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.
{"title":"Integrating Technopreneurship Education in Nigerian Universities: Strategy for Decreasing Youth Unemployment","authors":"Y. Suleiman","doi":"10.51474/JER.V11I1.501","DOIUrl":"https://doi.org/10.51474/JER.V11I1.501","url":null,"abstract":"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.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"36 1","pages":"49-76"},"PeriodicalIF":2.1,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85628622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Role of Professional Associations in Benin Dual Apprenticeship","authors":"G. Nouatin","doi":"10.51474/JER.V11I1.500","DOIUrl":"https://doi.org/10.51474/JER.V11I1.500","url":null,"abstract":"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.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"37 1","pages":"77-96"},"PeriodicalIF":2.1,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75030274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Integrating the World of Work Into Initial TVET Teacher Education in South Africa","authors":"A. V. D. Bijl","doi":"10.51474/JER.V11I1.496","DOIUrl":"https://doi.org/10.51474/JER.V11I1.496","url":null,"abstract":"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.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"34 1","pages":"13-28"},"PeriodicalIF":2.1,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81684221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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
{"title":"The Development of a Teaching Competency Scale in J University","authors":"Irem Mushtaq, N. Akhter, M. A. Javed","doi":"10.31352/JER.19.1.61","DOIUrl":"https://doi.org/10.31352/JER.19.1.61","url":null,"abstract":"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","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"53 1","pages":"61-75"},"PeriodicalIF":2.1,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82674025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Conceptualization of Tangible Media based Digital Play to Enhance Computational Thinking Ability in Early Childhood Education","authors":"Sukjin Kwon","doi":"10.31352/JER.19.1.1","DOIUrl":"https://doi.org/10.31352/JER.19.1.1","url":null,"abstract":"","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"63 1","pages":"1-15"},"PeriodicalIF":2.1,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86494986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Study of Structural Relationship among the Deans Emotional Leadership, the Faculty Efficacy, Communication, the Organizational Effectiveness in Chinese Universities","authors":"Su Peng, Pyeong-su Yu","doi":"10.31352/JER.19.1.37","DOIUrl":"https://doi.org/10.31352/JER.19.1.37","url":null,"abstract":"","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"105 1","pages":"37-60"},"PeriodicalIF":2.1,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76033434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Mediating Effect of Social Support on The Relation between Family Strength and Career Decision-Making Difficulties of University Students","authors":"Danbi Kim, Eun-min Park","doi":"10.31352/JER.19.1.115","DOIUrl":"https://doi.org/10.31352/JER.19.1.115","url":null,"abstract":"","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"8 1","pages":"115-132"},"PeriodicalIF":2.1,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81789448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Study on the Planning of Flipped Learning based on the‘Backward by Design’for Integrated Unit Instruction in College Classroom","authors":"B. Shin","doi":"10.31352/JER.19.1.77","DOIUrl":"https://doi.org/10.31352/JER.19.1.77","url":null,"abstract":"","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"193 1","pages":"77-96"},"PeriodicalIF":2.1,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74475985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Exploration of Learner Participatory Model of Lifelong Education Program","authors":"Jeongsuk Kwon","doi":"10.31352/JER.19.1.17","DOIUrl":"https://doi.org/10.31352/JER.19.1.17","url":null,"abstract":"","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"24 1","pages":"17-35"},"PeriodicalIF":2.1,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82550780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-25DOI: 10.20554/NIHONDAIGAKUKYOUIKUGAKKAI.57.0_17
Takeru Mashino
{"title":"Democracy and Education during the Period of the Second Industrial Revolution: Carnegie, Rockefeller, and Ford","authors":"Takeru Mashino","doi":"10.20554/NIHONDAIGAKUKYOUIKUGAKKAI.57.0_17","DOIUrl":"https://doi.org/10.20554/NIHONDAIGAKUKYOUIKUGAKKAI.57.0_17","url":null,"abstract":"","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"38 1","pages":"17-29"},"PeriodicalIF":2.1,"publicationDate":"2021-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76472335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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