Measuring the effectiveness of an on-line school-to-work transition module

1. Measuring the effectiveness of an on-line school-to-work transition module By: M. AlSeddiqi Email: m.alseddiqi@hud.ac.uk

2. Agenda • 1. Diagnostic of TVE System • 2. TVE System Development Initiatives • 3. The Reform Project • 4. The On-Line School-to-Work Transition Module • 5. The Pilot Implementation • 6. The Evaluation Phase

3. 22 21 20 19 Labour Market Universities Polytechnics Secondary Vocational Certificate Secondary Technical Certificate General Technical Route One Specific Specialisation from year two taught specialisations • Mechanical Route • (Contains 4 different mechanical specialisations) • Electrical Route • (Contains 4 different electrical specialisations) Transition Year Intermediate Schools Graduates Diagnostic of TVE system in Bahrain Age 18 TVE Year 3 17 TVE Year 2 16 TVE Year 1 15 12 (TVE Directory in Bahrain, 2008)

4. Work-based learning (WBL) includes: • Students involve in real work environment • Students learn by doing • Students are specially • trained by company supervisors • School-based learning (SBL) includes: • General education (e.g. Arabic, English, Maths) • Specialised education (courses related to student specialisation: e.g. electrical engineering) SBL year 3 SBL year 2 WBL year 2 WBL year 3 Diagnostic of TVE system in Bahrain (TVE Directory in Bahrain, 2008)

5. Diagnostic of TVE system in Bahrain

6. Agenda • 1. Diagnostic of TVE System • 2. TVE System Development Initiatives • 3. The Reform Project • 4. The On-Line School-to-Work Transition Module • 5. The Pilot Implementation • 6. The Evaluation Phase

7. TVE System Development Initiatives • Strengths • Strong general education modules • Provide more than 14 specialisations in TVE schools • competency based assessment approach is used for assessing practical modules/tasks • Issues • Traditional teaching and learning processes • Limited access to ICT • Lack in curriculum review and development process • Limited abilities to link between theoretical contents and practical tasks • Lack in linking the curriculum content with assessment approach

8. Agenda • 1. Diagnostic of TVE System • 2. TVE System Development Initiatives • 3. The Reform Project • 4. The On-Line School-to-Work Transition Module • 5. The Pilot Implementation • 6. The Evaluation Phase

9. The Reform Project • New teaching and learning methodologies. • Adapting the practical classes at school to project-based lessons rather than individual practical exercises. • Increasing the length of the work placement program; students spend more time in companies than before. • Offering new secondary vocational education tracks as per labor market needs. • Setting policy and standards for vocational education and training. (Biggs, 1999)

10. Agenda • 1. Diagnostic of TVE System • 2. TVE System Development Initiatives • 3. The Reform Project • 4. The On-Line School-to-Work Transition Module • 5. The Pilot Implementation • 6. The Evaluation Phase

11. Delivery of the SBL- WBL transition module Stakeholders needs TVE Students Management and Progress Monitoring Group Institutional Management Group Learning Materials Development Group Prototype Design and Development Group Expert Review and Evaluation Group Industrial Companies Pilot Group The On-Line School-to-Work Transition Module • Learn about Bloom’s taxonomy learning theory • Analyse the existing learning resources including learning and assessment materials • Propose a guideline for developing assessment strategies for school to work transition • Develop learning and assessment materials for school to work transition module • Introduce e-learning technology in the process of teaching and learning

12. The On-Line School-to-Work Transition Module • Five learning case studies. • Each case study is divided into on-line learning and practical applications. • Soft and technical skills, based on the work preparation skills model. • Supportive skills for students in the workplace, based on the work preparation skills model. • Specific job-related competencies, based on the work preparation skills model. • Each case study includes learning activities and learning indicators. • The learning activities have been developed on the three domains of Bloom. • Category of attitude being learned based on the attributes of Bloom’s learning theory for the affective domain. • New teaching and learning guidelines for the school-to-work transition module. • - Assessment strategy based on both summative and formative assessments.

13. Agenda • 1. Diagnostic of TVE System • 2. TVE System Development Initiatives • 3. The Reform Project • 4. The On-Line School-to-Work Transition Module • 5. The Pilot Implementation • 6. The Evaluation Phase

14. The Pilot Implementation

15. The Pilot Implementation

16. Agenda • 1. Diagnostic of TVE System • 2. TVE System Development Initiatives • 3. The Reform Project • 4. The On-Line School-to-Work Transition Module • 5. The Pilot Implementation • 6. The Evaluation Phase

17. The Evaluation Phase

18. The Evaluation Phase The contribution of the new module

19. References Experiential Learning Model Anderson, L., and Krathwohl, K (2001): A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives. Complete edition, Longman: New York Biggs, J (1999): Teaching for Quality Learning at University. SRHE and Open University Press: Buckingham Hussein, S (2005): Developing e-learning materials: applying user-centred design. National Institute of Adult Continuing Education: England and Wales Lee, J (2009): Dominant Innovation. Available online: http://www.dominantinnovation.com/ Accessed on 2 September 2009 TVE Directorate in Bahrain, (2008): Occupational Standards for Technical Education in Bahrain, Internal Report: Bahrain

20. Experiential Learning Model Thank you

21. Experiential Learning Model Questions