Relevance of Standardized Class Learning System on Y Generation Workforce, in Kenya

Abstract

In recent time, learning and teaching strategies have been significantly influenced by globalization. Latest technologies have altered how information is presented and how students interact with that information. Not only would educators have to cope with new technologies and a new generation of learners of different learning attitudes and styles but they also ensure that the learners are prepared to meet the 21 st century dynamic workplace needs. This papers findings indicates that lecture learning technique is still the popular learning method in institutions of higher learning but the technique does not adequately helping in preparing learners meet the demand and needs of 21 st century workplace. However, although learners suggested skills training, problem based, online and lecture techniques respectively as the best technique that can help learners meet the challenges of workplace is through using it was revealed that 60% of the learning is through lectures, 12% online learning, 10% problem solving and 6% skills based training. In overall learners support that hybrid of all four techniques as the best method to help them overcome challenges of workplace. The paper recommends that institutions of higher learning should adopt hybrid of learning techniques that will prepare learners meet the ever changing workplace needs, this can only be achieved through aligning the curriculum and techniques of delivery with current demands.

Exploring processes of teaching and learning in African university contexts

“…The identified literature demonstrates that active and collaborative teaching methods are being implemented within all three country contexts, including class discussions (Iloanya, 2017;Kilonzo, Sandfort, and Liu, 2016), projects (Ketlhoilwe and Silo, 2016), presentations (Amoako-Sakyi and Amonoo-Kuofi, 2015; Moalosi et al, 2012), and tutorials (Amoako-Sakyi and Amonoo- Kuofi, 2015). A number of studies explicitly discuss student engagement with or interest in project-, problem-and communitybased learning (Amoako-Sakyi and Amonoo-Kuofi, 2015; Ketlhoilwe, 2016;Kiptoo et al, 2015;Moalosi et al, 2012;Munezero and Bekuta, 2016;Tagoe, 2014). In others, adherence to more 'active' teaching methods was implicit, as students were described as being engaged in 'real-world' tasks (e.g.…”

“…Participants in Hepworth and Duvigneau's (2012) and Omingo's (2016) studies also suggested that a wider choice of topics could help motivate students to engage in independent work and enable them to make meaningful connections to their future, while lecturers in a number of other studies (e.g. NaliakaMukhale and Hong, 2017;Moakofhi et al, 2017;Kiptoo et al, 2015) indicated that students may be more motivated to learn with increased use of technology.…”

“…that provided by the lecturer), a number of studies discussed other methods of feedback, including self-and peer assessment (e.g. Gyamfi and Gyaase, 2015;Hepworth and Duvigneau, 2012;Kiptoo et al, 2015;Machera, 2017), which have been used to facilitate learning in various university contexts.…”

“…4. It is important to acknowledge that there are studies which focus exclusively on the use of ICT as a way of developing critical thinking skills (see Kiptoo et al, 2015;Moakofhi et al, 2017;NaliakaMukhale and Hong, 2017). However, these have not been explicitly highlighted in the review, as ICT is a tool, not a pedagogy in itself.…”