2018
DOI: 10.13152/ijrvet.5.1.3
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Vocational Teaching-Learning through the Eyes of Undergraduate Vocational Students in Malta: A Qualitative Exploratory Study

Abstract: Vocational Teaching-Learning in Malta 43 understanding lecturers who provide concrete industrial examples. Assessment preferences included home based assignments and research projects. The preferred learning environment is in line with most characteristics of the Powerful Learning Environment.Evidence shows that there is no particular difference between a higher vocational student and a higher education student. Implications for the enhancement of students' learning processes are discussed and recommendations … Show more

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Cited by 19 publications
(15 citation statements)
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References 39 publications
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“…Sasongko and Widiastuti (2019) stated that learning via practise rather than theory is more prevalent in achieving vocational education goals. In line, the resolution suggested by Said (2018) and McNeir (1994) concludes the significance of applied learning in bridging the gap between academic and vocational education.…”
Section: Students Do Not Have An Interest In the Lesson Already [Mt 2]mentioning
confidence: 62%
“…Sasongko and Widiastuti (2019) stated that learning via practise rather than theory is more prevalent in achieving vocational education goals. In line, the resolution suggested by Said (2018) and McNeir (1994) concludes the significance of applied learning in bridging the gap between academic and vocational education.…”
Section: Students Do Not Have An Interest In the Lesson Already [Mt 2]mentioning
confidence: 62%
“…Good governance-this includes independence in decision makings and actions to ensure quality standards requirements. This is to develop a culture A Comparative Study of Nigeria, Malaysia and UK of ownership, participation and responsiveness where all staff understand their collective responsibility for quality processes and outcomes Thus, most of the research on the TVET quality assurance framework according to [52], [54] and [53] has stressed quality assurance improvement through the guidance of a framework to achieve the desired technological development and to meet the market demands that will lead to socio-economic development. Table 6: below as indicated by the researchers' response on the quality assurance framework in TVET informed approaches for best practices in TVET for skills and knowledge required for labour market demands.…”
Section: How Can Current Tvet Quality Assurancementioning
confidence: 99%
“…However, the quality assurance framework according to [52], [54] and [53] has standard components appropriate and adequate for continuous quality improvement to deliver relevant skills, knowledge and competencies. And it also provides confidence in employers of labour, and industries in terms of skills, knowledge and competency.…”
Section: How Can Current Tvet Quality Assurancementioning
confidence: 99%
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“…Väljundi põhise ja õppijakeskse kutseõppe didaktilise kontseptsiooni avamisel on lähtutud toetava õpikeskkonna raamistikust, mis kirjeldab õppesisu, õpi-ja juhendamistegevuste ning hindamise iseärasusi kutsehariduses (de Bruijn & Leeman, 2011;Cedefop, 2015;Said, 2018).…”
Section: Kutseõppedidaktika Teooria Kutseõpetajakoolitusesunclassified