Quality Indicators of TVET Institutions in Bangladesh - Dr.M.A.Raihan

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Quality Indicators of TVET Institutions in Bangladesh

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Quality Indicators of TVET Institutions in Bangladesh:

Quality Indicators of TVET Institutions in Bangladesh Dr. Md. Abu Raihan Ph.D. (KOREA), M.Sc. & P.G.Dip . (Technical Education), B.Sc. Engg . ( Mech ) (IUT) Associate Professor Department of Technical and Vocational Education (TVE) Islamic University of Technology (IUT)

Globalization & Quality Focus :

Globalization & Quality Focus Greater prominence of QA bodies due to the increase demand by stakeholders Critical elements in the development of an education system Need to: M aintain professionalism Enhance stakeholder’s confidence Empower personnel.

Organizations that have expressed interest in the movement of greater quality focus are: :

Organizations that have expressed interest in the movement of greater quality focus are: World Bank (WB) United Nations Educational Scientific and Cultural Organization (UNESCO) International Labour Organization (ILO)

Slide5:

“The totality of features and characteristics of a product or service that bear on its ability to satisfy stated or implied needs” - British Standard Institution ( BSI), 1991.

Slide6:

Harvey & Green (1993) identified five different approaches to defining quality: E xceptional C onsistency Fitness for purpose V alue for money Transformative.

Slide7:

“ T he process of monitoring & assessment in line with defined requirements .” ( The Lao Peoples’ Democratic Republic , 2011) Quality Assurance in education

Quality Assurance:

Quality Assurance

Quality Assurance:

Quality Assurance

Quality Assurance Approach in TVET:

Quality Assurance Approach in TVET

Quality Indicators:

Quality Indicators

Learning Engagement Active engagement of learners in effective training practices plays a critical role in developing high quality outcomes :

Learning Engagement Active engagement of learners in effective training practices plays a critical role in developing high quality outcomes All hands on deck!

Employer Satisfaction Employer satisfaction’ quality indicator emphasizes the importance of the employer’s opinion in determining quality and focuses on learner :

Employer Satisfaction Employer satisfaction’ quality indicator emphasizes the importance of the employer’s opinion in determining quality and focuses on learner

Competency Completion The ‘competency completion’ quality indicator was developed to affirm the importance for quality management of understanding the outcomes being achieved by the registered training organizations :

Competency Completion The ‘competency completion’ quality indicator was developed to affirm the importance for quality management of understanding the outcomes being achieved by the registered training organizations

Slide15:

Establishing quality indicators of TVET : Case of Bangladesh

1. SWOT/TOWS analysis (Strategic Management) :

1. SWOT/TOWS analysis (Strategic Management) INTERNAL FACTORS EXTERNAL FACTORS WT Strategy: Mini – Mini e.g., retrenchment, liquidation, or joint venture to minimize both weaknesses and threats ST Strategy: Maxi – Mini use of strengths to cope with threats or to avoid threats External Threats (T) e.g., energy storage, competition, and areas similar to those shown in the ‘opportunities’ box above WO Strategy: Mini – Maxi e.g., development strategies to overcome weaknesses in order to take advantage of opportunities SO Strategy: Maxi – Maxi potentially the most successful strategy, utilizing the organization’s strength to take advantage of opportunities External Opportunities (O) (consider risks also) e.g. current and future economic; political and social changes; new products, services, and technology Internal Weakness (W) e.g., weaknesses in the areas shown in the ‘strength’ box Internal Strengths (S) e.g., strengths in management, operations, finance, marketing, research and development, engineering.

What is meant quality indicators/performance indicators?:

What is meant quality indicators/performance indicators?

Quality indicators:

Quality indicators Student e nrollment mechanism (Competence completion) Staff recruitment procedures (Qualify trainers) Learning style determination Reward on the group work (Project, Thesis, Publication, Employability skills) Training enhancement (Teaching-Learning system, Teaching methodologies) Student engagement time (in the Class & Home work)

Quality indicators:

Quality indicators Employer satisfaction Pass out rate (%) and dropout rate (%) Rate of employment (%) Institutional management Sufficient number of teacher/trainer (ratio of S-T) Sufficient raw materials & modern equipment Institutional environment

Quality indicators:

Quality indicators 15. Linkage (Institution-Industry collaboration, PPP etc .) 16. Need assessment (Job market survey) 17. Establish curriculum updating/up gradation unit 18. Ensuring employee’s job satisfaction (Motivation) 19. Mode of communication (Organizational, Classroom) 20. Alumni information (Reunion)

Quality indicators:

Quality indicators 21. Proper Guidance & Counselling 22. Entrepreneurship development (Business plan development) 23. Integration of Web-based e-Learning 24. Keeping economic stability 25. Monitoring , Assessment & Evaluation.

Pedagogy : Check in the Entry behavior:

Pedagogy : Check in the Entry behavior

Lesson Plan :

Lesson Plan A lesson plan may be envisaged as : - a blue print for teaching-learning - a guide map for planning a lesson - a compressive chart for classroom.

Five basic steps of your lesson :

Five basic steps of your lesson Introduction Presentation Application Recapitulation Evaluation

Domain of Learning :

Domain of Learning Cognitive Domain (related with KNOWLEDGE ) Psychomotor Domain (related with SKILL ) Affective Domain (related with ATTITUDE )

Domains are Overlapping :

Domains are Overlapping

Cognitive Learning Outcomes:

Cognitive Learning Outcomes

Kolb’s Learning Theory :

Kolb’s Learning Theory   DOING Active Experimentation (AE) WATCHING Reflective Observation (RO) FEELING Concrete Experience (CE)     THINKING Abstract Conceptualization (AC)     Table <1> Choice Procedure Instrument           (CE/AE) Accommodating (CE/RO) Diverging     (AC/AE) Converging   (AC/RO) Assimilating     Table <2> Learning Style Determination

Select your learning style:

Select your learning style Learning Style Learning Preferences Accommodating (willing, Cooperating) Prefer ‘hands-on’ practice, prefer to learn by own analysis, learn by experiment, by taking initiatives. Diverging (Separating, Differing) Prefer to watch rather than do, by problem solving, prefer to learn by brainstorming, show the cultural interest, learn by gather information, prefer the arts, prefer to work in a group, open minded to listen others, prefer to receive personal feedback. Converging (Touching, Uniting) Prefer technologies, learn by technical tasks, best at finding practical uses for ideas & theories, make decision by findings to questions & problems. Assimilating (Integrating, Adapting) Prefer good & clear explanation, less focused on people & more interested in ideas, logically sound, prefer information, prefer reading, prefer lecture.

STUDENTS ASSESSMENT BY THE TEACHER :

STUDENTS ASSESSMENT BY THE TEACHER Two types of Assessment: Formative assessment Summative assessment Measurement of your student We measure the students by marking. Example: 80% marks means A+ (Excellent)

Prepare a Table of Specification (TOS) - by using sub-domain of cognitive domain :

Prepare a Table of Specification (TOS) - by using sub-domain of cognitive domain Sl. No.   Contents No. of Questions Sub-domain of Cognitive domain Knowledge Comprehension   Application Analysis Synthesis Evaluation 1                 2                 3                 4                 5                 6                 Marks: (100) 25 25 15 15 10 10

TEACHING METHOD :

TEACHING METHOD Our choice of methods depends on what we want to teach (content).   Some example of Teaching Methods Lecture method ( teacher-centered method ) Discussion method (student-centered method)

Thank you:

Thank you Questions & Comments

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