log for 20/4/2011

                                                       

Upper Nile University

College of technical Vocational Education for Teachers

Date 20/4/2011

What a learn on this day

Observation	What I learn	Wise part
Presentation	The difficult  of arranging group log with shearing And the important of group shearing -there know something call problem in learning , but same thing call challenge -	-         shearing any action before doing any thing -         when you put something  problem they will stop what you want to do and you put it challenge you will try to solved
Checking emails	There is a problem in my mail Aged what about email with my college	I want to know where is the problem
The information communication technology day	- Difficulties of gating material from kosti he took around one month -according to this man he say that there are know carpentry in malakal - the deep of the foundation is five meter on the ground - the are different between our plastering in Sudan  and their work	-         looking to the place of material in upper Nile state -         the good foundation will save the building

               By

Stephen Jame

market research no (3)

Upper Nile University

College of technical Vocational Education for Teachers

Date 18/4/2011

Inter view

for ingneering man

were strating our intre view with engneering call mangsto  he is form ethopia he have five place for work in malakal but the place that were are visisted in modiria and were learn more about what he doing there by asking this question

the building that there working in it blong to gavermant and they started working in it around 4 month ago

about foundation he say that the foundation is faile foundation and they maked five meter deep after that just start the  concarate cast after that the start building and know they in plastring

about the map for this building  he show is us all the map that concern this building start from foundation untill the finishing of the house

abut the slap of the building  he say that they use concreate and they 1.4 one sement and two sent and 4 agregate

about the type of foundation he say that five meter deep and concrate on it oftar that they great beem after that we making 50 centemeter slap concreate

about the material he say that all material they geted from kosti

about workers there some of them from malakal and the athers from their country and he say that the good plastring in malakal they from noweer traibs

abut the carpaintry according to him he say that the are know carpeintry in malakal the bring them from ethopia

about the fance they say that is well be zenk because the it is sheap and the building it is expansive

about the expeirance in the feil he have know ten years in this work he start in their contry he start has carpentar after the he injoing   universty in ethopia and he have deploma in the building constaction he say that the building work is rebataion work

the duration of building is say that this building must live arount 50 or 60 years  but after tow or three years this house most need some manteances like blastrig and smal thing in it but he think that there are know problem in the house  because of foundation is to mush deep he say that this design for fiela

about the paymant of the workes he say that there same of them they pay them daily and athars in the week according to the work they have

about the name of campany . the name of campany call AA constarction and meaning of daple A it is the name of person call adam aajo  akico adam is aman and akico is women and they have abig campany in juba and the say in future time they have road constraction

about the number of the workers  he say that they have 40 workers in the place and he say that when he start roofing he will call us to see there

                                                             thank

        by

stephen james aba

Difference between scheme of work and                       lesson plans            .                                                                                      
* The scheme of work sets out what you are planning for the whole twelve or thirty weeks of the course on a session by session basis while a lesson plan is finer grained and looks at what you are going to do within each presentation 

what I learn on 22 -3-2011

What I learn for day 22-3-2011

Set up training levels

·         Consider the importance of the training items

·         Consider the relevancy  of the training items

·         Create or level the training items depending on the above results

Set the subjects and consolidating training objects

·         Make the structure diagram of necessary abilities

·         Name the training course 

·         Considering the duties and the training items one the ability card

·         Name and deicide  the order of the subject to be taught by considering the duty and the training items levels and the important

·         Beast the training items of the respective duty and subject    according to the order of instruction and important

·         Describe the training objectives as per the pasted training items of each  duty above

Describe the program in the training time table  

·         Frame a training schedule

·         Consider the duration of the course ( short /long term )

·         Consider number of  days

·         Consider  break and launch per a day

·          Consider opening and closing hours

·         Consider total training hours per a day

·         Consider training  subjects  per a day

·         Determent training hours per a day

·         allocate the  subjects for as per number of day and hours

·         decide on the instructors for instruction for each subject ,decide on the date ,day and time for instruction for each instructors

·         make a weekly  / monthly /annual training schedule

  drawing up plan for material ,equipment and facilities

·         name of course

·         training subject

·         training items

·         training facilities

·         training equipment

·         training material

in the last day were completely drowning up  the planning course about fishing

what I learn on 21-3-2011

What I learn today for day 21 -3-2011

Developing the curriculum

-          What is a good curriculum

-          The definition of curriculum

-          Factors affecting curriculum

1-   What is the curriculum

Curriculum is a group of subject or courses offered by an education institution or department to achieve a goal which must be mastered by the student /trainees and be certificated

 

2-   Factors affecting curriculum  development

·         Training needs

·         Training courses

·         Training courses contents / subject s

·         Training objectives

·         Duration

3-   Methods

-          The way deliver the content / the subject matter  

-          Various methods are used for instruction : ( lecture , practical /exercise ,demonstration, discussion , brain storming , questioning techniques )

-          In vocational training , demonstration is used thence more practical then theories

4-   Dacum

Means methods of developing a curriculum, this methods is based on occupation analysis

5-   Cudbas

Means methods of curriculum developing based on ability structure, curriculum developing using the necessary abilities of  a person expected to perform a task

What I learn in the first day in courses :-

In the fisrt day we start at 8 o’clock we start with orientation   . and in orientation we start produce our self for this people and then them also after that  coordinate toke us to visitations the workshops and there 7 workshop in nakawa vocational training insinuate  :

1-Electrical section

 Electric board 

2- Electric machine

Electric control        

                                     

Control home of Electrical

4-staff of mtvc ana wvtc group

the key of learning in workplace

Five key premises are proposed in presenting a case for a pedagogy

for the workplace and a workplace curriculum according to stephen billett

                                             
                                         KEY PREMISES

First, learning is takenas something that occurs as part of everyday thinking and acting.

It is not reserved for the classroom or the training room; it is

ongoing in our everyday experiences. If we are thinking and acting,

we are learning.

Second, rather than being premised on the instructional and

curriculum practices of educational institutions, a workplace curriculum

needs to be founded on the contributions and circumstances

afforded by workplace environments

Third, it is inadequate to believe that learning simply by 'just

doing it' will suffice. There are clear limitations to learning in workplaces

as part of everyday work. These are more obvious when access

to appropriate guidance and support is lacking. You only have to

experience the services and products of those who lack adequate

preparation to understand these shortcomings.

Fourth, workplaces are contested terrain. This contestation

manifests itself in relationships between workers and management,

within and between work teams, in the division of labour and among

affiliated groups in the workplace. There are also divisions premised

on gender, age, affiliation, bases for employment and ethnicity. Contestation

can result in the inequitable distribution of opportunities

for learning vocational practice. Certainly, not all interests will be

aligned to assist learners to develop their vocational practice. In some

cases, there are quite legitimate concerns about displacement by

experienced workers. \Vorkplace factors such as these influence

individuals' access to activities and guidance-the very bases for

learning in workplaces.

Finally, the ideas in this book are not meant to deny the

important contribution to the development of vocational knowledge

provided by educational institutions. Perhaps the most desirable form

of initial preparation for the vocations and their further development

is through the kinds of integrated experiences enjoyed by apprentices.

This is most potent when the contributions of the school,

college or university-based and workplace-based components are

complementary