Actions Proposed by Teachers to Improve the Delivery of Pre-Vocational Education in Jordan

By Sa'aideh, Mon'im Al- A. | Journal of Instructional Psychology, December 2008 | Go to article overview
Save to active project

Actions Proposed by Teachers to Improve the Delivery of Pre-Vocational Education in Jordan


Sa'aideh, Mon'im Al- A., Journal of Instructional Psychology


Reforms of education often ignore teachers' contribution particularly in the third world countries. These reforms usually rely on personal opinions of the individuals of decisions makers. Pre-vocational education (PVE) in Jordanian schools, face numerous problems. In this study, perspectives of teachers were elucidated qualitatively (through semi-structured interviews) and analysed to synthesize a course of actions to improve PVE delivery. These perspectives addressed different elements of the educational system: the curriculum, the teacher, the students, the supervisor, the school system and administration, the PVE workshop. The rationale behind each proposed action was analysed in addition to its contribution to improvement. Also, connecting of each proposal to the real situation of schools was discussed in order to investigate the probability of its implementation.

**********

"Reforms have often ignored teachers except as tools to carry out new mandates and programs. But evidence that teachers are the most important factor in the effectiveness of schools and the quality of a child's education is now too strong to ignore. Teachers are not constants in the educational equation. Instead, they are perhaps the most important variable" (Judith Lioyd Yero, 2001-2002, p. 1)

Educational literature for the new century establishes that programs that promote teacher leadership and effectiveness while empowering teachers to drive the reform of education are the key to continuous improvement. Meaningful communication and consensus building among teachers, curriculum developers, and decision makers are essential to this process (Johnsons, Stevens and Zvoch, 2004).

According to Leahy (2006) and Education Improvement Commission. (2002), the perceptions among teachers, is an important area of research if teaching is to maintain its high standing. So it was important for this study to use perceptions of the teachers who are the most knowledgeable in PVE delivery as a direct source of data. That was because teachers work within the whole context of the delivery system and can identify the shortcomings of each party. Therefore, they can suggest solutions to overcome such shortcomings and to improve the delivery of the subject they teach.

The connection between education and work was recognised very early in the Eighteenth Century (Lawson, 1993; Gang, 1989). With the evolution of industrialisation, several countries, introduced vocational training into their elementary and secondary schools (Compton, 1997). It was argued that there was a need to teach youngsters the basic skills needed by industry (Lawson, 1993).

Morris (2000) mentioned that Prevocational education (PVE) received a big impetus when UNESCO perceived general education as incomplete without an introduction to vocational aspects and to technology. This was expressed in the eighteenth session of the general conference of UNESCO as follows:

"An initiation to technology and to the world of work should be an essential component of general education without which this education is incomplete .An understanding of the technological facet of modern culture in both positive and negative attributes, and an appreciation of work requiring practical skills should thereby be acquired.... The technical and vocational initiation in the general education of youth should fulfil the educational requirements of all ranges of interest and ability (UNESCO, 1974, p.7)".

The introduction of vocational education to students at this early stage (primary and early secondary) does not aim to prepare them for employment, but is rather intended to improve their general abilities and explore their interests through offering them a wide variety of experiences. Regarding the content and structure of such introductory programs, it was recommended that they should have a balance between theoretical and practical work (Psacharopoulos, 1997).

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Actions Proposed by Teachers to Improve the Delivery of Pre-Vocational Education in Jordan
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.