Vocational Colleges Curricula: A Comparative Study between Malaysia and Nigeria

2019 ◽  
Vol 2 (4) ◽  
pp. 90-96
Author(s):  
Halliru Shuaibu ◽  
Siti Hajar Mohd Amin ◽  
Sarimah Ismail ◽  
Yusri Kamin
Keyword(s):  
21St Century ◽  
School To Work ◽  
Job Requirements ◽  
Transmission Of Knowledge ◽  
Evaluation Strategies ◽  
Key Points ◽  
Curriculum Framework ◽  
Vocational Colleges ◽  
Wealth Generation ◽  
Effective Transmission

The aims of Vocational Colleges (VCs) are to give training and impart necessary skills leading to the production of craftsmen who will be enterprising and self-reliant. Many developing countries face the problem of unemployment among graduates; this may not be far from curricula modules mismatching job requirements. The scenario of low participation of private sector in skills development of graduates exists in Nigeria as a result of which the needs of local industries is not met. The objective of this paper is to compare the curriculum framework, courses/subjects-matter, aims, modes of transaction, and evaluation strategies in VCs in Malaysia and Nigeria. The methodology used in this study involved gathering previous studies on comparative analysis in education through Google Scholar, Science Direct, and JSTOR. Related Procedia were also retrieved from Elsevier. Literatures show that students have to adapt with 21st century knowledge, skills, innovative practice and competence as key points to job creation and wealth generation. The findings of this paper show that the curriculum structures in VCs in Malaysia are more updated than in Nigeria. However, curricula in VCs in Malaysia and Nigeria still need some improvements in entrepreneurship skills. This is necessary for effective transmission of knowledge and skills from school to work environment in the 21st century.

scholarly journals Research On The Hybrid Teaching Method Of Ideological And Political Course Online And Offline In Higher Vocational Colleges Under The Background Of Internet

2021 ◽  
Vol 236 ◽  
pp. 05049
Author(s):  
Jihua Wen
Keyword(s):  
21St Century ◽  
Teaching Method ◽  
Rapid Development ◽  
The Internet ◽  
New Era ◽  
Teaching Content ◽  
Hybrid Teaching ◽  
Vocational Colleges ◽  
The Times ◽  
Theory System

In the 21st century, the rapid development of the Internet has affected all walks of life to varying degrees. In the era of rapid development of the Internet, the ideological and political teaching of higher vocational colleges lags behind the development of the times. Whether from the aspects of ideological and political teaching content, ideological and political teaching means or teaching teachers' accomplishment, how to better use the Internet to meet the teaching requirements of the new era is undoubtedly a major problem that higher vocational colleges need to think about in the teaching industry, so higher vocational colleges should seize the opportunity, face the difficulties and comply with the requirements of the new era, Construct the teaching theory system of ideological and political course with characteristic socialism.

Future Ready Universities

2020 ◽  
pp. 54-66
Author(s):  
Prema Ponnudurai ◽  
Logendra Stanley Ponniah
Keyword(s):  
21St Century ◽  
Industrial Revolution ◽  
Educational Institutions ◽  
Curriculum Content ◽  
Unemployment Rates ◽  
The Core ◽  
Fourth Industrial Revolution ◽  
Industrial Age ◽  
Curriculum Framework ◽  
Institutional Challenges

The sands of education are constantly shifting, and in order to stay significant, higher educational institutions (HEIs) need to reinvent themselves in the Fourth Industrial Revolution. With high global unemployment rates of fresh graduates and internal institutional challenges, future conscious HEIs understand the importance of the need to redesigned curriculum, content, and assessments to prepare graduates for employment. Through a detailed evaluation of the newly developed Taylor's curriculum framework (TCF), this chapter will elaborate on the core purposes of this curriculum framework and the governing principles in redesigning a curriculum that focuses on the 21st century needs. By shifting the focus from teaching to learning and by redirecting the focus of assessment from knowledge base to skills base, HEI graduates will be equipped meet the needs of industry, the Fourth Industrial Age and beyond.

Cultural Factors and Disruptions in the 21st Century

2020 ◽  
pp. 50-67
Author(s):  
Richa Narayan Agarwal
Keyword(s):  
21St Century ◽  
Influencing Factor ◽  
Organisational Culture ◽  
Cultural Factors ◽  
Job Requirements ◽  
Indian Context ◽  
Skill Requirements

This chapter talks about the cultural factors and the various disruptions impacting business scenarios. Both are interconnected. Sometimes culture induces disruptions, and other times, disruptions force changes in the culture. The chapter is unique as it talks about the factors of disruptions and impacts on different businesses. It also discusses how the culture of a country is also an influencing factor, directly and indirectly, for the organisational culture and its performance. The chapter also throws light on major disruptions across industries, structures, job requirements, and skill requirements. It also gives a view of the situations in the Indian context. The chapter concludes by summarising some points through which organisations can sail through these disruptive times.

MICROFRANCHISING MICROLEARNING CENTERS: A SUSTAINABLE MODEL FOR EXPANDING THE RIGHT TO EDUCATION IN DEVELOPING COUNTRIES?

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Tiffany Zenith Ivins
Keyword(s):  
Distance Education ◽  
Developing Countries ◽  
21St Century ◽  
Innovative Approach ◽  
Right To Education ◽  
Transmission Of Knowledge ◽  
The Right ◽  
Secure Transmission ◽  
Poor Communities

While availability of information and access to it enables education in developing countries, information alone does not secure transmission of knowledge – especially to remote learners in low-tech, infrastructure-poor communities. For this reason, 21st century distance education tools require innovative mechanisms for reaching the hardest-to-reach learners. This paper explores a specific case study from Nepal as a means for illuminating the possibility for expanding the right to education in developing countries through an innovative approach: the microfranchising of microlearning centers.

scholarly journals Survival of ethnic and racial minority patients with multiple myeloma treated with newer medications

2018 ◽  
Vol 2 (2) ◽  
pp. 116-119 ◽  
Author(s):  
E. Dianne Pulte ◽  
Lei Nie ◽  
Nicole Gormley ◽  
Kirsten B. Goldberg ◽  
Amy McKee ◽  
...  
Keyword(s):  
Multiple Myeloma ◽  
Clinical Trials ◽  
21St Century ◽  
Population Level ◽  
Racial Minority ◽  
Early 21St Century ◽  
Level Difference ◽  
Key Points ◽  
The Early 21St Century ◽  
White Patients

Key Points Patients of minority race with myeloma have had less increase in population-level survival in the early 21st century than white patients. Data from clinical trials show that mortality is similar for minorities, suggesting the population-level difference is due to utilization.

scholarly journals Policies and Practices That Meet Learners Where They Are

2018 ◽  
Author(s):  
Barbara Pape ◽  
Tom Vander Ark
Keyword(s):  
21St Century ◽  
Education System ◽  
Learning Experience ◽  
Global Market ◽  
Learning Sciences ◽  
Job Requirements ◽  
College And Career ◽  
Classroom Diversity ◽  
Policies And Practices

The convergence of growing classroom diversity, learning sciences research, sophistication of technology, and 21st- century job requirements in a global market could put America’s education system on track for personalizing the learning experience. The goal is for each student to master content and skills to help guarantee their success in college and career. We need to re-think our education system to address learner variability and meet our promise to guide each learner to become productive and ful lled citizens.

scholarly journals Multiple Literacies and Success for All: An Analysis of Ontario Educators' Survey Responses

2009 ◽  
Vol 4 (1) ◽  
Author(s):  
Marie Josee Berger ◽  
George J. Sefa Dei ◽  
Renee Forgette-Giroux
Keyword(s):  
Critical Literacy ◽  
Social Constructivism ◽  
Local Community ◽  
Pedagogical Practice ◽  
Evaluation Strategies ◽  
Key Points ◽  
French And English ◽  
History Of ◽  
Survey Results ◽  
Survey Responses

This essay reports on the survey findings of a study examining the teaching and evaluation strategies used by teachers in the classroom. The study focussed on 304 French and English schools in Ontario representing both urban and rural Ontario school boards. The essay begins with a review of the literature and highlights key points noted by educational theorists and practitioners regarding the importance and challenges of literacy education. We then move to discuss our discursive framework with regards to employing cognitive and social constructivism as theoretical lenses. Survey responses are presented under the broader categories of teaching and pedagogical practice and evaluation of teaching strategies. In analyzing the survey results, we highlight the following as being effective in the promotion of critical literacy: a teacher’s own knowledge; pedagogical skills and approaches; the level of school and off-school/local knowledge of students; the affirmation of the identity, culture and history of learners, as well as one’s knowledge of the local community.

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