10 Fakultät Wirtschafts- und Sozialwissenschaften
Permanent URI for this collectionhttps://elib.uni-stuttgart.de/handle/11682/11
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Item Open Access Technical and vocational education and training - curricula reform demand in Bangladesh : qualification requirements, qualification deficits and reform perspectives(2010) Ahmed, Md. Faruque; Nickolaus, Reinhold (Prof. Dr.)Technical and Vocational Education and Training (TVET) has been expanding for the last decades in Bangladesh. The Diploma-in-Engineering programme of TVET in Bangladesh is offered through polytechnics and leads a middle level technical/vocational qualification for technicians (Diploma engineers). This empirical study investigates the Diploma-in-Engineering (Electronics Technology) curriculum including student assessment approach and learning/ teaching outcomes, and compares them with Germany’s initial vocational training in the Dual System. The study also examines whether teachers are in a position to estimate students’ ability to solve tasks they are set. Furthermore, it examines if the student performance differs among schools/classes. The required data was collected through a self-designed test and a questionnaire. Consultation with experts, senior teachers, key persons and some students was made too. The competence test measured mainly students’ technical competencies, particularly in the case of practical relevant tasks. Both quantitative and qualitative methodologies were used to analyse the data and to test the hypotheses of this study. The results of the test show that Bangladeshi polytechnic students lag clearly behind the German apprentice trainees. Students’ competencies at different levels of cognitive processes were examined during this study too. A comparison between the two countries at different cognitive levels was made. The findings show that the polytechnic students in Bangladesh perform poorly. It was found that the differences in the categories of Apply and Understand were bigger than the difference in the category of Remember. Teachers estimated the ability of the students to solve the tasks they were set. It was found that "in most cases, teachers were able to estimate the difficulty of the tasks in relation to the others, but they overestimated students’ achievement." Polytechnics in Bangladesh follow a common curriculum, the results showed a significant difference of student performance among polytechnic institutes. In general, the trainee performance among vocational schools in Germany differs significantly. But there are schools/classes whose overall performances are more or less similar. Furthermore, this study investigated and found that the student assessment approaches in Bangladesh and Germany differ greatly regarding their theoretical requirements and practical relevance. the Diploma curriculum mainly focuses on theoretical matters. The findings of the examination questions analysis clearly indicate that little emphasis is placed on transfer-based tasks in Bangladesh compared to Germany. Germany’s learning field based curriculum in vocational schools focuses on practice oriented learning and teaching, and fosters the trainees’ knowledge transfer capability. Finally, this study identified the strengths and weaknesses of the current Diploma-in-Engineering (Electronics Technology) curriculum in Bangladesh, and made some suggestions to modernise it accordingly.