Educational Technology

The job- employed fit is one of fundamental issues in human resource management. It has been improved that, this fit is an organizational necessity for the human source profitability. So, the main aim in this research is to investigate the job- employed fit and the effects on female personnel's emotional intelligence among governmental organizations in Kermanshah. This research is conducted based on descriptive and surveying method; the instruments to collect data include queries; the Salovey & Mayer standard emotional intelligence query is used to investigate the emotional intelligence; and the knowledge, skill and ability queries from international Occupational Information Network (O*NET) are implemented to investigate the job- employed fit, and each query includes, in average, 21 questions. The perpetuity was 0/79 for emotional intelligence query and 0/81 for job- employed fit query and because the Cronbach ? is more than 0/7 for both queries, therefore both queries has enough perpetuity. The considered statistical society includes 300 female personnel from governmental organizations in Kermanshah. Based on random sampling method, some category was selected as statistical sample, and 156 queries were collected, finally. We used Colmogrov- Smirnov test to determine the data normality and the results gained from the test supported it; the research theories were tested using absolute T-test and some positive and considerable effect was demonstrated. The results show that in considered society, the job- fit personnel gain higher emotional intelligence scores. Another result gained in this research indicated that just 40% of female personnel are completely job- fit and therefore these organizations have an unstable situation.

Abstract Quality of Education and training is a major consideration worldwide. It is even a more crucial issue in the technical vocation Education and training (TVET). The determinants of the quality of education and training include among others the quality of teachers, learners, the learning environment, facilities for learning and the curriculum. This paper articulates briefly the historical development of the TVET and TVET teacher training in Kenya with a view to highlighting how quality of education and training may be promoted. It looks at the organisation of education and training and lessons that may be advanced. It is based on literature review for historical developments and an analytical survey that was carried out to establish the views of presently serving TVET teachers in Kenya. The paper concludes that there is a need for continuous reform and upgrading of teacher skills, that the facilities for training should be as close and similar to the facilities found at the workplace, and that the institution–industry links should be strengthened and be made more mutually beneficial.

Although it is loudly pronounced that the world has become global village but there can be seen a huge gulf among the poor and rich countries particularly in education, The tertiary average enrolment, percentage of GDP for education, literacy rate of youth, pupil teacher ratio and number of universities were selected as criterion to analyse the ratio among these factors which painted a gloomy picture. The data has been collected by various official web sites of the relevant countries and from the World Bank Reports, UNESCO Institute of Statistics. The findings show that there is a big gap in all of the indicators. Particularly tertiary regional average enrolment, GDP spent on education ,literacy rate among youth, research publication per year, number of PhDs produced yearly, teachers students ratio and number of universities public and private both are included. It is recommended that the technology and skills should be transferred to these comparatively less developed countries along with financial assistance. The regional conflicts and tension and the factors that cause hindrance in development of education must be removed by joint efforts of both of these countries. They have already contributed reasonably in the development process but it needs to be precise and education oriented.

The Indian higher education system is the third largest in the world, after China and the United States. There has been an exceptional growth in number of universities, colleges as well as enrolment in higher education system particularly during last 15 years. The ratio of professional to non-professional enrolment has been almost 1:3. Key challenge before higher education system in India is to make it relevant and purposive, so that it responds to societal needs and enables students to get meaningful employment opportunities. The areas in which there is a need to come out with policy perspective at macro level and innovations at institutional level are - Quality and Excellence, Equity and Access & Inclusion. There is a dire need for the teaching community to keep coming out with innovations in teaching-learning process, in particular in the areas of curricula, pedagogy, and assessment which should make learning an enjoyable experience and more and more purposive to the societal needs. This paper attempts to identify specific areas of innovations in higher education system to improve the quality of higher education, so as to make it relevant and purposive to societal needs. The strategy to innovate has to take care of local and global dimensions of multiple sources of learning such as – networked learning, life-long learning, world class learning with local and international perspective. Above all, higher learning has to imbibe a framework of flexibility by introducing a modular structure which can be taken as per the desired pace of understanding of the student, implying a possibility of completing the degree programme in shorter or longer duration and a choice-based learning that allows the student to opt for interdisciplinary courses of his liking and interest as a part and parcel of curricula to complete his degree programme.

A quality teacher can control and make a realization of all the skills, knowledge and expertise in himself as a practical instrument for enhancing the effectiveness of teaching in the workshop. This research aims to identify the skills of teachers in school. Teachers need to show that they have skills in doing practical work, workshop management, teaching and conducting skills of the teaching aids. This means that teachers need to have high skills in the teaching practice. The problems faced by the teacher to teach life skills in school subjects to be dealt with, especially involving practical work in workshops. Study instrument used is Inquisition of which has 40 items. Sample studies that involved in this study consisted of 30 teachers of Muar Vocational High School. The data that is derived processed by using SPSS (Statistical package for Social Sciences) version 11.5 for Windows. The results of the analysis is stated in the form of statistics and the frequency, percent minimum value and show teachers Muar Vocational High School have the skills to do the works in the high skills, management skills workshop, teaching and also control teaching aids. This means that teachers need to have high skills in the teaching practice. From the data obtained as a whole found the teachers of Muar Vocational High School have high skills in practical teaching of Living Skills subject.

Core mathematics is a compulsory subject for all Senior High School students in Ghana and many other African countries. Students are expected to pass in this subject before moving on to any tertiary institution. In spite of the compulsory nature of the subject, underachievement of students in mathematics at the Senior High School level has been a matter of concern to the West African Examination Chief Examiner over the years. Though available literature is replete with factors such as pupil-teacher ratio, socio-economic status of students, class size, family background that account for students’ achievement, it is clear that the success of many students depends on the teacher. It is however unclear which aspect of the teacher is statistically significant predictor of what students learn. This paper focuses on the extent to which teachers’ knowledge for teaching correlates with students’ achievement in algebra at the Senior High School level in Ghana. In all, 17 Elective Mathematics¬ teachers and 617 form Three Elective Mathematics students from ten public Senior High Schools in the Central Region of Ghana participated in the study. The samples were selected at random from four school categories; A, B, C and D according to Ghana Education Service classification. Two forms of instruments were administered; form one to students and form two to teachers, and the responses retrieved on the same day. A correlational analysis was used to test for statistical significance in the scores at 0.05 level of significance. Teachers’ knowledge for teaching was found to be significantly related to students’ achievement in algebra.

In this article we are examining how new social challenges and demands towards education and teachers change education institutions with modern aims and social contracts. We are going to depict the characteristics or qualities of ‘ideal teachers’ by exploring recent literature with the results of a survey. In the fast changing world of the early twenty first century public education is also changing. As part of the changes the role of higher education will also be different both in the educational system and in this society. The role of teachers will also change. In the survey teachers reveal their professional aims and needs for the future. Finally, we are going to explore teachers knowledge base in the twenty first century in higher education system.

Present research was designed to measure the teaching competencies among teachers of special education at school level. In this study stratified random sample of 50 male and female teachers was collected from various special education institutions. Among them 42 were female and 8 were male special educators. Finding of the study was beneficial for teachers and administrators and students of special education institution, if special educators learn the art of devising appropriate learning and instructional strategies for special learners this will certainly improve quality of special education.

This research study investigated the effects of captioned and non-captioned movies on learning vocabulary of Iranian English learners. Sixty pre-intermediate Iranian male and female students aged between15-18 took part in this research study. They were divided into two groups: control and experimental group. The control group was exposed to non-captioned movie and the experimental group was exposed to captioned movie. The video clip was called “Victorious” which was created by Dan Schneider in 2010. The students were shown one part of this clip and asked to focus on sentences and vocabularies. Before watching the movies, they were given a standard test of proficiency, Oxford Placement Test (OPT). After determining their level and before watching the film, the students were given a test on the vocabularies based on captions as a pre-test to make sure they didn't know the words. After watching the movie, they were given a 80 target vocabulary items. Based on inferential statistics, the findings showed that the experimental group who was exposed to captioned movie outperformed the non-captioned group.

Present study was designed to investigate the factors which affect class room management at school level. The major objectives of the study were to determine whether physical facilities of classroom affect classroom management, to know the role of students in classroom management and to know the role of teacher role in classroom management. A purposive sample of 50 respondents were collected from different institutions of district Karak among them 28 were male and 17 were female teachers. Teachers’ age ranged from 20 to 51 years, their qualification ranged from, F.A, to M.A. Teachers experience ranged from 1-25 years. Respondents having F.A (CT) qualification considers physical facilities are major factor of effective classroom management. Teachers having higher qualification have opinion that student behavior, physical facilities and teacher way of managing could affects classroom management.