What aspects of the dual vocational training are applicable in Kenya context?

 70-30 stakeholder collaboration – industry/institutional mentoring

 Companies & schools training; dual venue training
 TOT; Capacity of trainers – enterprises & school
 Coordinated curricula
 Contracts/ work agreement – trainees

What are the disadvantages of Dual VET training?

-
1. Policy to enhance industry/companies CPD.
a. Skill development
2. Business continuity & low skill transfer
3. Skills competency & quality control

Impediments

- Employers priority
- Coordinated assessment process
- Readiness of the industry stakeholders/ companies

Observations

 Reps understanding; convoluted

 CPD

Co. R

 Ashut
 Kel Chemicals
 Master Fabricators
 Plateau Motors
 KMDU
 LSHS

Who is a trainer in industry perspective?

 Researcher
 Career mentor/ coach
 Curriculum developer
 Knowledge and skill giver
 Subject expert specialist
 Performance evaluator
 Needs identifier
 Communicator / linker/ listener
Qualities of good trainer (student perspective)

- Qualified/ trained
- Attentive
- Honest
- Tactful
- Creative (exercises, stories, drawings, body language)
- Patient
- Clear (easy to understand, good communication skills, elaborate well)
- Non-biased -
- Disciplined
- Encouraging/ motivating

Methods of training in the company

- Observation – apprentice/ learner => observes + Q&A => dummy production => pre productions
preps=> actual operation
- Supervision –
- Simulation
- Questionnaire method -

Observation/ feedback
- Differentiated needs/ expectations What is the matching point?
-

Hybrid

- Patient
- Qualified/knowledgeable/skilled
- Attentive/honest/
- Mentor/role model
- Tactful/ versatile
- Discipline
- Encouraging/ motivating

Learning objectives

1. By the end of this 2-hour session the learner will be able to perform dimensioning and
tolerancing as per job specification on his/her own (without supervision)
2. By the end of this 20-minute session the learner should be able to perform post-weld cleaning
as per the performance criteria in the blueprint

How is like being a welder in your firm?

Day 2: Psychology of learning
1. Learning domains
2. Learning types

Learning domains

Cognitive – anything acquired/ learned/ new ideas, new thinking => change in knowledge

Session: safety signs and symbols

Example LO => by the end of the 15-minutes session the learners will be able to identify and interpret
the different types of safety signs and symbols in the designated work area as per OSHA Act 2007.

Psychomotor – skill acquisition/ learning new skill, reinforcing skill => change in skills

Session: lay weld beads

Example LO 1: By the end of the 30-minutes session the learner will be able to lay straight and weave
beads in down hand technique on the plate as per determined weld acceptance criteria.

Example LO 1: read tape measure

Affective – learn/acquire/reinforce behaviour/attitude, values, preferences => change in behaviour

Example LO 2: By the end of the 60-minute session the learner will be able to handle agitated clients in
any scenario as per acceptable conventional approaches.

Learning types

1. Auditory learners – learn via audio

 Listening
2. Visual learners – learn via visual
 Seeing
3. Kinesthetic/ haptic – learning by doing/ demos/ role plays/ simulations/ practical
 Actions
4. Verbal – learn by saying/ repeating words
 Saying/talking/ speak out

Personalities/ temperament
Sanguine Choleric Melancholic Phlegmatic
- Extroverts - Emotionless - Introverts - Listeners
- Outgoing - Focused - Creative - Conventional
- Social - Authority - Ideological - Introverts
- Decision
Verbal Verbal Auditory
 Kinesthetic Kinesthetic Visual

Training plans

1. General training methods session plans – =>cognitive & affective

 3-phases
i. 1st; introductory
 Greetings
 Confirm ability to work
 Connecting to topic
 Confirming prior knowledge
nd
ii. 2 ; execution
iii. 3rd; practising & evaluation
2. 4STEP method - => psychomotor
 4-phases
i. 1st; introductory
 Greetings
 Confirming ability to work
 Confirming prior knowledge
nd
ii. 2 ; demonstrate and explaining
iii. 3rd; repetition and explaining the trainee
iv. 4th; Evaluation of the learning outcome
3rd Day: methodology and didactic
 Didactical reduction – delivery of content in step-by-step/ stages/ simplified to enhance
understanding or learning of skill.

Motivation => influence the driving power, built it up, maintain and increase it in order to stimulate a
target-oriented behaviour, acting and learning.

Types of motivation
Intrinsic vs extrinsic motivation
Intrinsic Extrinsic
Internal; Always present External; temporary
- Like - Incentives
- Passion - Rewards
- Self-growth - Grades/ ratings
- Fulfilment - Threat of punishment
- Meaning/ purpose *short term solution
*long-lasting, sustainable over time

Intrinsic: Pleasure, Fun, ambition, curiosity, interests, fascination, passion, talents.

Extrinsic: Praise, recognition, reward, transfer, of constructive criticism

Examples of raising apprentice motivation

3. Allow errors
 4. Allow ideas
5. Give free space for independent thought
6. Express praise and appreciation

Feedback: Successful learning within the meaning of behaviour change is only possible through the right
feedback.

Feedback => is the acknowledgement or reflection of a person about his/her learning and working
success.

Effective FB
i) Concrete; not general
ii) Descriptive; not evaluative
iii) Immediate; not delayed
iv) Understanding; not reprimanding
v) Constructive; destructive

Rules for feedback

Giver Receiver
- Use feedback as support for self-help - Listen actively
- Address behaviour and not the person - Consider feedback as gift
- Express subjectivity through I messages - Do not be defensive
- Say thank you

Methodology and didactics definitions:

Methodology – manner in which elements of content are communicated to the trainees

Didactic – teaching method that follows a consistent scientific approach or educational style to present
information to students

Trainer -centred

- Lecture
- Trainer-led demonstration
- 4-step method both
- Tutorial dialogue

Learner-led

- Assignment
- Discussion
- Simulation
- Debates
- Case study
- Projects method
- Workplace experiential learning
- Role plays
Lecture – suitable when introducing new concepts

Features

- Vocal/tonal variations
- Trainer led
-

Advantages
- Effective in handling large groups
- Cost effective method
- Less involving
- Less time consuming

Disadvantages
- Doesn’t meet the needs of all trainees

4th Tutorial Dialogue

- Group talks & single tutorial
- Active learning
- Promotes thinking & insights
- Training and evaluation method
- Identifying gaps in knowledge, creating links to existing meshes in the knowledge network and
directing attention towards focus points
Questions
- Open ended
- Closed

4-step method

- Training new skills, requiring long period.

Guided test method

- Procedure/ step by step method; delivering work with various tasks

Learning assignment
- Learners/ trainees allowed to perform tasks based on client requests
- Trainee: Demonstrate planning, organisational, interpersonal and problem-solving skills, self-
awareness and skill competencies with minimal degree of support from the facilitator
- Supervised practical training

5th – Day
Evaluation of training session

Importance of evaluation

- To check on the capabilities of learner/ trainee

- To recognise areas of reinforcement
- Understand your learner’s temperament/ personalities
- To motivate
- To improve self-esteem of trainee/ learner

i. When to evaluate/ assessment

 General method => Affective & Cognitive: 3 times; intro, execution, evaluation
 4 step method => Psychomotor: 4 times; intro, demo &, practise, evaluation
ii. Methods of evaluation
 Tutorial dialogue
 Learning assignment method
 Project
 Oral assessment
 Practical assessment
 Written assessment
 Quizzes
When evaluating; check on competencies:
i. Expertise;
a). Way of working
b). Pace of working
c). Quality of work/ workmanship
d). Thinking capacity
e). Problem solving
ii. Methodological
a). Organisation capability
b). Prioritisation
iii. Social
a). Communication skills
b). Interrogation skills
c). Customer-oriented behaviour
d). Conflict resolutions
iv. Personal
a). Initiative
b). Willingness to learn
c). Senses of responsibility
iii. Types of questions used to evaluate


Delivery method: case study

- Trainees are presented with real world scenario and asked “what would you do in this this scenario?”
- Effective case assignments; real world facts for students
- Present cases in simpler; data tables, internet links, quoted statement or testimonies, images,
videos, audio, etc.
- Develops problem solving and critical thinking skills in trainees.
By the end of this 30-minutes session, the learner will be able to determine the cost of the steel without
assistance as per job specification

General training Session

(cognitive or affective learning domain
Introduction
Content/Key points Training method(s) Training resources Motivation and/or learning
- How’re you? - Tutorial - Projector check
- Have you dialogue - PC - Applauding
heard about - You’re new expert;
welding significant resource
costing?
- What is the
application of
welding costs?
Execution
Content/ Key Points - Lecture - PC - Build rapport; link cost
- Identify type of - Tutorial - Projector to real life scenario;
the material in dialogue - Working bidding for a welding
weld#1 - Problem drawing job
materials solving - Slide
- Identify forms notes
of mild steel - Writing
materials materials
- Determine the
size of welding
mild steel
material in the
T-Joint exercise
- Calculate the
unit cost of
mild steel
material
Evaluations
Content/ Key points - Lecture - PC/ - Creating rapport linking
- Determine the - Tutorial projector cost of material and its
total cost of dialogue - Slide place in welding cost
mild steel plate notes - Giving options on tests/
in the exam - Writing assessment
fabrication materials - Praise for completing
exercise given assignments & being
in the working active
drawing #45
- Prepare a
cutting list
from the exam
fabrication
exercise given
in the working
drawing #45