Education sector policies and their role in the integration of workplace learning and higher education: A case of Tanzania’s higher technical and engineering education [Scholarly Article - Journal of Adult Learning, Knowledge and Innovation, 2022]

Title:

Education sector policies and their role in the integration of workplace learning and higher education: A case of Tanzania’s higher technical and engineering education

 

Authors:

James Elikana Mmari, Zsuzsa Kovács & Csaba Kálmán

 

Published:

Journal of Adult Learning, Knowledge and Innovation, Volume 4, Issue 2, 1 February 2022

https://doi.org/10.1556/2059.2021.00051

 

Abstract:

Tanzania’s education system has been passing through different changes in its policies and strategic implementation plans. As a result, improvements in various areas, such as increased students’ enrolment rate, improved pass rates, and improved infrastructure at all levels have been realized. This pilot study aimed at understanding the awareness and perception of policymakers, employers, instructors, and students of the importance of policies in integrating workplace learning and technical higher education. With the main question being, how stakeholders in the education sector perceive the importance of policies in integrating workplace learning and technical higher education. In order to answer the above question, a qualitative study with semi-structured interviews was conducted with policymakers, employers, instructors, and students. Most of the interviewees stated that policies have significant roles in ensuring the smooth integration and implementation of these two learning modes. On the other side, several challenges were mentioned in policy implementation and realization of the strategic plans. These challenges were categorized as those related to the public’s and students’ awareness and readiness, financial constraints, educational institutes’ readiness, and operationalization of the organizations and educational institutes. From this pilot study, insightful information is gained on the importance of having policies that take into account all main stakeholders in higher education.

 

Using Learning Theories to Develop a Veterinary Student Preparedness Toolkit for Workplace Clinical Training [Preprint - EdArXiv, 2022]

Title:

Using Learning Theories to Develop a Veterinary Student Preparedness Toolkit for Workplace Clinical Training

 

Authors:

Jennifer Routh1, Sharmini Julita Paramasivam1, Peter Cockcroft1, Vishna Devi Nadarajah2 & Kamalan Jeevaratnam1

 

1. School of Veterinary Medicine, University of Surrey, Guildford, UK

2. Division of Human Biology, School of Medicine and IMU Centre for Education, International Medical University, Kuala Lumpur, Malaysia

 

Published:

EdArXiv Preprints, Last edited: 7 April 2022

https://edarxiv.org/g4u3m/ 

Abstract:

Learning theories are logically related statements designed to explain what should or could be aspired to in establishing ideal learning conditions. Multiple theories can inform our understanding of a single concept, in this case: veterinary workplace clinical training (WCT), which occurs just prior to students’ graduation as competent veterinary surgeons. The competency movement has strongly influenced reforms in veterinary education and is considered important. In reflection of this, the term “preparedness” is operationalised here as a measure of the likelihood that the veterinary student is going to be a competent learner and participant during WCT. Preparedness itself is therefore important because it directly impacts performance. Workplace clinical training is explored through the lenses of cognitivist, social constructivist and socio-culturalist learning theories and used to inform student preparedness characteristics in terms of their behaviours, personal attributes, knowledge and skills, and awarenesses to optimise learning and participation.

 

Using Learning Theories to Develop a Veterinary Student Preparedness Toolkit for Workplace Clinical Training [Scholarly Article - Frontiers in Veterinary Science, April 2022]

Title:

Using Learning Theories to Develop a Veterinary Student Preparedness Toolkit for Workplace Clinical Training 

 

Authors:

Jennifer Routh1, Sharmini Julita Paramasivam1, Peter Cockcroft1, Vishna Devi Nadarajah2 & Kamalan Jeevaratnam1 

 

1. School of Veterinary Medicine, University of Surrey, Guildford, United Kingdom 2. Division of Human Biology, School of Medicine and IMU Centre for Education, International Medical University, Kuala Lumpur, Malaysia

 

Published:

Frontiers in Veterinary Science, 7 April 2022

https://www.frontiersin.org/articles/10.3389/fvets.2022.833034/full

 

From the article:

Learning theories are abstract descriptions which help us make sense of educational practice. Multiple theories can inform our understanding of a single concept, in this case: veterinary workplace clinical training (WCT), which occurs just prior to students' graduation as competent veterinary surgeons. The competency movement has strongly influenced reforms in veterinary education and is considered important. In reflection of this, the term “preparedness” is operationalised here as a measure of the likelihood that the veterinary student is going to be a competent learner and participant during WCT. Preparedness itself is therefore important because it directly impacts performance. Workplace clinical training is explored through the lenses of cognitivist, social constructivist and socio-culturalist learning theories and used to inform student preparedness characteristics (“tools”) in terms of their behaviours, personal attributes, knowledge and skills, and awarenesses to optimise learning and participation. These form a new conceptual framework—the “Preparedness Toolkit.”