ORCID Profile
0000-0002-8891-0265
Current Organisations
University of Queensland
,
Islamic University of Technology
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Elsevier BV
Date: 07-2015
Publisher: IGI Global
Date: 2017
DOI: 10.4018/978-1-5225-1811-2.CH007
Abstract: This chapter discussed current trends and issues in TVET of Bangladesh and challenges faced by the TVET programme in Bangladesh. The chapter drew attentions to the fact that due to tremendous development in the socio-economic status and technological changes around the world, consumers' expectations towards the products and services have been changing rapidly thereby resulting into a highly competitive globalized market. In order to compete with these demands, government and private organizations should ensure best quality products and services for their customers. Every nation throughout this global village needs to have updated means, particularly in the area of updated knowledge and skills, to survive in this globalized open market. Many developing countries particularly from Asia and Africa are facing growing pressure to compete with the changing global market. Besides, most of the least developing and underdeveloped countries of the world are located in these geographical regions (Asia and Africa) where most of the poor people with low per capita income are living. In order to improve these conditions, they put emphasis on developing their manpower as per the global requirements. Most of the developing countries, therefore, consider Technical and Vocational Education and Training (TVET) as one of the main key agents to play the vital role for educating and training their huge unemployed population to become competitive human recourses to enter into national and global market.
Publisher: IGI Global
Date: 2020
DOI: 10.4018/978-1-5225-4145-5.CH006
Abstract: Pathways of socio-economic development are still exploratory, and, despite an increase in socio-economic development research, many challenges remain in designing an inclusive model of socio-economic development through skill training. This chapter addresses the issues related to skill training and, consequently, the impact of training on social and economic changes by combining the theories of socio-economic development. A lot of attention has been paid to the economic and ecological aspects of sustainable development, especially at the national level, but little has been given to the analysis of the implications of sustainable skill training on the quality of life and on socio-economical aspects of communities that are directly affected by the technical and vocational education and training (TVET) industry, particularly in developing countries. This chapter looks at issues surrounding sustainable skill training as a tool for socio-economic development in developing countries, using existing models and theories on development and training.
Publisher: Wiley
Date: 20-12-2020
Publisher: IGI Global
Date: 2021
DOI: 10.4018/978-1-7998-5345-9.CH027
Abstract: Pathways of socio-economic development are still exploratory, and, despite an increase in socio-economic development research, many challenges remain in designing an inclusive model of socio-economic development through skill training. This chapter addresses the issues related to skill training and, consequently, the impact of training on social and economic changes by combining the theories of socio-economic development. A lot of attention has been paid to the economic and ecological aspects of sustainable development, especially at the national level, but little has been given to the analysis of the implications of sustainable skill training on the quality of life and on socio-economical aspects of communities that are directly affected by the technical and vocational education and training (TVET) industry, particularly in developing countries. This chapter looks at issues surrounding sustainable skill training as a tool for socio-economic development in developing countries, using existing models and theories on development and training.
Publisher: Elsevier BV
Date: 10-2023
Publisher: SAGE Publications
Date: 07-2016
Abstract: This study investigated teachers’ conceptions of technology integration into their teaching from two renowned technical and vocational education (TVE) institutes in New South Wales, Australia. Thirteen teachers were interviewed using qualitative techniques informed by the phenomenographic approach. The analysis of the data revealed that TVE teachers perceived the use of technology in teaching in four qualitatively different ways: (a) upgrading teacher knowledge, (b) ease of communication, (c) effective teaching, and (d) flexible teaching. Some findings align with existing phenomenographic studies of teachers’ conceptions held in the context of university education. This study contributes to teachers’ conceptions literature by identifying “flexible teaching” as one of the most significant conceptions of teaching within the context of TVE teaching in particular and higher education in general. The findings of the study could have an impact on teaching practice and faculty development programs in both TVE and other higher educational institutes.
No related grants have been discovered for Mahbub Hasan.