2019
DOI: 10.11648/j.ijsdr.20190503.11
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Addressing Pedagogical Usability and Mobility Barriers in E-learning Systems: A Case of Youth Entrepreneurship Skill Development, Plan International Uganda

Abstract: Adoption of E-learning systems to address youth self-reliance entrepreneurship skills knowledge gap in developed countries has been rapidly evolving and reached advanced stages. Nonetheless, in the developing world most especially Sub-Sahara Africa it is still infancy. Of recent, some Non-Governmental Organizations have attempted implementation of Elearning systems as alternative means to traditional elitist spaces to equip the youth with self-reliance job start-up skills. However, despite the usual challenge … Show more

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Cited by 3 publications
(2 citation statements)
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“…In South-East Asia, there appear to be expanding cross-national networks advocating applied andragogy as a 'real-world' instructional strategy to effectively bridge the practical skills students acquire in workplace learning to the formal curriculum of a TVET college (Arifin et al, 2020;Rubayet & Imam, 2021). Numerous local studies in African countries recommend an andragogical approach as the basis of a move away from traditional subject-matter-centred curricula and associated academic assessment systems, to a competency-based curriculum centred on 'more practical' job-related skills acquired by direct experiential learning in industrial or community contexts (Lloyd, 2018;Med & Lukyamuzi, 2019;Ngwacho, 2019;Odigiri et al, 2019;Ngozwana, 2020;Akintolu & Letseka, 2021;Mutambisi et al, 2021;Anyiendah, Odundo & Ganira, 2023). Johnstone suggests, referring to Tourism TVET in South Africa, that andragogical thinking takes us definitively beyond reliance on only the formal knowledge of the lecture theatre to a recognition that 'imitation and observation in the workplace produces experts in a specific technical or vocational field' (2021:108).…”
Section: Andragogy In Contemporary Tvet Contextsmentioning
confidence: 99%
“…In South-East Asia, there appear to be expanding cross-national networks advocating applied andragogy as a 'real-world' instructional strategy to effectively bridge the practical skills students acquire in workplace learning to the formal curriculum of a TVET college (Arifin et al, 2020;Rubayet & Imam, 2021). Numerous local studies in African countries recommend an andragogical approach as the basis of a move away from traditional subject-matter-centred curricula and associated academic assessment systems, to a competency-based curriculum centred on 'more practical' job-related skills acquired by direct experiential learning in industrial or community contexts (Lloyd, 2018;Med & Lukyamuzi, 2019;Ngwacho, 2019;Odigiri et al, 2019;Ngozwana, 2020;Akintolu & Letseka, 2021;Mutambisi et al, 2021;Anyiendah, Odundo & Ganira, 2023). Johnstone suggests, referring to Tourism TVET in South Africa, that andragogical thinking takes us definitively beyond reliance on only the formal knowledge of the lecture theatre to a recognition that 'imitation and observation in the workplace produces experts in a specific technical or vocational field' (2021:108).…”
Section: Andragogy In Contemporary Tvet Contextsmentioning
confidence: 99%
“…Genç girişimciliği, araştırmacıların, akademisyenlerin ve iş geliştirmeyi amaçlayan uzmanların ilgisini çeken bir konu olmakla birlikte aynı zamanda gelişmekte olan ülkeler için büyük bir endişe konusu haline de gelmiştir (Med ve Lukyamuzi, 2019). Girişimcilerin yerine getirdikleri temel görevler: yeni ürün ve hizmet üretimi, yeni üretim yöntemleri geliştirme, yeni kaynaklar bulmak ve yeni pazarlara girmektir.…”
Section: Genç Girişimciliğiunclassified