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Integrating Technopreneurship Education in Nigerian Universities: Strategy for Decreasing Youth Unemployment 整合尼日利亚大学的技术创业教育:减少青年失业的战略
IF 2.1 4区 教育学 Q2 Social Sciences Pub Date : 2021-05-18 DOI: 10.51474/JER.V11I1.501
Y. Suleiman
As of the third quarter of 2018, the rate of unemployment stood at 23.13 percent as revealed by the National Bureau of Statistics. In view of the foregoing, this study proposes technopreneurship education as an effective strategy that can be used to reduce unemployment. Sequential mixed-methods research designs (quantitative and qualitative) were adopted for the study. The population for the quantitative part consists of 300 level students of universities in Kwara State, while lecturers and artisans in the universities formed the population for the qualitative part. Stratified, quota and random techniques were used to select 370 respondents while purposive and convenience techniques were adopted to select two lecturers and artisan. Research instruments titled “Technopreneurship Education and Business Intention Questionnaire (TBQ) and “Interview Protocol on Technopreneurship Education and Business Intention Questionnaire (IPTEQ)” were used to collect relevant data. Findings from both quantitative and qualitative methods revealed that the three dimensions of technopreneurship education (i.e., entrepreneurship course, entrepreneurship practical and internet facility) were significantly related to business intention. Also, findings show that inadequate facility and financial constraint constitute challenges that hinder technopreneurship, while adequate facility and availability of funds were perceived as the remedies to the challenges. Based on the findings of the study, it was recommended that government, banks and other stakeholders in education should assist universities in terms of providing financial assistance to students with business intention.
根据国家统计局公布的数据,截至2018年第三季度,失业率为23.13%。鉴于上述情况,本研究提出技术创业教育是一种有效的战略,可以用来减少失业。本研究采用序贯混合方法(定量和定性)研究设计。数量部分的人口由Kwara州大学的300名学生组成,而质量部分的人口则由大学的讲师和工匠组成。采用分层法、定额法、随机法选取了370名受访者,采用目的性法和便利性法选取了讲师和工匠两名。采用《科技创业教育与创业意向问卷》(TBQ)和《科技创业教育与创业意向问卷访谈协议》(IPTEQ)等研究工具收集相关数据。定量和定性分析均发现,科技创业教育的三个维度(创业课程、创业实践和互联网设施)与创业意向显著相关。此外,调查结果表明,设施不足和财政拮据构成阻碍技术创业的挑战,而充分的设施和资金可用性被认为是解决这些挑战的办法。根据研究结果,建议政府、银行和其他教育利益相关者应协助大学为有商业意图的学生提供经济援助。
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引用次数: 2
Role of Professional Associations in Benin Dual Apprenticeship 专业协会在贝宁双学徒制中的作用
IF 2.1 4区 教育学 Q2 Social Sciences Pub Date : 2021-05-18 DOI: 10.51474/JER.V11I1.500
G. Nouatin
This paper analyses the involvement and the role played by a professional association in Benin dual apprenticeship. This research utilised a qualitative method using literature analysis with desk research and a semi-structured interview. In total, 56 respondents from staff members of professional associations at local, district and national levels, staff of the public sector, donor agencies and craftsmen were selected through purposive and snowball sampling techniques. To analyse data, I used the theory of institutional change, games models or strategic interactions theory and the conceptual framework of the curriculum value chain of the education programme. Results of the research show that the institutionalisation process of professional associations in the crafts sector started with professional photographers, hairdressers and sewing/cutting in 1950. Professional associations have a strong involvement in the implementation phase of the CQP programme. In the curriculum design phase, they are involved at a moderate level. And in the evaluation phase, they have low involvement. Such involvements in the last two phases can be understood by the low literacy level of most craftsmen who work in the informal sector.
本文分析了专业协会在贝宁双学徒制中的参与和作用。本研究采用文献分析、案头调查和半结构化访谈的定性方法。通过有目的的滚雪球抽样技术,共从地方、地区和国家各级专业协会的工作人员、公共部门工作人员、捐助机构和工匠中选出56名答复者。为了分析数据,我使用了制度变迁理论、博弈模型或战略互动理论以及教育项目课程价值链的概念框架。研究结果表明,手工艺行业专业协会的制度化进程始于1950年的专业摄影师、美发师和缝纫/裁剪。专业协会积极参与CQP计划的实施阶段。在课程设计阶段,他们只是适度参与。在评估阶段,他们的参与度很低。这种最后两个阶段的参与可以通过大多数在非正式部门工作的工匠的低文化水平来理解。
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引用次数: 1
Integrating the World of Work Into Initial TVET Teacher Education in South Africa 将工作世界融入南非初始职业技术教育教师教育
IF 2.1 4区 教育学 Q2 Social Sciences Pub Date : 2021-05-18 DOI: 10.51474/JER.V11I1.496
A. V. D. Bijl
South African Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training (2013) provides a framework of professional qualifications for lecturers in the TVET system, which requires work-integrated learning placements in both education and industry settings. South Africa, however, does not have a convention of industry placement for vocational lecturers. This absence led the Department of Higher Education and Training, with the European Union, to co-fund a research and development project, the ‘effective delivery of the work-integrated learning (WIL) component of TVET and adult and community education and training lecturer qualification programmes’. The key output of this project was the development of a comprehensive curriculum framework for the industry-WIL component of the qualifications. This paper provides a reflective analysis of the multiple institutions, the national process through which the curriculum framework was developed and the knowledge generated through it.
南非技术和职业教育与培训讲师专业资格政策(2013年)为TVET系统中的讲师提供了专业资格框架,要求在教育和行业环境中进行工作整合学习。然而,南非并没有为职业讲师安排行业实习的惯例。这种缺位导致高等教育和培训部与欧盟共同资助了一个研究和发展项目,“有效地提供职业技术教育、成人和社区教育以及培训讲师资格课程的工作结合学习(WIL)部分”。该项目的主要成果是为工业-工业知识的资格组成部分开发了一个全面的课程框架。本文对多个机构、国家课程框架的制定过程以及由此产生的知识进行了反思分析。
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引用次数: 3
The Development of a Teaching Competency Scale in J University J大学教学胜任力量表的编制
IF 2.1 4区 教育学 Q2 Social Sciences Pub Date : 2021-03-31 DOI: 10.31352/JER.19.1.61
Irem Mushtaq, N. Akhter, M. A. Javed
IntroductionChildren are born idealistic. They absorb the ideas of their parents and imitate their ways of life. They are quick to access values to evaluate character. The child's first school is home from where primary impulses and feelings are learnt. The family members are the first social contacts for the child and mother is the first teacher and caregiver for children. She is primary teacher of skills that their children need to acquire. The interaction between mothers and children is highly educative. She influences their children in wrong or right direction (Blenkin & Kelly, 1988; Grace, Evindar, & Stewart, 2003).The early days of childhood are very critical. Mothers can strongly influence direct and indirect learning of their children. Mother-child relationship plays an important role in social, psychological and emotional development of a child. The initial experience of child with his mother determines whether he will develop a sense of personal security and of beings loved and accepted (Batool, 2003). The mother is the primary agent in the transmission of the culture of the group to the child, and the socialization of the child.It is a common view that literate mothers play significant role in the education of their children, because they are actively involved in the education of their children. They can better nourish and care their children with respect to their health and hygiene. They try to flourish learning abilities of children enormously and provide equal opportunities to their daughter for schooling. While illiterate mothers are generally coincides with lower level of children's enrollment, less involve in the education of their children, which can hinder children' education and lower level of children's learning already in schools (Bilal, 2013). Illiterate mothers have more stress in their lives and this stress is a hurdle to interact with all the aspect of their children' education.Different studies show that mothers' literacy has significant impact on the education of their children. Literate mothers stay more in schools of their children and they are more involved in the education of their children (Benjamin, 1993). Children of literate mothers show great concern in cognitive and language skills of children. Literate mothers have knowledge about child's development and therefore can solve the problems in better way. She knows how to use home as a learning environment for children (Islam & Rao, 2008). Literate mothers can infuse higher moral values in their children. They also influence their child's schooling by being in touch with their teachers (Blenkin & Kelly, 1988). They can discuss educational and extracurricular activities with their school teachers. They can interact with teachers to improve learning of her child at school. The physical and mental health of children is another major concern for mothers (Hildebrand, 1985). Literate mothers are more conscious about the health of their children and can take care of th
孩子们天生理想主义。他们吸收父母的思想,模仿他们的生活方式。他们很快就能获得价值来评估性格。孩子的第一所学校是家,在那里他们学会了基本的冲动和情感。家庭成员是孩子的第一个社会接触者,母亲是孩子的第一个老师和照顾者。她是孩子们需要掌握的技能的主要老师。母亲和孩子之间的互动具有很高的教育意义。她在错误或正确的方向上影响他们的孩子(Blenkin & Kelly, 1988;Grace, Evindar, & Stewart, 2003)。童年的早期是非常关键的。母亲可以对子女的直接和间接学习产生强烈影响。母子关系在儿童的社会、心理和情感发展中起着重要作用。孩子与母亲的最初经历决定了他是否会发展出一种个人安全感,以及被爱和被接受的感觉(Batool, 2003)。母亲是将群体文化传递给孩子、使孩子社会化的主要代理人。人们普遍认为,识字的母亲在孩子的教育中发挥着重要作用,因为她们积极参与孩子的教育。她们可以在健康和卫生方面更好地养育和照顾子女。他们努力极大地培养孩子的学习能力,并为女儿提供平等的上学机会。而不识字的母亲通常与孩子的入学率较低相一致,较少参与孩子的教育,这可能会阻碍孩子的教育,使孩子在学校的学习水平较低(Bilal, 2013)。不识字的母亲在生活中有更多的压力,这种压力是与孩子教育的各个方面互动的障碍。不同的研究表明,母亲的读写能力对孩子的教育有显著的影响。识字的母亲更多地留在孩子的学校,她们更多地参与孩子的教育(Benjamin, 1993)。识字母亲的孩子对孩子的认知和语言技能表现出极大的关注。有文化的母亲了解孩子的发展,因此可以更好地解决问题。她知道如何利用家庭作为孩子的学习环境(Islam & Rao, 2008)。有文化的母亲可以给孩子灌输更高的道德价值观。他们还通过与老师保持联系来影响孩子的学业(Blenkin & Kelly, 1988)。他们可以与学校老师讨论教育和课外活动。他们可以与老师互动,以提高孩子在学校的学习。儿童的身心健康是母亲关心的另一个主要问题(Hildebrand, 1985年)。识字的母亲更关心孩子的健康,也能更好地照顾孩子。他们了解卫生服务,能够阅读和理解与卫生有关的问题。巴基斯坦是南亚和世界其他地区识字率最低的国家。它是世界上识字率最低的5个国家之一,也是教育支出占国内生产总值(gdp)不到2%至2.5%的12个国家之一。根据巴基斯坦社会和生活水平测量调查(2013-14),巴基斯坦女性识字率为47%。考虑到这些统计数据,这项研究的目的是找出识字和不识字的母亲对其子女的道德发展、教育、健康和社会发展的影响。研究的意义母亲的文化素养对孩子的发展有着非常重要的作用。这项研究将有助于指出识字的母亲为其子女的更好发展必须注意的因素,并突出文盲母亲在照顾子女的教育进步方面所缺乏的因素。…
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引用次数: 0
A Study of Structural Relationship among the Deans Emotional Leadership, the Faculty Efficacy, Communication, the Organizational Effectiveness in Chinese Universities 中国高校院长情绪领导与教师效能、沟通、组织效能的结构关系研究
IF 2.1 4区 教育学 Q2 Social Sciences Pub Date : 2021-03-31 DOI: 10.31352/JER.19.1.37
Su Peng, Pyeong-su Yu
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引用次数: 0
The Conceptualization of Tangible Media based Digital Play to Enhance Computational Thinking Ability in Early Childhood Education 基于有形媒体的数字游戏概念化在幼儿教育中提高计算思维能力
IF 2.1 4区 教育学 Q2 Social Sciences Pub Date : 2021-03-31 DOI: 10.31352/JER.19.1.1
Sukjin Kwon
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引用次数: 0
The Mediating Effect of Social Support on The Relation between Family Strength and Career Decision-Making Difficulties of University Students 社会支持在大学生家庭力量与职业决策困难关系中的中介作用
IF 2.1 4区 教育学 Q2 Social Sciences Pub Date : 2021-03-31 DOI: 10.31352/JER.19.1.115
Danbi Kim, Eun-min Park
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引用次数: 0
A Study on the Planning of Flipped Learning based on the‘Backward by Design’for Integrated Unit Instruction in College Classroom 基于“向后设计”的大学课堂综合单元教学翻转学习策划研究
IF 2.1 4区 教育学 Q2 Social Sciences Pub Date : 2021-03-31 DOI: 10.31352/JER.19.1.77
B. Shin
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引用次数: 0
Exploration of Learner Participatory Model of Lifelong Education Program 终身教育项目中学习者参与模式的探索
IF 2.1 4区 教育学 Q2 Social Sciences Pub Date : 2021-03-31 DOI: 10.31352/JER.19.1.17
Jeongsuk Kwon
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引用次数: 0
Democracy and Education during the Period of the Second Industrial Revolution: Carnegie, Rockefeller, and Ford 第二次工业革命时期的民主与教育:卡内基、洛克菲勒和福特
IF 2.1 4区 教育学 Q2 Social Sciences Pub Date : 2021-03-25 DOI: 10.20554/NIHONDAIGAKUKYOUIKUGAKKAI.57.0_17
Takeru Mashino
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引用次数: 0
期刊
Journal of Educational Research
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