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Integrating STEM in to TVET Education Programs in QATAR: Issues, Concerns and Prospects

Yıl 2021, Cilt: 23 , 15 - 24, 31.12.2021
https://doi.org/10.55549/epess.1051080

Öz

Qatar TVET education system faces unique challenges in that the percentage of vocational secondary school students constitute only 1.4% compared to world average of 15% due to the poor perception of TVET as lesser pathway than other academic-based education. This low perception is associated with sociocultural, economic and institutional factors. Another challenge is the poor link between vocational and general education and the link to labor market. Further challenge is how TVET institutions can develop new curricula, which can respond to the needs of the 21st century skills. This paper will discuss how STEM can help promote TVET education and what are the possible changes required to overcome those challenges. A survey on “Improving and enriching the Human Capital of the State of Qatar through Identification and Development of 21st Century Skills”, explored perceptions of both employers and TVET program leaders toward the skills needed for economic and social developments in a changing world by Meeting Human Capital Needs through 21st Century Skills including the perceptions on needed STEM and cognitive skills. A total of 85 managers and professionals (from more than forty establishments) completed the survey, together with 35 TVET program leaders located in one national university and six government TVET institutions together with 32 semi structured interviews. Descriptive statistics analysis showed a major mismatch between the perceptions of TVET program leaders and employers’ managers and professionals in many aspects., employers perceive the social skills as more important while TVET consider mathematical reasoning as more important employers perceive technological skills such as digital literacy as more important than what TVET leaders perceive. This presentation will identify several approaches to integration and discuss the advantages and disadvantages of the approaches employed. The presentation addresses the various planning approaches and resources required to effectively integrate STEM in TVET programs and curricula.

Kaynakça

  • Ali, M. (2021). State of STEM education in Hong Kong: A policy review. Academia Letters, Article 3680. https://doi.org/10.20935/AL3680.
  • Chen, D.H.C and Dahlman, C. J (2006). The knowledge economy, the Kam methodology and world bank operations. The International Bank for Reconstruction and Development, the World Bank. Washington, D.C.
  • Cohen, (1988). Statistical power analysis for the behavioral sciences -, 2nd edition, Lawerence Eribaum Associates publishers, USA.. . ISBN 0-8058-0283-5.
  • J. Fien, & J.R. Guevara,. (2013). Skills for a green economy: Practice, possibilities and prospects. In R. Maclean & S. Jagannathan (eds) Skills for inclusive and sustainable growth in developing Asia – Pacific. Dordrecht: Springer, Ch. 14.blisher, Year of Publication.
  • Fitzsimons, G. (2013). Doing mathematics in the workplace. A brief review of selected literature. Adults Learning Mathematics: An International Journal, 8(1), 7-19.
  • McGunness, S., & Ortiz, L. (2016). Skill gaps in the workplace: measurement, determinants and impacts. Industrial Relation Journal, 47(3) 253-278. Wiley Online https://doi.org/10.1111/irj.12136.
  • Ministry of Development Planning and Statistics. (2018). Qatar second national development strategy 2018~2022. Retrieved from https://www.mdps.gov.qa/en/knowledge/Documents/NDS2Final.pdf
  • Ministry of Education and Higher Education Education . Strategy (2017-2022). MEHE Qatar 2018.
  • OECD (2019). PISA 2018 results (Volume III): What school life means for students’ lives, PISA, OECD Publishing, Paris, https://doi.org/10.1787/acd78851-en
  • Qatar petroleum vocational programs https://qp.com.qa/en/Careers/Learninganddevelopment/Pages/VocationalLearning.aspx. Accessed November September 20, 2021.
  • Said, Z. (2016) Science education reform in Qatar: Progress and challenges. Eurasia Journal of Mathematics, Science & Technology Education, 12(8), 2253-2265.
  • Said, Z, Al-Emadi, A. H. L. Friesen, & E. Adam (2018). Assessing the science interest, attitude, and self-efficacy of Qatari students at the preparatory, secondary, and university levels. EURASIA J. Math., Sci Tech. Ed 14(12): em1618. DOI: https://doi.org/10.29333/ejmste/94733.
  • United Nations Development Program (UNDP) (2015). Human development report 2015: Work from human development. Accessed online from http://hdr.undp.org/en/2015-report
  • UNESCO (2016). Education for people and planet: creating sustainable futures for all global education monitoring report, 2016. https://unesdoc.unesco.org/ark:/48223/pf0000245752 Accessed September 21, 2021.
  • United Nations Educational Scientific & Cultural Organization (UNESCO) (2014). Shaping the quality agenda: education for sustainable development as an integral element of quality education. Paris: UNESCO.
Yıl 2021, Cilt: 23 , 15 - 24, 31.12.2021
https://doi.org/10.55549/epess.1051080

Öz

Kaynakça

  • Ali, M. (2021). State of STEM education in Hong Kong: A policy review. Academia Letters, Article 3680. https://doi.org/10.20935/AL3680.
  • Chen, D.H.C and Dahlman, C. J (2006). The knowledge economy, the Kam methodology and world bank operations. The International Bank for Reconstruction and Development, the World Bank. Washington, D.C.
  • Cohen, (1988). Statistical power analysis for the behavioral sciences -, 2nd edition, Lawerence Eribaum Associates publishers, USA.. . ISBN 0-8058-0283-5.
  • J. Fien, & J.R. Guevara,. (2013). Skills for a green economy: Practice, possibilities and prospects. In R. Maclean & S. Jagannathan (eds) Skills for inclusive and sustainable growth in developing Asia – Pacific. Dordrecht: Springer, Ch. 14.blisher, Year of Publication.
  • Fitzsimons, G. (2013). Doing mathematics in the workplace. A brief review of selected literature. Adults Learning Mathematics: An International Journal, 8(1), 7-19.
  • McGunness, S., & Ortiz, L. (2016). Skill gaps in the workplace: measurement, determinants and impacts. Industrial Relation Journal, 47(3) 253-278. Wiley Online https://doi.org/10.1111/irj.12136.
  • Ministry of Development Planning and Statistics. (2018). Qatar second national development strategy 2018~2022. Retrieved from https://www.mdps.gov.qa/en/knowledge/Documents/NDS2Final.pdf
  • Ministry of Education and Higher Education Education . Strategy (2017-2022). MEHE Qatar 2018.
  • OECD (2019). PISA 2018 results (Volume III): What school life means for students’ lives, PISA, OECD Publishing, Paris, https://doi.org/10.1787/acd78851-en
  • Qatar petroleum vocational programs https://qp.com.qa/en/Careers/Learninganddevelopment/Pages/VocationalLearning.aspx. Accessed November September 20, 2021.
  • Said, Z. (2016) Science education reform in Qatar: Progress and challenges. Eurasia Journal of Mathematics, Science & Technology Education, 12(8), 2253-2265.
  • Said, Z, Al-Emadi, A. H. L. Friesen, & E. Adam (2018). Assessing the science interest, attitude, and self-efficacy of Qatari students at the preparatory, secondary, and university levels. EURASIA J. Math., Sci Tech. Ed 14(12): em1618. DOI: https://doi.org/10.29333/ejmste/94733.
  • United Nations Development Program (UNDP) (2015). Human development report 2015: Work from human development. Accessed online from http://hdr.undp.org/en/2015-report
  • UNESCO (2016). Education for people and planet: creating sustainable futures for all global education monitoring report, 2016. https://unesdoc.unesco.org/ark:/48223/pf0000245752 Accessed September 21, 2021.
  • United Nations Educational Scientific & Cultural Organization (UNESCO) (2014). Shaping the quality agenda: education for sustainable development as an integral element of quality education. Paris: UNESCO.
Toplam 15 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Articles
Yazarlar

Ziad Saıd Bu kişi benim

Yayımlanma Tarihi 31 Aralık 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 23

Kaynak Göster

APA Saıd, Z. (2021). Integrating STEM in to TVET Education Programs in QATAR: Issues, Concerns and Prospects. The Eurasia Proceedings of Educational and Social Sciences, 23, 15-24. https://doi.org/10.55549/epess.1051080