Browsing by Author "Okinda, Robert"

Now showing 1 - 4 of 4
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    Digital and Professional Teacher Competency Standards for Blended TVET
    (2023-07) Smith, Clint; Waters, Melinda; Petterd, Robin; Okinda, Robert; Cameron, Lesley
    The digital and professional teacher competency standards for blended TVET describe specifically the new and emerging skill development needs related to blended delivery. The standards are contextualised to take into account the technology and capability challenges common in TVET institutes in developing countries, the range of teaching methods needed in TVET and the challenges of practising and assessing practical skills in blended environments.
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    Research Study: Training for Blended TVET in Pan Commonwealth Countries
    (2023-07) Waters, Melinda; Smith, Clint; Petterd, Robin; Okinda, Robert; de Vos, Jackie
    Research Study: Training for Blended TVET in Pan Commonwealth Countries provides an overview of research into good practice in blended learning in technical and vocational education and training (TVET) and the competencies teachers need to teach in digital learning environments.
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    Supporting Institutions to Utilise Assistive Technology in ODL to Enhance Learning of Trainees with Disability in Low-Income Countries
    (2022-09) Chambers, Dianne; Okinda, Robert
    PCF10 Sub-theme: Promoting Equity and Inclusion // This paper presents information from a study of the use of Assistive Technology (AT) during open and distance learning (ODL) in TVET training institutions. There has been an increase in the number of people with disability enrolling into post-secondary education and, with the advent of COVID, learning has often moved to either a blended or online mode. There is also an increasing level of digitisation across the world, and a need for learners to be fluent in some of the digital technologies that are changing the nature of education and the workplace. Training for instructors is a key element of ensuring trainee success and inclusion when using AT in the learning environment. // Data were collected via a range of sources. A desktop review identified areas of appropriate literature. A survey was then developed and conducted with staff in TVET institutions which gathered data on competencies required by staff to engage learners and their experiences with AT and trainees with disability. This data resulted in the development of a course to support staff working with AT and trainees with disability in an open and distance mode. Development of the course is described along with its initial piloting and feedback from participants. // Paper ID 3337
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    Teacher Skills Required for Blended TVET: Analysis and Guidelines
    (2023) Smith, Clint; Waters, Melinda; Petterd, Robin; Okinda, Robert; Doree, Allan
    This analysis and guidelines aim to establish the key issues and considerations in describing the new or modified digital and professional skills TVET teachers require for blended delivery. The accompanying Digital and Professional Teacher Competency Standards for Blended TVET presents the draft competency standards.