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The Path To Entrepreneurship: Searching And Learning From Role Models

In this study, we address the function of role models for entrepreneurship students. By using entrepreneurs as role models, students can get a better and realistic picture of the complexity of the entrepreneurial path. Choosing whom to interview as role model can be diverse, but it can be problematic if, as a result of that choice, the learning effect in the same group of students is different.

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04-05-2021

The Path To Entrepreneurship: Searching And Learning From Role Models

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Alumni impact of Dutch knowledge institutions on dairy chain governance in Kenya and Ethiopia

This booklet presents twenty-one impact stories of Ethiopian and Kenyan alumni of Dairy (Livestock) trainings in the Netherlands. The Dutch trainings consists of Master courses conducted by Van Hall Larenstein University of Applied Sciences (VHL) in Wageningen or Velp, short courses or diploma courses organised by Practical Trainings Centre (PTC+) in Oenkerk or Barneveld / Dairy Trainings Centre (DTC) in Oenkerk and short courses organised by Centre of Development Innovation – part of Wageningen University and Research Centre (WUR) in Wageningen. Most refresher course participants attended the Dutch trainings between 2010 and 2018. These alumni attended the Refresher Course entitled “Assessing the impact of Dutch knowledge institutions on performance of Netherlands alumni on dairy value chain governance in Kenya and Ethiopia” organised by Van Hall Larenstein University of Applied Sciences (VHL), Agrikom (alumni organisation) and Egerton University on 7-16 July 2019 in Nairobi and Nakuru, Kenya. Part of the refresher course was dedicated to a write shop about the impact of the Dutch training. It was written in collaboration with the professorship Climate Smart Dairy Value Chains.

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31-12-2019

Alumni impact of Dutch knowledge institutions on dairy chain governance in Kenya and Ethiopia

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Days of future passed, the history of OEGlobal in titles

This special issue contains some of the almost 180 accepted contributions of this years’ Open Education Global conference (OEGlobal), organized in Delft from 24-26 April 2018. These annual global conferences are organized by the Open Education Consortium (until 2014 named Open Courseware Consortium), together with a local institution. The first edition in this series of conferences was organized in 2005 by the Utah State University in Logan.

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30-04-2018

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Green education to strengthen human capital

This one-off magazine is a joint publication of Dutch and Indonesian partners in the INNOCAP and vegIMPACT NL programmes. These partners worked together to strengthen agricultural education in poultry, horticulture and ruminant production at SMK level. SMKs (Sekolah Menengah Kejuruan) are vocational upper secondary schools. All programme partners share the conviction that educational cooperation and private sector development should go hand in hand. The digital version of this magazine is enriched with links to websites and videos of the programme partners and their highlights of the results of the joint Indonesian - Dutch programmes. “The cooperation between Indonesia and the Netherlands can build further on the lessons learned from INNOCAP and vegIMPACT NL programmes to invest in vocational education for agricultural growth”.

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31-12-2019

Green education to strengthen human capital

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A dialogue worth having

The cultivation of intrinsic motivation is key in the 21th century, but most students in Dutch vocational education lack this quality. To foster intrinsic motivation, a strong career-learning environment is needed that enables students to develop career competencies and a career identity. However such an environment is absent in much of vocational education in The Netherlands. Research shows that the desired learning must be practice based (real life experiences are key), enable a dialogue (in order to attach personal meaning to real life experiences) and give students more autonomy in making choices in their school careers. Although there has been an increase in the use of portfolios and personal-development plans, these instruments are used mainly for improving success at school but are not in career and work. In addition research on the conversations between student and teachers/work-place mentors shows that the latter talk primarily to (65%), and about (21%), but rarely with (9%) students. The culture in schools is still predominately monological. Most teachers feel uncertain about their abilities to help students in developing career competencies and a career identity, though a growing number of teachers want to be trained in initiating meaningful career dialogues. In order to make such training successful in terms of promoting new guidance behaviours, it is essential that school managers create a strong career-learning environment for teachers. The Standards Era policies (Gatto, 2009) that dominate Dutch vocational education at the moment, however, leaves managers little space to do so. https://doi.org/10.1007/978-3-319-50734-7_7 LinkedIn: https://www.linkedin.com/in/reinekke-lengelle-phd-767a4322/

MULTIFILE

31-12-2016

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The relationship between learning environment and career competencies of students in vocational education

This article focuses on which aspects of the learning environment, aimed at fostering career learning, correspond with the development of career competencies among students (aged 12-19 years) enrolled in prevocational and secondary vocational education in The Netherlands. Aspects of the learning environment that are taken into account here are the following: career orientation and guidance methods used, instruments implemented, and the degree to which the curriculum is practice-based and dialogical. In the study, three career competencies are identified: career reflection (reflective behaviour), career forming (proactive behaviour), and networking (interactive behaviour). To research the relationship between the learning environment and the presence of career competencies, a study was done among 3499 students and 166 teachers in 226 classes in 34 schools. The results show that career guidance in school, in which a dialogue takes place with the student about concrete experiences and which is focused on the future, contributes most to the presence of career competencies among students. Without this dialogue, career guidance methods and instruments barely contribute to the acquisition of career competencies.

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31-12-2010

The relationship between learning environment and career competencies of students in vocational education

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Technical Vocational Education and Training: the ‘dark continent’ in OER

Over the past decade, more and more studies have been published about OER adoptionby educators and educational institutions. The largest part of these studies is about OER in Higher Education and a growing amount is about OER and open textbooks in K-12 education. In addition, according to De Olivereira Netoet al (2017), most studies are focused on the Global North where education instructors “enjoy comparatively higher levels of economic development, educational provision, policy elaboration, and technological access than those in the Global South. This means that less is known about educators’ OER-related practices in the regionwhere OER is touted as having its potentially greatest impact”(De Olivereira Netoet al,2017:2-3).Despite the steadily growing number of studies on the use of OER by educators, there is part of the realm of education that still is ‘a dark continent’ for OER and OER studies, namely Technical Vocational Education and Training (TVET). As an indicator, we have analyzed the database from the OER Knowledgecloud1, considered representative for the current state of international OER research, being available as Open Access. With a total of 1638 items in the database (27 October, 9:35 CEST), searching on “technical AND vocational” only gave 2 results (dating from 2011 and 2012).The research presented in this paperprovides the results of a systematic international literature review with the aim of localizing relevant studies on the potentialities and use of OER in TVET. The information from this literature review has been complemented by data from an international quantitative survey taken by members of an UNESCO TVET forum, and from semi-structured interviews with international TVET experts.

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30-04-2018

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Effectiveness of Technical and Vocational Education and Training (TVET)

Purpose - This paper provides an overview on the technical and vocational education and training (TVET) program components/mechanisms and their overall effect on learning outcomes in a developing country context. Design/methodology/approach - Using secondary data, this descriptive case study integrates the realistic evaluation framework of Pawson and Tilley (1997) with Total Quality Management (TQM) frameworks. Findings - Ethiopia's TVET system adopts/adapts international best practices. Following the implementation of the 2008 TVET strategy, the proportion of formal TVET graduates who were recognized as competent by the assessment and certification system increased from 17.42 percent in 2009/2010 to 40.23 percent in 2011/2012. Nevertheless, there is regional variation. Research limitations/implications - Outcome-based TVET reforms that are based on TQM frameworks could improve learning outcome achievements in developing countries by enhancing awareness, coordination, integration, flexibility, participation, empowerment, accountability and a quality culture. Nevertheless, this research is limited by lack of longitudinal data on competency test results. There is also a need for further investigation into the practice of TQM and the sources of differences in internal effectiveness across TVET institutions. Practical implications - Our description of the Ethiopian reform experience, which is based on international best experience, could better inform policy makers and practitioners in TVETelsewhere in Africa. Originality/value - A realistic evaluation of TVET programs, the articulation of the mechanisms, especially based on TQM, that affect TVET effectiveness would add some insight into the literature. The evidence we have provided from the Ethiopian case is also fresh. Keywords TVET reform, TVET quality, Total quality management, Internal effectiveness, Realistic evaluation, Developing countries, Ethiopia

MULTIFILE

31-12-2012

Effectiveness of Technical and Vocational Education and Training (TVET)

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Open Educational Resources in Technical and Vocational Education and Training

This report is the result of a study commissioned by UNESCO-UNEVOC to fill the gap both on mapping the landscape of the use of Open Educational Resources (OER) and open practices in the field of Technical and Vocational Education and Training (TVET) and to provide Member States and UNESCO, in particular UNESCO-UNEVOC, with recommendations to support the creation and the use of OER in TVET.

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07-02-2018

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Zoekresultaten

Producten 15

The Path To Entrepreneurship: Searching And Learning From Role Models

Alumni impact of Dutch knowledge institutions on dairy chain governance in Kenya and Ethiopia

Days of future passed, the history of OEGlobal in titles

Green education to strengthen human capital

A dialogue worth having

The relationship between learning environment and career competencies of students in vocational education

Technical Vocational Education and Training: the ‘dark continent’ in OER

Effectiveness of Technical and Vocational Education and Training (TVET)

Open Educational Resources in Technical and Vocational Education and Training

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