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

By: M. AlSeddiqi

Email :. . .m alseddiqi@hud ac uk

Agenda

1. Diagnostic of TVE System

2. TVE System Development Initiatives

3. The Reform Project

4. The On-Line School-to-Work Transition Module

5. The Pilot Implementation

6. The Evaluation Phase

Secondary Vocational Certificate

General Technical RouteOne Specific Specialisation from year two taught specialisations

Labour Market

Polytechnics

Universities

Mechanical Route(Contains 4 different mechanical

specialisations)

Secondary Technical Certificate

Intermediate Schools Graduates

Transition Year

Electrical Route(Contains 4 different electrical

specialisations)

(TVE Directory in Bahrain, 2008)

Age

21

19

22

20

15

18

16

12

17

TVE Year 2

TVE Year 1

TVE Year 3

Diagnostic of TVE system in Bahrain

(TVE Directory in Bahrain, 2008)

Diagnostic of TVE system in Bahrain

• School-based learning )SBL( includes:

• General education )e.g. Arabic, English, Maths(

• Specialised education )courses related to student specialisation: e.g. electrical engineering(

• Work-based learning )WBL( includes:

• Students involve in real work environment

• Students learn by doing• Students are specially

trained by company supervisors

SBL year 2 WBL year 2 SBL year 3 WBL year 3

Diagnostic of TVE system in Bahrain

Agenda

1. Diagnostic of TVE System

2. TVE System Development Initiatives

3. The Reform Project

4. The On-Line School-to-Work Transition Module

5. The Pilot Implementation

6. The Evaluation Phase

Strengths

- Strong general education modules

- Provide more than 14 specialisations in TVE schools

- competency based assessment approach is used for assessing practical modules/tasks

Issues

- Traditional teaching and learning processes

- Limited access to ICT

- Lack in curriculum review and development process

- Limited abilities to link between theoretical contents and practical tasks

- Lack in linking the curriculum content with assessment approach

TVE System Development Initiatives

Agenda

1. Diagnostic of TVE System

2. TVE System Development Initiatives

3. The Reform Project

4. The On-Line School-to-Work Transition Module

5. The Pilot Implementation

6. The Evaluation Phase

• New teaching and learning methodologies.

• Adapting the practical classes at school to project-based lessons rather than individual practical exercises.

• Increasing the length of the work placement program; students spend more time in companies than before.

• Offering new secondary vocational education tracks as per labor market needs.

• Setting policy and standards for vocational education and training.

(Biggs, 1999)

The Reform Project

Agenda

1. Diagnostic of TVE System

2. TVE System Development Initiatives

3. The Reform Project

4. The On-Line School-to-Work Transition Module

5. The Pilot Implementation

6. The Evaluation Phase

Stakeholders needs

Management and Progress Monitoring

Group

Institutional Management Group

Learning Materials Development Group

Prototype Design and Development Group

Expert Review and Evaluation Group

Industrial Companies Pilot Group

Delivery of the SBL- WBL transition

module

TVE Students

• Learn about Bloom’s taxonomy learning theory

• Analyse the existing learning resources including learning and assessment materials

• Propose a guideline for developing assessment strategies for school to work transition

• Develop learning and assessment materials for school to work transition module

• Introduce e-learning technology in the process of teaching and learning

The On-Line School-to-Work Transition Module

The On-Line School-to-Work Transition Module

- Five learning case studies.

- Each case study is divided into on-line learning and practical applications. - Soft and technical skills, based on the work preparation skills model.

- Supportive skills for students in the workplace, based on the work preparation skills model.

- Specific job-related competencies, based on the work preparation skills model. - Each case study includes learning activities and learning indicators.

-The learning activities have been developed on the three domains of Bloom.

- Category of attitude being learned based on the attributes of Bloom’s learning theory for the affective domain.

- New teaching and learning guidelines for the school-to-work transition module.

- Assessment strategy based on both summative and formative assessments.

Agenda

1. Diagnostic of TVE System

2. TVE System Development Initiatives

3. The Reform Project

4. The On-Line School-to-Work Transition Module

5. The Pilot Implementation

6. The Evaluation Phase

The Pilot Implementation

The Pilot Implementation

Agenda

1. Diagnostic of TVE System

2. TVE System Development Initiatives

3. The Reform Project

4. The On-Line School-to-Work Transition Module

5. The Pilot Implementation

6. The Evaluation Phase

The Evaluation Phase

The Evaluation Phase

The contribution of the new module

Experiential Learning Model References References

Anderson, L., and Krathwohl, K )2001(: A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives. Complete edition, Longman: New York

Biggs, J )1999(: Teaching for Quality Learning at University. SRHE and Open University Press: Buckingham

Hussein, S )2005(: Developing e-learning materials: applying user-centred design. National Institute of Adult Continuing Education: England and Wales

Lee, J )2009(: Dominant Innovation. Available online: http://www.dominantinnovation.com/ Accessed on 2 September 2009

TVE Directorate in Bahrain, )2008(: Occupational Standards for Technical Education in Bahrain, Internal Report: Bahrain

Experiential Learning Model

Experiential Learning Model