2012

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    A Study to Compare the Results of Technical and Pedagogical Subjects in the Undergraduate Programme in the Department of Technical and Vocational Education at the Islamic University of Technology (IUT), Dhaka.
    (Department of Technical and Vocational Education (TVE), Islamic University of Technology (IUT), 2012-11-15) Moluh, Nsangou
    The objective of the study was to compare the results of the undergraduate students between the technical and pedagogical subjects. There was a feeling that the evaluation in the TVE department was not in line with other departments. The pedagogical subjects were taught by the teachers of TVE department, whereas technical courses were taught by teachers of engineering department including Mechanical, Electrical and Computer science. From this study, the administration of IUT may get a clear picture of grades, given by its four departments, hence, it will be easier for them to identify, if there is any deviation from the expected standard. It will also help the particular department specially (TVE) in maintaining a standard of grading system, in line with other departments. The study followed descriptive research methodology. The population was the graduated students of the last five years (2006-2010), in the one year B.Sc.T.E. programme. As the population was of small size, all the students over the last five years were considered as sample in this study. The tool of research was documents of the results in term of achievement of the undergraduate students over the last five academic years. The data was collected from the IUT administration by the researcher himself. One sample paired t-test was done to compare the results of technical and pedagogical subjects at 0.05 level of significance. The study was delimited to only the last five years students who completed the Bachelor of Science in Technical education in one year programme. The null hypothesis was tested, meaning that there is no difference of results between pedagogical and technical subjects in the undergraduate program. The data was collected from the IUT Registrar Office by the researcher himself. For analyzing the data, one sample paired t-test was done to compare the results of technical and pedagogical subjects at 0.05 level of significance. The study found that during the academic year 2006 there was no significant difference in results between pedagogical and technical subjects in B.Sc.T.E one year programme. Results for the academic year 2007 to 2010 and combined results from 2006 to 2010, showed significant difference in results between pedagogical and technical subjects in B.Sc.T.E 1
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    The effects of Social Networking Sites to the lifestyle of Teachers and Students in Higher Education Institutions
    (Department of Technical and Vocational Education (TVE), Islamic University of Technology (IUT), 2012-11-15) Asad, Seguya
    With the creation of Social Networking Sites, colleges and universities across the globe have been playing catch-up with students. This new technology carries much weight as a new medium for students to build social connections and grow as members of their institutions (Boogart, 2006). With the aim of exploring the effect of social networking sites to the lifestyles of teachers and students in higher educational institutions, this research was conducted at four private universities in Bangladesh and one university in Uganda. A sample of one hundred teachers and one hundred students was respectively selected from four private universities in Bangladesh and one university in Uganda. Both qualitative and quantitative methods were applied during data analysis. The results indicated that social networking sites had several impacts on the lifestyle of students and teachers with the positive effects outweighing the negative effects. The findings confirmed that students can formulate group discussions so as to exchange their ideas, communicate to their teachers and appeal to their friends about assignments. Teachers share course related materials with their students, enables research work, creates student groups to collaborate on projects and communicate with their fellow teachers from other universities. So the principal conclusion was that the use of social networking sites should be incorporated into teachers‟ and students‟ lifestyles as its beneficial nature takes over its adverse side.
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    A Study of Difficulties Faced By Teachers in Using ICT in Classroom Teaching-Learning in Technical and Higher Educational Institutions in Uganda
    (Department of Technical and Vocational Education (TVE), Islamic University of Technology (IUT), 2012-11-15) Habibu, Taban
    The use of Information and Communication Technology (ICT) in the classroom is very important for providing opportunities for students to learn to operate in an information age. Studying the obstacles to the use of ICT in educational institutions may assist educators to overcome these barriers and become successful technology adopters in the future. In this regard, the study aims at finding out the difficulties faced by teachers in using ICT in classroom teaching-learning in technical and higher educational institutions in Uganda. Chi square test and weighted average using Statistical Package for Social Science (SPSS) software were used to analyze and interpret the data. The findings of this study indicate that teachers had a strong desire to integrate ICT into teaching-learning process; but they encountered many barriers regarding the ICT integration. It reveals that the major barriers were lack of sufficient training, lack of learning equipment tools, teacher’s reluctance to change, lack of skilled personnel, lack of limited time, lack of confidence, lack of knowledge, low internet speed, virus threat, power problems, lack of motivation to encourage the use of ICT from the administration, teachers’ attitudes towards computers, poor funding, poor administrative support, and poor course curriculum etc. However, it is suggested that ongoing professional development must be provided for teachers to model the new pedagogies and tools for learning with the aim of enhancing the teaching-learning process. Nevertheless, it is important for teacher trainers and policy makers to understand the barriers and cost-effectiveness of integrating ICT use in teacher training so that training strategies can be appropriately explored to make such changes viable to all.
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    A study of Technical/Technology Education in The Gambia Upper Basic Schools
    (Department of Technical and Vocational Education (TVE), Islamic University of Technology (IUT), 2012-11-15) Ndure, Bai
    Historically, technical/technology education has always been perceived as "inferior education". It is time for this perception to change. With the high unemployment rate in the country, and the huge skills shortage, it is imperative for society to take a critical look at the role of technical /technology education in our current curriculum and that the present government looked more closely at the impact that the proper provision of technical/technology education would do to the country as a whole. This study focuses on the current status of technical/technology education provision in the country and the fostering of technical/technology education at the Upper Basic Schools in general. It examines the perceptions of principals, educators and learners towards the following The status of technical/technology education provision in The Gambia. Gender issues with regard to technical subjects. Curriculum appropriateness towards the employability and familiarity with the new FET curriculum Value of technical education for Gambian society Pedagogics related to the technical/technology education curriculum Several important findings that emerged from the data suggested that: Technical education is viewed as very positive by the youth of The Gambia towards addressing unemployment, skills shortages and for the future growth of the country There are gender imbalances with regard to the human resource within the realm of technical/technology education. Lack of suitably qualified educators in the new technical field. Lack of further training of technical education educators for the future Lack of equipment, resources and workshops. Preparedness of educators in meeting the requirements to teach the current FET syllabus. It is imperative for mindset of the general public to change with regard to the perception of the status of technical/technology education in this country, as the youth of today value and respect what technical/technology education has to offer, and for the possibility of what technical /technology education can do for the eradication of the skills shortage dilemma, for addressing the unemployment issue and for the future growth and development of The Gambia.
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    Assessment of competence of TVET trainee teachers in the field of ICT
    (Department of Technical and Vocational Education(TVE), 2012-11-15) Usama, Kasagga
    The importance of ICT in empowering teachers and learners, and enhancing teaching and students’ achievement has been highlighted in several studies. ICT integration in the developing nations needs to be addressed so as to ensure total integration of ICT in the school curriculum. This study examines the level of basic ICT competence of TVET trainee-teachers’ from different OIC countries. The differences in basic ICT competence of the trainee teachers having different educational background were also examined. The data collected through a test were analysed using percentages, means, and t-test statistics. It has been found that the majority of the TVET trainee teachers there were competent in the field of ICT. However, significant difference in performing their ICT competence among the TVET trainee teachers having educational background in Computer Science, Electrical and Mechanical Engineering was found.
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    A study to identify the barriers of implementing the proposed competency based training programme in TVET institutions in Bangladesh
    (Department of Technical and Vocational Education(TVE), 2012-11-15) Rahman, Mohammad Mahmudur
    The purpose of the study was to identify the Barriers of Implementing the Proposed Competency Based Training Programme in TVET Institutions in Bangladesh. The descriptive survey was used for the study. Eleven research questions guided the study. The simple random and purposive sampling technique was used. The sample size was 40 from the TVET teachers in Bangladesh. Data were collected from the selected 8 TVET institute in Dhaka district in Bangladesh. Data were collected through the use of a questionnaire which was based on a five point Likert scale. Data were analyzed by using Chi squire test at 0.05 significant levels. The study revealed that poor administrative support , lack of CBT trained up teachers, CBT Technical Teachers Institute, inadequacy of modern laboratory facilities, weak linkage between technical institutes and industry, lack of public awareness and being used to with traditional curriculum emerged as barriers of implementing the proposed competency based training programme (CBT) in TVET institutions in Bangladesh