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Research Article
Challenges for Technical and Vocational Education in Achieving Gender Equality in Nigerian Polytechnic
Issue:
Volume 10, Issue 2, December 2024
Pages:
35-41
Received:
23 May 2024
Accepted:
11 June 2024
Published:
20 August 2024
Abstract: Gender equality in Technical and Vocational Education should be viewed as both a fundamental aspect of the right to education and as rights inherent within the educational system. A balanced participation of both men and women in the education system can facilitate progress toward achieving the highest levels of educational attainment. This study aimed to elucidate the advancements made in promoting gender equality within Technical and Vocational Education in Nigeria. Both international and national consensus on priorities in Technical and Vocational Education emphasize the significance of achieving gender equality within educational spheres. To assess progress toward this goal, an evaluation was conducted on the nature of advancements made and the barriers impeding equal participation. While recognizing the efforts made by the Government of Nigeria and the governing councils of tertiary institutions to enhance gender equality across various courses offered at Polytechnics over the years, challenges persist, particularly in fields such as Engineering, Sciences, and others. The research methodology employed a questionnaire-based approach, where respondents provided information for further analysis, supplemented by observations and document analysis. It was observed that while Polytechnics have strived to enroll equal numbers of men and women, challenges remain, with disparities evident even from secondary school intake. Meaningful gender equality necessitates the establishment of mechanisms to ensure equal treatment. These mechanisms hinge on a commitment to non-discrimination, the eradication of social norms that perpetuate gender inequality, and the concerted effort of all stakeholders to eliminate stereotypes and attitudes that reinforce disparities in resource distribution.
Abstract: Gender equality in Technical and Vocational Education should be viewed as both a fundamental aspect of the right to education and as rights inherent within the educational system. A balanced participation of both men and women in the education system can facilitate progress toward achieving the highest levels of educational attainment. This study a...
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Research Article
Navigating Challenges and Opportunities in Nursing Education: Insights from Student Nurses at the National University of Lesotho
Issue:
Volume 10, Issue 2, December 2024
Pages:
42-47
Received:
4 August 2024
Accepted:
28 August 2024
Published:
11 September 2024
Abstract: Background: Globally, student frustration and attrition rates are declining, underscoring the importance of investigating the academic and interpersonal challenges that students face after their first year. Objectives: exploring the experiences of National University of Lesotho student nurses on their course of education. Method: A qualitative phenomenological research design was used to conduct research at the National University of Lesotho. Data was collected using an unstructured interview guide in two focus groups comprising all student nurses who are enrolled in the nursing and midwifery programme from their second year into the programme. This study employed a stratified random sampling procedure to select its respondents. This study made use of thematic analysis. Results: The results demonstrated clinical weariness caused by a severe workload. The tasks and responsibilities assigned to the students, which they consider to be the duties of registered nurses, frequently leave them feeling overburdened. Variations in clinical supervision experiences include negligence; some experience sexual abuse; and some students find the clinical setting quite unpleasant and inappropriate. On the other hand, students expressed that they are empowered by the current nursing curriculum to face the clinical challenges. Conclusion: Despite appreciating the faculty's supportive and inspiring environment, students had conflicting emotions about the instructional approaches and learning environments. There were variations in both instructional quality and clinical supervision.
Abstract: Background: Globally, student frustration and attrition rates are declining, underscoring the importance of investigating the academic and interpersonal challenges that students face after their first year. Objectives: exploring the experiences of National University of Lesotho student nurses on their course of education. Method: A qualitative phen...
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Research Article
Habitual and Demographic Determinants of Sleep Quality of Community Development College Students in Tanzania
Joel Matiku Joshua*
Issue:
Volume 10, Issue 2, December 2024
Pages:
48-60
Received:
30 October 2024
Accepted:
14 November 2024
Published:
13 December 2024
Abstract: This study intended to examine personal habits and demographic determinants of sleep quality in a sample of 640 students in the community development colleges in Tanzania. Two questions guiding the study sought to identify personal habits reported by college students that are likely to influence their sleep quality; and explain sleep problems from personal habits and demographic variables of community Development college students. Participants concurrently responded to the Sleep Quality Scale (SQS) and to the Sleep Deprivation scale (SDS). Other items in the questionnaire assessed the demographic information of the participants and personal habits presumed to determine sleep quality. Data were analyzed using techniques such as Principle Component Analysis (PCA), Pearson’s Moment Correlation Coefficient, and Direct Logistic Regression Analysis with an assistance of the Statistical Package for Social Sciences (SPSS). It was found that students’ sleep quality was uniquely explained by personal habits and demographic variables such as the number of times one wakes up at night, level for year of study, sleep deprivation and sex. It was concluded that sleep quality of college students is a product of a multifaceted influences including sex differences and daily habitual practices of the students. It has been recommended that policies should explicitly indicate it as a requirement for students to participate in fitness exercises, early sleep in the hostels as well as late start of studying schedules. In addition, policies should consider establishing psycho-social counselling desks where educative programs on sleep problems and their relationship with mental health should be taught.
Abstract: This study intended to examine personal habits and demographic determinants of sleep quality in a sample of 640 students in the community development colleges in Tanzania. Two questions guiding the study sought to identify personal habits reported by college students that are likely to influence their sleep quality; and explain sleep problems from ...
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Research Article
Integrating Artificial Intelligence in Education: Impacts on Student Learning and Innovation
Mark Treve*
Issue:
Volume 10, Issue 2, December 2024
Pages:
61-69
Received:
29 August 2024
Accepted:
13 December 2024
Published:
23 December 2024
DOI:
10.11648/j.ijvetr.20241002.14
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Abstract: This study explores the implementation of artificial intelligence (AI) in an educational context and its impact on data-driven decision-making related to student engagement, academic success, and creativity. Contextually, considering the necessity of utilization AI tools in education as a predominant factor in educational practice, this research provides full-fledged knowledge and approach on the overall implementation and significance of AI tools using hypothetical situation evidence (background materials), which are required to understand their prominence. We use a mixed-methods approach, combining quantitative analysis of institutional records and surveys capturing student engagement, academic performance and innovative thinking pre-post AI implementation with qualitative case studies which provide detailed insights into how AI tools can be implemented effectively in educational settings. This study is based on secondary data source, major publications available in the Scopus database related to AI in education. Search terms for data search were "Artificial Intelligence in Education," "AI-driven tools," "Impact of AI on classroom dynamics", "Personalized learning", "Educational technology, AI, and creativity in education", Critical thinking in the classroom, Adaptive learning systems), intelligent tutoring systems)." Student engagement. The results demonstrate significant gains in multiple metrics, with engagement scores increasing by 20–23%, GPA from 9% to 14%, and innovative thinking skills levels swelling from 44% to 57%. About 65%-75% of teacher surveys indicated a positive impact of AI on teaching and learning. The study also notes constraints including confounding whereby the inability to control for factors that may affect odds of innovative thinking and conceptualization in measuring innovative thinking. This is role, it should also advocate for longitudinal inquiries, establish standardized ways of assessing, and be analytical about the ethical implications raised by AI in education. Overall, this study underscores that AI has considerable potential to improve educational achievement and the necessity of systematic research in order to actualize its benefits. This study reinforces the possibility of AI making a big difference in improving educational results. As such, it illuminates the importance of systematic investigations into AI´s function in education to obtain full knowledge on how best to take advantage.
Abstract: This study explores the implementation of artificial intelligence (AI) in an educational context and its impact on data-driven decision-making related to student engagement, academic success, and creativity. Contextually, considering the necessity of utilization AI tools in education as a predominant factor in educational practice, this research pr...
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Review Article
The Implementation of Inclusive Education in TVET Institutions: A Systematic Review
Issue:
Volume 10, Issue 2, December 2024
Pages:
70-78
Received:
25 November 2024
Accepted:
7 December 2024
Published:
25 December 2024
DOI:
10.11648/j.ijvetr.20241002.15
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Views:
Abstract: Inclusive education has emerged as a vital framework for ensuring equitable and quality education for all, as emphasized in global goals such as the United Nations Sustainable Development Goal 4 (SDG 4). In Technical and Vocational Education and Training (TVET) institutions, which play a crucial role in equipping learners with employable skills, implementing inclusive education presents unique challenges, especially for students with disabilities. This systematic review synthesizes research findings on inclusive education in TVET institutions, focusing on prevailing practices, challenges, and opportunities. The review analyzed six studies selected through a structured process based on inclusion criteria such as relevance to TVET inclusion, publication recency, and geographical diversity. The findings highlight both the potential and the barriers to implementing inclusive practices. Successful strategies include offering counseling services, accommodating diverse learning styles, and improving accessibility through inclusive curricula and infrastructure. However, persistent challenges such as insufficient funding, societal stigmatization, inaccessible facilities, and untrained staff continue to hinder progress. Key recommendations from the studies advocate for comprehensive reforms, including targeted teacher training, establishment of disability support units, inclusive policy implementation, and collaboration among stakeholders. Addressing societal attitudes and integrating students with disabilities into mainstream education rather than segregating them are emphasized as critical steps toward equity. The review concludes that while notable strides have been made in some regions, systemic reforms and enhanced resource allocation are required to achieve meaningful inclusivity in TVET institutions.
Abstract: Inclusive education has emerged as a vital framework for ensuring equitable and quality education for all, as emphasized in global goals such as the United Nations Sustainable Development Goal 4 (SDG 4). In Technical and Vocational Education and Training (TVET) institutions, which play a crucial role in equipping learners with employable skills, im...
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