic analysis coupled with qualitative analysis. The study looked at the problem technical teacher training programme is responding, provide an explanation of the unit organisation and implementation. The results show that technical teacher training is usually forgotten when conceptualizing TVET training. Hence it comes as an afterthought, hence TVET teacher training is limited in providing the purpose and has no policy direction.

The TVET teacher training uses a consecutive approach where a qualified artisan is eventually taught teaching methods, however, mostly the programs have general teaching methods approaches rather than content-specific pedagogy course, however, the teaching approach is not content-specific.  The search revealed that the technical teacher training model that allows teaching pedagogy content and specific occupational content to be taught at the same time suffocates each other; however, the content preparation before pedagogy is not taught for teaching but working in the workshop. In conclusion, reform in the TVET sector is inevitable, quality instruction is fundamental, therefore, this study recommends that there is a need for the TVET sector to include TVET teacher training during conceptualisation.

To benefit from strategic efforts in improving technical teacher education and for the benefit of the TVET training industry, there is a need to classify training programs to; TVET trainers, TVET instructors, and TVET teachers.  To prioritize technical teacher training providers and demonstrate a commitment to the advancement of the TVET sector; TVET sector should have TVET training policy which should describe the attributes of a TVET teacher training and characteristics of TVET instructors. TVET training providers require empowerment with resources by bringing the industry technology into an institution.

Paper Authors:

• Noel Kufaine- Namibia University of Science and Technology, P/Bag 13388, Windhoek, Namibia. Email: nkufaine@nust.na.
• Lance Hauanga- Namibia University of Science and Technology, P/Bag 13388, Windhoek, Namibia. Email:lhauuanga@nust.na
• Rejoice Quest- Namibia University of Science and Technology, P/Bag 13388, Windhoek, Namibia. Email:equest@nust.na

Dr. Urs Hauenstein is the President of the International Council of Education and Management (ICEM), the Association of Swiss Quality Competencies and Qualifications (SQCQ), the Institute of Competencies and Qualifications in Switzerland (I-C-Q) and the International Network for Accreditation, Recognition and Dissemination in the UK (INARD). He serves as Honorary Professor for the University Agora Oradea Romania and as Visiting Professor for a range of other Universities in Europe and Eastern Europe. He is an Honorary Fellow at Leeds Beckett University, an Advisory Board Member for Internationalisation to the University of Lincoln and a Senior Fellow of Globethics Geneva.

Xpreneurship – Entrepreneurship as a key competency on the way to sustainability and holistic development

The concept of “Xpreneurship” and the different clusters of entrepreneurship activity in the world require entrepreneurship as a key competence on the way to sustainability and holistic development.

* X acts like a variable for e.g. Intra, Eco, Edu, Agri, Youth, Vocational Training, etc. and leads to Intrapreneurship, Ecopreneurship, Agripreneurship, Youthpreneurship, TVETpreneurship, etc.

We live and act in a world of disruptors like the Covid-19 pandemic, the fourth industrial revolution, the digitization, etc. We are implementing more and more artificial intelligence and virtual / augmented reality for smarter development within the world. For us it is important to carry out developments in a sustainable and holistic way. Entrepreneurs and stakeholders must share their resources equally and therefore integrate prioritization and effectiveness into their processes of action. With innovation and creativity, we can break new ground and put responsibility and ethics at the centre of change. Upskilling and Reskilling are giving Humanity a new status beside Technology.

The needed gesture will be therefore: How to make a virtue out of necessity or how to turn a crisis into an opportunity. Klaus Schwab from the World Economic Forum clearly shows that we need the “Great Reset” and the implementation of “Stakeholder Capitalism”.

The “Xpreneurship” concept shows how we can implement corporate behaviour in a better world with “social inclusion”, “going green” and the implementation of the UN SDGs. We are living and acting in a world of disrupters like the Covid-19 pandemic, the fourth industrial revolution, the digitization processes and are more and implement artificial intelligence and virtual/augmented reality for a smarter development. We have it is important to carry out developments in a sustainable and holistic manner. Entrepreneurs and stakeholders alike have to divide their resources and therefore integrate prioritization and effectiveness into their processes. With innovation and creativity, new paths can be followed with responsibility and ethics. The concept Xpreneurship shows how we can implement entrepreneurial behaviour to a better world with “Social Inclusion”, “Going Green” and the implementation of the UN SDGs.

Tags: #xpreneurship #lifelonglearning #keycompetencies #wholisticdevelopment #sustainability #disruption #future #upreskilling

Antonio Fernandez Perez is an EdTech expert with dilated experience in the digitalization of welding training using AR/VR across +70 countries. He is also director of Business & Partnerships at Seabery Augmented Training.

 

How Augmented Reality & eLearning Help to Overcome Traditional Challenges of Welding Training

2020 has been a challenging year for Vocational Education & Training (and all the education system) due to the difficulties to execute training programs on a normal basis. Technology has been the main support to deliver Distance Learning and avoid, as much as possible, stopping classes completely during the year. However, this has not been as easy as it sounds due to the difficulties to digitalize education programs in such a short time. Some of the key challenges have been:

1. Lack of awareness about EdTech applications (e.g., eLearning platforms, video conference software, etc.)
2. Outdated train the trainer’s program of our training providers.
3. Lack of support EdTech equipment in place (e.g., simulators.)

Looking forward and in a positive way, the situation has forced the sector to take serious measures about this challenge and get our training providers with the required tools to continue, in a way, with this way of training. In today’s session, we will see how the specialty of Welding Training can be digitalized with the use of eLearning and Augmented Reality simulation technology; the combination of these together with the necessary real workshop practices is called Augmented Training Methodology and has proven to be very useful for both training
providers and students, since it allows to:

1. Save training costs due to the reduction of training materials (e.g., steel, consumables…)
2. Speed up training (more practices in less time)
3. Increase safety thanks to simulation.
4. Lower significantly the impact to the environment thanks to the lower amount of gases and steel used.
5. Use Augmented Reality simulation & gamification to increase the attraction of students to this profession.

Dr. Julie Furst-Bowe is the academic vice president at Chippewa Valley Technical College, a college in the Wisconsin Technical College System (USA) that serves approximately 20,000 students per year. She has been a senior leader in higher education for more than 20 years, and has written numerous articles and given numerous presentations on quality improvement through the use of systems thinking and educational technology in career and technical education. Julie earned her doctorate in workforce education from the University of Minnesota (USA).

 

Supplementing Online Learning with Instructional Kits

When Chippewa Valley Technical College (Wisconsin, USA) was forced to pivot to online instruction in the spring of 2020, several instructors questioned how to best teach “hands-on” skills in an online environment. The solution was to develop or purchase instructional kits which were delivered to the students so they could continue to engage in skill-building activities. Kits were used in cosmetology, culinary and STEM programs, and each kit included all of the supplies and materials needed to complete a particular experiment, assignment or project. The students made photographs or videos of their finished products to share with the instructors and their classmates. Course success rates with the online instruction and supplementary kits were equivalent to course success rates when the courses had been taught in traditional classrooms and laboratories. This concept is now being expanded to other areas of the college including manufacturing and automotive programs.