ANALYSIS OF TRAINING NEEDS OF VOCATIONAL TRAINERS IN SKILL DEVELOPMENT- A CASE STUDY FROM VHSE, KERALA
Quality Skill education is recognized as the greatest weapon of India to reap its demographic dividend as it is one of the youngest nations in the world with more than 62% of its population in the working age group (15-59 years). Appropriate quality measures of real-world learning include effective teaching. The excellence of any education depended on the preparation of quality teachers. The vocational teachers/trainers should have core vocational competencies and pedagogical skills to deliver the best possible skills for every child. Vocational education teachers need dual professional identify of both workers skilled in a particular occupation and as teachers. Unlike other subjects, the curriculum of vocational subjects is always dynamic. So teacher must be a lifelong learner and should be a reflective practitioner. The roles of these trainers are more crucial in the State like Kerala, where the industrial density is very less.
This study examines the role of vocational teachers and instructors in skill development in Vocational Higher Secondary schools of Kerala. The focus is on investigating issues that occur within daily instruction, such as teaching models, instructional problems, instruction methods and classroom management. Data were collected and analysed to reveal vocational trainers teaching practices. The conclusion is that vocational trainers need to improve their teaching skills and core technical skills and to recognise what is important to students so that they can motivate student learning.
I. Adnan Ahmad, Yusri Kamin, Asnol Dahar Minghat, Mohd. Khir Nordin, Dayana Farzeha, Ahmad Nabil (2014). Vocational Teaching Method: A Conceptual Model in Teaching Automotive Practical Work. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering Vol:8, No:8, 2014
II. TAlan Brown, Liz Browne,Kathleen Collett, Chris Devereux, Jill Jameson. (2012). The role of Coaching in Vocational Education and Training. The City and Guilds of London Institute. (www.skillsdevelopment.org/.../Insights-the-role-of-coaching-in-vocat..)
III. Bettina Lankard Brown. (1998). Applying Constructivism in Vocational and Career Education. Center on Education and Traaining for Employment, The Ohio State University. (www.calpro-online.org/eric/docs/brown/brown01_00.pdf) p vii.
IV. Bill Lucas, Ellen Spencer and Guy Claxton. (December 2012). How to teach vocational education: A theory of vocational pedagogy. City & guilds centre for skills development. Available online at www.skillsdevelopment.org/.../How-to-teach-vocational-education.p...
V. Colin Beard, John P Wilson. (2007). Experimental Learning-a best practice handbook for educators and trainers.-2nd ed. Kogan Page Limited, London and Philadelphia .
VI. Claudia Hofmann, Barbara E. Stalder, Franziska Tschan, Kurt Häfeli (2014). Support from teachers and trainers in Vocational education and training: The pathways to career aspirations and further career development. International Journal for Research in Vocational Education and Training (IJRVET) Vol. 1, No. 1: 1-20
VII. Clive Chappell. Contemporary vocational learning – changing pedagogy. OVAL Research Faculty of Education UTS. Retrieved from www.avetra.org.au/Conference_Archives/2004/.../PA013Chappell.pdfon 25.01.2013.
VIII. Dar-Chin Rau 1, Shao-Tsu Chu 2, Yi-Ping Lin 3, Ming-Hua Chang 4 . (2006). Development and Teaching Approaches of Technical and Vocational Education Curricula. 9th International Conference on Engineering Education. Retrieved from www.ineer.org/Events /ICEE2006 /papers/3072.pdf on 25.01.2013.
IX. Emery J. Hyslop-Margison, Joseph L. Armstrong. (2004). Critical Thinking in Career Education: The Democratic Importance of Foundational Rationality. Journal of Career and Technical Education, Vol. 21, No. 1, Fall 2004 (scholar.lib.vt.edu/ejournals /JCTE/v21n1 /pdf /hyslop.pdf). pp 39-49.
X. Final Report to the EU Commission. (2005). The use of ICT for learning and teaching in initial Vocational Education and Training. DG Education & Culture November 2005. Available at ec.europa.eu/education/.../elearning/doc/.../ict_in_vocational_en.pdf.
XI. Istanto Wahyu Djatmiko, (2010). The teaching strategies in vocational education in the knowledge era. International seminar on VET at Yogyakarta State University. Available at: staff.uny.ac.id/.../3-Paper-International%20Seminar%20in%20VET-F.
XII. Jasminka Markovic & Machael Axmann, (2006). A Training Programme for Internal and External CATs in the VET Reform Programme- Phase II Ministry of Education and Sports Republic of Serbia. VET Reform Programme. (www.vetserbia.edu.yu)
XIII. Sally Faraday, Carole Overton, Sarah Cooper. (2011). Effective teaching and learning in vocational education. city & guilds centre for skills development. Retrieved from policyconsortium.co.uk/.../110052RP_effective-VET_final-report1.p... on 11.01.2013.
XIV. SCERT Kerala (2007): Kerala Curriculum Framework. State Council for Education Training and Research, Kerala. pp 64-66.
XV. Sethu Madhavan.N (2005): A Critical Examination of the program of Vocational Higher Secondary Education in Kerala. Sree Sankaracharya University of Sanskrit, Kalady, Kerala.
XVI. Shyamlal Majumdar (2011). New Challenges in TVET Teacher Education. News Letter- A Bi-annual Newsletter in English. Vol. 13. No. 2 December, 2011.
XVII. www.unesco-iicba.org. pp.3-6.
XVIII. Simon Mclean. (2012). Imparting Work Based Skills on Vocational Courses, Pedagogy of Using Industrial Simulation in Surveying Education. Student Engagement and ExperienceJournal1(1).http://research.shu.ac.uk/SEEJ/index.php/seej/article/view/30/Mclean.
XIX. Syahron Lubis. (2010). Concept and implementation of vocational pedagogy in TVET Teacher education. Proceedings of the 1st UPI International Conference on TVET, Bandung, Indonesia. pp 165-172
How to Cite
Copyright (c) 2021 International Education and Research Journal (IERJ)
This work is licensed under a Creative Commons Attribution 4.0 International License.