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Promoting the Teaching Efficiency of Technical and Vocational Education

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Promoting the Teaching Efficiency of Technical and Vocational Education Faculty of Education, Institute of Vocational Education Building Capacity of Teachers and Trainers in Technical and Vocational Education and Training (TVET) in Sudan Case of Khartoum State Dissertation For fulfillment of the requirements For the degree of Doctor of Philosophy At the Technical University of Dresden-Germany Faculty of Education Submitted by Hashim. A. E. Ahmed Supervisor: Prof. Dr. Hanno Hortsch Defense Committee: Prof. Dr. Thomas Köhler, TU Dresden, Institute of Educational Technology Prof. Dr. Lutz Alisch, TU Dresden, Institute of Educational Science Prof. Dr. Hanno Hortsch, TU Dresden, Institute of Vocational Education Prof. Dr. SidigaWashi, United Arab Emirates University Date of submission: 16 .12.2010 Day of defense: Dresden, 25.08.2011 Abstract The purpose of this research was to do applied study to investigate TVET teacher education in Sudan in a bid to rebuild and raise the capacity of the teachers and trainers who are working in the technical schools and vocational training centers in Khartoum state, and to generalize the overall results throughout the Sudan. Specifically, many research questions were addressed to target the main purpose of the study: To what extent the practical components of curriculum are applied in and outside TVET institutions? To what extent the in-service training’s programs meet the professional development of teachers and trainers? Is the private sector contributes to the training programs? Which approaches could be implemented to improve the teacher training? To what extent the integration of ICTs in learning and teaching process improves competence of TVET teachers? Is there re-training program for old teachers? Is there need to train teacher in private sector workshop? Moreover: the following concepts are relevant to raising the capacity building of teachers are studied: teacher professional development, capacity building, integration of suitable level of information and communication technology (ICT) to teacher education and the connectivity of training process to world of work. In order to collect convenient information, the study used the questionnaire and interview as instruments to achieve the objectives of the research. The main population of the study is teachers, trainers, administrators and employers. With respect to data analysis, the study used the SPSS program and the Chi-square to test some hypotheses. The results of the study showed that essential innovations and reforms on the initial and in- service training programs should be done especially, respect to practical components of the initial and in-service training to reach the professional development for teachers. Since most of interviewees confirmed old curricula of the initial education of teacher and there was no retraining program for the teacher on the job: the linkage of the training to world of work is needed to keep the teacher up-to date. Integration of ICT into learning/teaching process is very important factor because it’s one of the modernization requirements; hence if we do not do this now it should be urgent necessity at the near future. Major result of the study the proposed training approach for TVET teachers in Sudan, whereas implementation of this approach depends on three levels: macro- level the political commitment by undertaking i clear national policy and conceptual framework for technical and vocational education and improving the image of teachers, their work conditions and media involvement. Meso- level:(public and private sector): since a moral contribution towards training of TVET teachers should be realized, by providing real opportunity to make a success to this new training approach by means of offering technical support, technical consultation, advanced knowledge, specialized seminars and contributing of all training policies especially the financial cost. Micro-level (TVET institutions): there is vital role of administrators to play to attract best candidates not only students of low grades to TVET domain. For example, integrate simple level technology into curricula. Improve initial and in-service training programs based on training needs assessment. Create good internship, and improving the work environment and incentives for teachers ii Zusammenfassung Der Zweck dieser Untersuchung war, eine angewandte Analyse durchzuführen, zur Untersuchung der TVET Lehrerausbildung im Sudan im Rahmen eines Angebots zum Wiederaufbau und zur Erhöhung der Kapazität der Lehrkräfte und Ausbilder, die in den technischen Schulen und Ausbildungszentren in Khartum arbeiten, und die Verallgemeinerung der Gesamtergebnisse im gesamten Sudan. Insbesondere wurden viele Fragestellungen angesprochen, um das Hauptziel der Studie anzuvisieren: Haben die TVET- Lehrer und -Ausbilder eine Aus- und Weiterbildungerhalten? Inwieweit können die kontinuierliche Weiterbildungsprogramme der technischen und beruflichen Bildung die Anforderungen des Arbeitsmarktes befriedigen? Wie können der Arbeitsmarkt und der private Sektor an den Ausbildungsprogrammen mitwirken? Gibt es ein Umschulungsprogramm für alte Lehrer? Ist es notwendig, Lehrer in Workshops im Privatsektor zu trainieren? Darüber hinaus sind die folgenden Konzepte relevant für die Erhöhung der Kapazitäten von Lehrkräften, die untersuchtwerden: berufliche Entwicklungder Lehrer, Aufbau von Kapazitäten, die Integration einer angemessenen Stufe der Informations- und Kommunikationstechnologie (IKT) zur Lehrerausbildung und die Verbindungsfähigkeit des Trainingsprozesses mit der Arbeitswelt. Um geeignete Informationen zu sammeln, verwendete die Studie den Fragebogen und das Interview neben der Beobachtung als Instrumente, um die Forschungsziele zu erreichen. Die Hauptpersonen der Studie sind Lehrer, Ausbilder, Verwaltungspersonal und Arbeitgeber. In Bezug auf die Datenanalyse, verwendet die Studie das SPSS-Programm und das Chi-Quadrat, um einige Hypothesen zu testen. Die Ergebnisse der Studie zeigten, dass wesentliche Neuerungen und Reformen in den Aus- und Fortbildungsprogrammen vorgenommen werden sollten, hinsichtlich der praktischen Komponenten der Aus-und Fortbildung zum Erreichen der beruflichen Entwicklung von Lehrkräften. Da die meisten der Befragten den alten Lehrplan der Erstausbildung der Lehrer bestätigten und es kein Umschulungsprogramm für den arbeitenden Lehrergab, ist die Verknüpfung der Ausbildung zur Arbeitswelt notwendig, um die Lehrer auf dem Laufendenzu halten. Eine Integration von ICT in den Lern-Lehrprozess ist ein sehr wichtiger Faktor, weil es eine Modernisierungsanforderungen ist; daher, wenn wir dies nicht jetzt tun, so sollte das iii dringende Notwendigkeit an der nahen Zukunft sein. Hauptresultat der Studie ist der vorgeschlagene Ansatz für die Ausbildung der TVET-Lehrer im Sudan, wobei die Umsetzung dieses Konzepts von drei Ebenen abhängt: Makro-Ebene (das politische Engagement) die Übernahme einer klaren nationalen Politik und eines konzeptionellen Rahmens zur technischen und beruflichen Bildung und die Verbesserung des Ansehens der Lehrer, ihrer Arbeitsbedingungen und die Einbindung von Medien. Meso-Ebene: (öffentlicher und privater Sektor): ein moralischer Beitrag soll zur Ausbildung von Lehrern TVET realisiert werden, indem eine echte Chance zum Erfolg dieses neuen Ausbildungsansatzes geboten wird durch das Angebot technischer Unterstützung, technischer Beratung, fortgeschrittener Kenntnisse, Fachseminare und ein Mitbeteiligung an der Bildungspolitik vor allem an den finanziellen Kosten. Mikro-Ebene (TVET-Institutionen): Eine wichtige Rolle von Administratoren ist es, die besten Kandidaten zu gewinnen, nicht nur Studenten mit schlechten Noten bei der TVET- Domäne. Zum Beispiel das Integrieren eines einfachen Niveaus an Technik in die Lehrpläne. Die Verbesserung der Aus- und Fortbildungsprogramme, die auf der Ausbildung basieren, bedürfen einer Begutachtung. Das Erstellen eines gutes Praktikums und die Verbesserung der Arbeitsumgebung und Anreize für Lehrer. iv Acknowledgements Definitely, many individuals have contributed to this production and I owe my gratitude to all those people who have made this dissertation possible. My deepest gratitude goes to my advisor Professor Hanno Hortsch. His perceptive guidance, constructive advices and his great patience and encouragement helped me overcome many difficulties situations and finish this dissertation in time. He encouraged me to start the project and saw it was completed, and in time too. I am deeply grateful to Professor Thomas Koehler for the discussions that helped me sort out the technical details of my work and also for giving me advices and support to enhance integrating the ICT into this study. Also my profound thanks go to Dr Kersten who was always very patient with me. He gave me technical help and good and useful consultations about formulation of the indicators of hypotheses. I would like to acknowledge and extend my sincere gratitude to the co supervisor Prof. Sidiga Washi who guided me throughout the dissertation process. She has provided ongoing support with the language check and poured out her technical experience into my dissertation. I would like to prolong my thanks to many friends at university of Kordofan-Sudan who have contributed in such manner or other particularly, Dr. Mishaal, Dr. Mohammad Nor, Dr. Tarig Elsheikh, Dr. Elrasheed, Dr. Abdelmonem , Dr. Mahgoub Suleiman from Sudan University for Sciences and Technology and many others. I would also like to send my thanks and appreciation to all colleagues at TU Dresden and the Sudanese community in Dresden
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