Journal of Practical Engineering Education (실천공학교육논문지)

Korean Institute for Pratical Engineering Education (한국실천공학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Measuring the Professional Development Needs for Technical and Vocational Education and Training Staff in Nepal: A Look at Teachers' Perceptions

네팔 직업기술교육훈련 교사들의 교육훈련 프로그램 요구조사

  • Lim, Jin Ho (Technology Transfer Institute, KOREATECH) ;
  • Kim, Dongwook (Center for Child Welfare Research, ChildFund Korea)
  • 임진호 (한국기술교육대학교 개도국기술이전연구소) ;
  • 김동욱 (어린이재단 아동복지연구소)
  • Received : 2020.04.20
  • Accepted : 2020.05.22
  • Published : 2020.06.01
Download PDF
⟨ Previous Next ⟩

Abstract

Promoting job growth and quality has been central to developing countries to reduce poverty for decades. In this regard, Nepal is not unique in its need to develop effective TVET programme as it is considered showing positive association with workforce development and productivity. While the copious academic literature has highlighted upon staff training programme in general education, it encounters lack of adequate attention in the field of TVET education. The purpose of the study is to identity and prioritise the professional development needs for the teachers of TVET sector in Nepal. A sample(N=317) of Nepalese teachers from seven provinces were asked to answer the scale. The Borich needs assessment model was employed to assess the perceived level of importance and present preferred training modules among 29 teaching subjects. Moreover, a quadrant analysis using 2×2 matrix was used as a diagnostic tool to denote overriding training topics. The result shows that following competence skills constructs were perceived to be in high need of enhancement as well as in existence of discrepancies: 'occupational characteristics of TVET trainer', 'training needs analysis and curriculum development', 'curriculum development based on national competence standard(NCS)', and 'Institution management evaluation'.

개발도상국에서 직업기술교육훈련이 각광받고 있는 이유는 일반교육보다 직업기술교육훈련이 상대적으로 사회적 유용도가 높고 일자리와 생산성 그리고 경제성장과 높은 상관성을 가지고 있다고 여겨 지기 때문이다. 그러나 일반교육 분야에서는 교사나 교원교육에 대한 주제와 관련된 연구들이 폭넓게 진행되고 있는데 반해, 직업기술교육훈련 분야에서는 일반이론이나 모형개발에 필요한 사례연구 등에 대한 학계의 관심이 아직 제한적인 것으로 보인다. 이에 본 연구에서는 네팔의 직업기술교육훈련 교사들이 교직을 수행해 나가는데 필요하다고 생각하는 훈련 과목(training module)에 대해 훈련생 본인들이 스스로 인식하는 '현재 상태'와 '기대수준(중요도)'을 각각 측정하였다. 이어 해당 지표 간의 격차를 바탕으로 훈련 프로그램 우선순위를 구분함으로써 향후 직업기술교육훈련 교사의 훈련 또는 연수 프로그램 개발 및 이를 제도적으로 뒷받침할 수 있는 정책을 설계하는데 유용한 정보를 제공하고자 하였다. 조사를 통해, 총 29개의 훈련 과목에 대한 보리치(Borich) 요구도를 분석한 결과, '7. NCS 기반의 교육과정 개발(4.82)'의 요구도 점수가 가장 높게 나타났으며, '15. NCS 기반 TVET 교육 프로그램 평가(4.79)', '6. 교육 요구분석 및 교육과정 개발(4.56)', '11. TVET 정책 및 인사 관리(4.56)', '12. TVET 훈련교사 리더십 역량 개발(4.38)' 과목들이 뒤를 이었다. 더불어 The Locus for Focus 모델을 적용해 우선순위 항목들로 지목된 교육과목들을 재검정한 결과, '6. 교육 요구분석 및 교육과정 개발', '7. NCS 기반의 교육과정 개발', 그리고 '1. TVET 훈련교사의 직업 특성 (역할, 직업 윤리 등)' 등이 이상적 수준의 우선순위 훈련 과목으로 최종 분류되었다.

Keywords

References

  1. UNESCO, Recommendation Concerning Technical and Vocational Education and Training (TVET), Paris: UNESCO, 2015.
  2. G. S. Mouzakitisa, "The role of vocational education and training curricula in economic development," Procedia Social and Behavioral Sciences, vol. 2, issue 2, pp. 3914-3920, 2010. https://doi.org/10.1016/j.sbspro.2010.03.616
  3. OECD, "The role of technical and vocational education and training (TVET) in fostering inclusive growth at the local level in Southeast Asia," OECD, Paris, OECD Local Economic and Employment Development (LEED) Papers 2018/01, 2018.
  4. K. A. Kemevor and J. K. Kassah, "Challenges of technical and vocational education and training and educational stakeholders in the volta region of Ghana," International Journal of Humanities Social Sciences and Education (IJHSSE), vol. 2, no. 6, pp. 70-79, June 2015.
  5. T. Bold, D. Filmer, G. Martin, E. Molina, C. Rockmore, B. Stacy, J. Svensson, and W. Wane, "What do teachers know and do? does it matter? evidence from primary schools in Africa," World Bank, Washington DC, Policy Research Working Paper 7956, 2017.
  6. EU, TVET Teacher Education in Africa, Luxembourg: EU, 2014.
  7. A. Bhattarai, "TVET Teacher Licensing as key issue in Nepal," Teacher Education 2071, pp. 175-183, 2014.
  8. M. Axmann, A. Rhoades, L. Nordstrum, J. A. La Rue, and M. Byusa, ILO, Vocational teachers and trainers in a changing world: the imperative of high-quality teacher training systems, Geneva: ILO, 2015.
  9. P. Grollmann, "The Quality of Vocational Teachers: teacher education, institutional roles and professional reality," European Educational Research Journal, vol. 7, no. 4, pp. 535-547, December 2008. https://doi.org/10.2304/eerj.2008.7.4.535
  10. P. Kigwilu and J. Githinji, "Teacher factors influencing effective implementation of artisan and craft curriculum in community colleges in Kenya," American Scientific Research Journal for Engineering, Technology, and Sciences (ASRJETS), vol. 14, no. 2, pp. 129-143, 2015.
  11. S. Y. Lim, S. B. Won, W. C. Kim, D. S. Son, J. Y. Kim, and M. S. Lim, Research for Reforming NCS-based Curriculum of Vocational Teacher Training, Cheonan: KOREATECH HRD Center, 2016.
  12. Ministry of Education, Handbook for Teacher Qualification, Seoul: Ministry of Education, 2017.
  13. WDA, Certified TVET Trainer Training & Assessment Curriculum, Kigali: WDA, 2016. Unpublished manuscript.
  14. H. H. Lee and S. Y. Hwang, "Needs analysis of special education teachers on constructing 'a warm education community'," The Journal of Special Children Education, vol. 18, no. 2, pp. 121-147, 2016. https://doi.org/10.21075/kacsn.2016.18.2.121
  15. J. S. Robinson, B. L. Garton, and P. R. Vaughn., "Becoming employable: a look at graduates' and supervisors' perceptions of the skills needed for employability," NACTA Journal, vol. 51, no. 2, pp. 19-26, June 2007.
  16. R. H. Lamichhane, "Strategic directions for CTEVT for skilling Nepal," Technical and Vocational Education and Training Development Journal, vol. 1, no. 13, pp. 14-22, 2013.
  17. S. S. Ghimire, "Developing the strategies to strengthen council for technical education and vocational training in Nepal," Technical and Vocational Education and Training Development Journal, vol. 13, no. 1, pp. 105-113, 2013.
  18. W. Jha, "Gap between theory and practice of curriculum in TVET of Nepal," Technical and Vocational Education and Training Development Journal, vol. 13, no. 1, pp. 123-129, 2013.