-
Research Article
Employability Skills of Female Employees from Technical and Vocational Training Institutions in Technical and Technology Job Sector: Employer Perspective
Issue:
Volume 14, Issue 2, April 2025
Pages:
39-46
Received:
1 February 2025
Accepted:
14 February 2025
Published:
7 March 2025
DOI:
10.11648/j.edu.20251402.11
Downloads:
Views:
Abstract: Knowledge-based economy allows for the employment of workforce who maximize their professional and semi-professional undertakings in the job market. In Kenya, employers within the industrial sector employ both graduates of the technical, vocational and education and training institutions (TVETs) as well as those from the informal sector, with little evidence of employment for the female graduates. This study therefore, examined the employability skills of female employees from the TVETs in the technical and technology job sector. The research instrument of the current study adapted from the Secretary's Commission on Achieving Necessary Skills (SCANS) where 32 items were used. Among the employability skills were thinking skills, personal qualities, sourcing skills, information skills, interpersonal skills, system skills and technology skills. The survey instrument was provided to a total of 189 industry employers in Kenya. the majority of respondents are from the manufacturing/industrial sector (46.6%), followed by artisanal sector (25.4%) and the least was agricultural sector (27.5%). Based on the survey, the study found that employers ranked highly the resource/capability skills, information skills, and the interpersonal skills. Meanwhile, employers rate the female employees moderate to highly in personal quality skills. Skills that were found to moderate were thinking skills, while system and technology application skills were ranked as low. The current results indicate that female posses considerable employability skills capable of working in the technical and technology based fields. Future research should look at how the employability skills blend with technical skills and how this affect the employment status of the female graduates.
Abstract: Knowledge-based economy allows for the employment of workforce who maximize their professional and semi-professional undertakings in the job market. In Kenya, employers within the industrial sector employ both graduates of the technical, vocational and education and training institutions (TVETs) as well as those from the informal sector, with littl...
Show More
-
Research Article
Affective-Cognitive Teaching Approach Affect on the Behavioural Engagements, Academic Achievement, and Self-efficacy of Technical and Vocational Students
Elijah Omutange*
,
Violet Barasa
Issue:
Volume 14, Issue 2, April 2025
Pages:
47-51
Received:
31 January 2025
Accepted:
10 March 2025
Published:
21 March 2025
Abstract: Students’ engagement with educators comprise a cognitive and affective interactions. The interaction between cognitive and affective engagement may enhance their overall behavioural response to teaching and learning activities. However, there are fewer studies on integrated cognitive-affective aspects of teaching and learning and its outcome among students in tertiary levels learning institutions in developing countries specially in the Sub-Saharan Africa. Therefore, the aim of the current study was to evaluate the effect of affective-cognitive teaching and learning on behavioural engagement, academic achievement and self-efficacy among students in Technical and Vocational Education Training (TVETs) in Kenya. This study employed a quasi-experimental design method comprising a pre- and post-test. Students groups were divided into two groups (n1 = 21 and n2 = 24). The two groups were taught the same course in technology education focusing on material design, where the first groups were done based on the integrated affective-cognitive approach, while the second (control) group was using the conventional method of teaching. The teaching method was the independent variable while the dependent variables were behavioural engagements, academic achievement and self-efficacy among TVET students. The study established that the group that were taught using cognitive-affective method had significantly (P < 0.05) higher scores in behavioural engagements (mean = 6.14 ± 0.34), academic achievement (5.87 ± 0.24) and self-achievement (5.043 ± 0.22) than the control group. The current study demonstrates the worthiness of the teaching intervention based on integrated affective-cognitive learning method. Therefore, the current study advocates for the integrated affective-cognitive teaching and learning approach in promoting positive behavioural engagements, academic achievements and self-efficacy among students in technical and vocational training institutions.
Abstract: Students’ engagement with educators comprise a cognitive and affective interactions. The interaction between cognitive and affective engagement may enhance their overall behavioural response to teaching and learning activities. However, there are fewer studies on integrated cognitive-affective aspects of teaching and learning and its outcome among ...
Show More
-
Review Article
Reviewing Needs and Techniques of Mentors for Mentoring New Teachers
Yoeurng Sak*,
Paradise Ros
Issue:
Volume 14, Issue 2, April 2025
Pages:
52-65
Received:
2 February 2025
Accepted:
14 February 2025
Published:
21 March 2025
Abstract: This paper aims to review the needs and techniques of mentors for mentoring new teachers. By employing the systematic review, the data collection involves specific items of the population studied, intervention used, and outcome measured. 42 articles gathered for this study are in the stream of mentoring covering two major aspects of needs and techniques in mentoring. The results of these 42 research articles related to the needs and techniques of mentors for mentoring new teachers were organized into themes and sub-themes. The data were interpreted to examine the accuracy of the theses and sub-themes compared to the subject matter stated as the research question. As a result, the findings reveal that the needs of mentors involve four major aspects such as (1) building relationships, (2) common grade level, (3) developmental components, and (4) education and training. In addition, techniques that mentors implement for mentoring new teachers consist of five major aspects such as (1) establishing relationships, (2) identifying mentees’ needs, (3) conducting meaningful mentoring, (4) providing meaningful support, and (5) meaningful listening. A mentor facilitates personal and professional growth in an individual by sharing the knowledge and insights that have been learned through the years. The desirable achievement of sharing life experiences is also characterized as mentoring in which the mentor has a knack for making teachers (mentees) think positively about their classroom practices and their teaching profession. The benefits extend to mentees, mentors, and the school community as a whole. and best practices, determine assessment methods and evaluate participants' outcomes.
Abstract: This paper aims to review the needs and techniques of mentors for mentoring new teachers. By employing the systematic review, the data collection involves specific items of the population studied, intervention used, and outcome measured. 42 articles gathered for this study are in the stream of mentoring covering two major aspects of needs and techn...
Show More
-
Research Article
A Feasibility Study on the Two-way Empowerment of Art Education Between Museums and Universities in the Era of AI
Dongru Li,
Zhang Xiao Jing*
Issue:
Volume 14, Issue 2, April 2025
Pages:
66-70
Received:
25 March 2025
Accepted:
24 April 2025
Published:
29 April 2025
DOI:
10.11648/j.edu.20251402.14
Downloads:
Views:
Abstract: The iterative upgrading of artificial intelligence (AI) technology has provided an innovative path for the mutual empowerment of museums and art education in universities. This study focuses on the interaction mechanism between cultural resources and the education system in the AI era, revealing the feasibility and practical value of mutual empowerment. On the one hand, museums, by leveraging generative AI, neural radiance fields and other technologies, transform cultural relics into decomposable dynamic educational resource libraries. These systems facilitate the transformation of cultural and artistic works from physical forms to programmable educational primitives. Through parametric decomposition, style transfer, and spatio-temporal correlation analysis, a cognitive network that supports cross-disciplinary knowledge production is formed. On the other hand, through creative data feedback and algorithmic innovation in higher education practice, cultural connotations are cultivated, thereby transforming the role of museums from cultural custodians to educational enablers, and universities from knowledge disseminators to engines of cultural reproduction, promoting the modern translation of traditional cultural elements. This two-way empowerment mechanism provides technical solutions to historical problems such as the closed nature of cultural resources and the suspension of educational practice, and lays a theoretical foundation for the transformation of humanities education in the digital civilization era. From the perspective of the popularization of artificial intelligence technology, this article deeply explores the possibility of two-way empowerment between museums and university art education, and further explores the paths of two-way empowerment between museums and universities in the era of artificial intelligence.
Abstract: The iterative upgrading of artificial intelligence (AI) technology has provided an innovative path for the mutual empowerment of museums and art education in universities. This study focuses on the interaction mechanism between cultural resources and the education system in the AI era, revealing the feasibility and practical value of mutual empower...
Show More
-
Research Article
Challenges and Strategies for High-Quality Development of Local Application-Oriented Universities Under the Background of Building a Leading Country in Education
Issue:
Volume 14, Issue 2, April 2025
Pages:
71-79
Received:
25 March 2025
Accepted:
16 April 2025
Published:
29 April 2025
DOI:
10.11648/j.edu.20251402.15
Downloads:
Views:
Abstract: Under the context of the in-depth implementation of the strategy to build China into a leading country in education, local application-oriented universities, as critical nodes in regional innovation ecosystems, directly influence the organic integration of education chains, talent chains, and industry chains. Currently, these institutions face multiple structural contradictions in serving regional economic transformation and upgrading. In evaluation orientation, traditional academic assessment systems conflict with application-oriented positioning, resulting in low commercialization rates for research achievements. Regarding discipline development, there is insufficient alignment between academic programs and regional strategic emerging industries, with notable gaps in cutting-edge fields like artificial intelligence and digital economy. In talent cultivation, curriculum systems mismatch industry competency standards, compounded by persistent weaknesses in practical teaching. At the industry-education integration level, university-enterprise collaborations predominantly remain symbolic agreements without substantive corporate participation in talent development processes. Additionally, the proportion of “dual-qualified and dual-capable” faculty members (with both academic and industrial expertise) remains low, coupled with widespread deficiencies in industrial practical experience. Through analyzing national policy evolution and regional case studies, this paper reveals the current status and challenges of local application-oriented universities, proposing systematic reform pathways. Guided by policy innovations and institutional mechanisms, such universities can transition from “passive adaptation” to “value co-creation”, offering replicable practical models for advancing China’s education power strategy.
Abstract: Under the context of the in-depth implementation of the strategy to build China into a leading country in education, local application-oriented universities, as critical nodes in regional innovation ecosystems, directly influence the organic integration of education chains, talent chains, and industry chains. Currently, these institutions face mult...
Show More
