Educational Ergonomics: Towards the Quality of the Technical and Vocational Education and Training (TVET) Environment in Light of the Challenges of the Third Millennium

 Educational Ergonomics:

Towards the Quality of the Technical and Vocational Education and Training (TVET) Environment in Light of the Challenges of the Third Millennium

الأرغونوميا التربوية:

نحو جودة بيئة التعليم والتدريب التقني والمهني في ضوء تحديات الألفية الثالثة

Dr. Sameh Khalil AL-Jabbour

Palestine – Gaza

(Learning should be relevant and practical, not just passive and theoretical)

By: John Dewey (American Philosopher)

الملخص:

إن البيئة التعليمية هي نظام فكري وممارسات عملية تتضمن المدخلات والعمليات والإجراءات لخلق الحالات التي يمكن أن يتم فيها التدريس والتعلم بطريقة بناءة وفعالة.

ويمثل عنوان هذه الورقة البحثية جهداً يرمي إلى إنشاء مجال بحثي متعدد التخصصات من أجل تحقيق الفعالية التعليمية الكلية، وخاصة نحو جودة بيئة التعليم والتدريب التقني والمهني، حيث يفتقر التعليم التقليدي إلى أي منظور نظري دقيق. سيتم تقديم نظام انضباط  قيم ومتكامل لبيئة العمل التعليمية في ضوء تحديات الألفية الثالثة على الرغم من أن تطبيق بيئة العمل في التعليم لم يحظ سوى باهتمام محدود حتى الآن.

وقد تم تحديد خمسة مكونات لنظام بيئة العمل التعليمية على النحو التالي:

1. تعلم الأورغونوميا (علم بيئة العمل).
2. تعليمات بيئة العمل.
3. بيئة العمل والمرافق التعليمية.
4. بيئة العمل والمعدات التعليمية.
5. بيئة العمل في البيئة التعليمية.

وبما أن جوهر عملية التعلم هو الفرد (المعلم وتفاعل المتعلم)، فمن المفيد والضروري التدخل المريح  لبيئة العمل من أجل التصميم الجيد والتصحيح لزيادة فعالية التعليم وتحسين نتائج التدريب التقني والمهني. تسعى هذه الورقة البحثية إلى تسليط الضوء على أهمية ودور بيئة العمل في خدمة التعليم والتدريب التقني والمهني وتطويره، استناداً إلى البحث عن مواءمة العملية التعليمية والعناصر المادية لتلك العملية، تحقيقا لراحة المعلم وبيئة المتعلم والوصول إلى أقصى مستويات الفعالية في العملية التعليمية/التدريبية وتطويرها.

الكلمات الرئيسة: التربية – بيئة العمل – التعليم والتدريب التقني والمهني – جودة التعليم والتدريب التقني والمهني – مهارات القرن 21 – الألفية الثالثة.

Abstract

The education environment is an intellectual system and practical practices that includes inputs, processes and procedures to create situations in which teaching and learning can take place in a constructive and effective manner. This research paper represents an effort to establish an inter-disciplinary field of research toward total educational effectiveness, especially towards the quality of the Technical and Vocational Education and Training (TVET) environment, where the traditional educational delivery lacks any systems perspective and precision.   A valuable and integrated discipline system of Educational Ergonomics is introduced in light of the challenges of the third millennium although; the application of Ergonomics to education has received only limited attention yet.

FIVE components for educational Ergonomics system has identified as:

(1) Learning Ergonomics.

(2) Instructional Ergonomics.

(3) Ergonomics of Educational Facilities.

(4) Ergonomics of Educational Equipment.

(5) Ergonomics of Educational Environment.

As the essence of the learning process is the individual (teacher and learner interaction), it is useful and necessary for Ergonomic to intervene for good design and correction to increase the effectiveness of education and to improve the outcomes of technical and vocational training.

This research paper attempts to highlight the importance and role of Ergonomic in the service of TVET and its development, based on the search for the harmonization of the educational process and the physical elements of that process. This is for the convenience of the teacher and the learner environment and to reach the maximum levels of effectiveness in the educational process and in its development.

Keywords:   Education – Ergonomics – TVET – TVET Quality – 21^st Skills –     Third Millennium.

Introduction

“The main challenge in the science of human learning; is to understand the requirements of educational design at all levels” (K.U. Smith and Smith, 1966, p. 478).

Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits.

Ergonomics derives from two Greek words: ergon, meaning work, and nomoi, meaning natural laws, to create a word that means the science of work and a person’s relationship to that work.

The International Ergonomics Association has adopted this technical definition: Ergonomics (or human factors) is the scientific discipline concerned with the understanding of interactions among humans and other elements of a system, and the profession that applies theory, principles, data and methods to design in order to optimize human well-being and overall system performance. Ergonomics is the science of making things comfy. However for simplicity, Ergonomics makes things comfortable and efficient. Efficiency is quite simply making something easier to do. Efficiency comes in many forms however.

Technical and Vocational Education and Training (TVET)

Developed countries are interested in TVET, which is the path to progress, development and prosperity. TVET in Palestine is a special feature. In Gaza Strip, there are a number of technical and professional institutions which provides the society annually with the number of technicians and professionals who are in need for different economic activities. TVET is the cornerstone for preparing qualified national cadres to implement development plans.

According to the definition by UNESCO, and the International Labor Organization (ILO), TVET refers to “aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupants in various sectors of economic and social life” (UNESCO and ILO, 2001).

TVET Quality: TVET is often seen as “last choice education” because of a lack of quality. High-quality TVET, on the other hand, leads to a higher status and improved attractiveness of TVET.

Third Millennium in contemporary history, the third millennium is a period of time that started on January 1, 2001, and will end on December 31, 3000 of the Gregorian calendar.

Benefits of TVET

The TVET is particularly an innovative application field of educational economic “Costs-Benefit-Quality”-research. Two main categories can be identified for benefits of TVET:

1. Economic Benefits.
2. Social Benefits.

Both categories can be analyzed on three different levels:

1. The Micro level (the benefits for individuals);
2. The Meso level (benefits for enterprises/groups);
3. The Macro level (benefits for society as a whole).

Figure (1) gives examples of TVET benefits according to the dimensions (Economic and Social) and the level of analysis (Micro, Meso and Macro).

Figure (1): TVET Benefits

   (Reference: http:\\www.cedefop.europa.eu/EN/Files/5510_en.pdf)

The European Quality Assurance for Vocational and Training has developed a list of indicators to assess the quality of TVET systems. The indicators are:

1. Relevance of quality assurance systems for TVET providers
2. Investment in training of teachers and trainers
3. Participation rate in TVET programs
4. Completion rate in TVET programs
5. Placement rate in TVET programs
6. Proportion of TVET program completers who are placed either in the labor market, further education or training (including university).
7. Percentage of TVET program completers who are employed after the end of training.
8. Utilization of acquired skills at the workplace.
9. Unemployment rate.
10. Prevalence of vulnerable group.

TVET Challenges in the Light of the Third Millennium

We are in an age where knowledge is not only a tool, but it is a goal, imposing new requirements and changing the roles of teacher and learner, alike to prepare a generation capable of dealing with globalization and leveraging knowledge in the face of future challenges. This is a challenge to educational systems, so some of them went to try to identify the requirements of the 21^st century and identify the skills necessary for students to be able to live and work in this life.

Figure (2): 21^st Century Skills

(Reference: https://scnforyou.com/can-swipe-best-em/)

21^st century skills are “the set of skills needed to succeed and work in the 21^st  century such as learning and innovation skills, information and communication culture, technology, and life and work skills”.

In the light of learning skills in the 21^st century, TVET thus equips people not only with vocational skills, but with a broad range of knowledge, skills and attitudes that are now recognized as indispensable for meaningful participation in work and life. Examples of the benefits include self-awareness and self-esteem, and strengthened interpersonal, citizenship, communication and entrepreneurial skills.

Based on the analysis of prominent policy areas, UNESCO is addressing six TVET persisting challenges:

1. Promoting skills for youth employment.
2. Ensuring access: TVET for all.
3. Improving the image and quality of TVET.
4. Financing TVET.
5. Strengthening innovation and research.
6. Advancing sustainable development.

• In order to promote skills for TVET youth and improve the image and quality of TVET, within a comfortable and sustainable environment to strengthen innovation, Educational Ergonomics should be considered.

Educational Ergonomics

Is defined as that field of human factors/Ergonomic science concerned with the interaction of educational performance and educational design. The premise of educational Ergonomics is that student performance to a substantial degree is context specific specialized in relation to specific design factors and that Ergonomic interventions directed at design improvements therefore can benefit education.

Objectives of Educational Ergonomics

The general objectives of  TVET schools Ergonomics are:

1. To improve the place,
2. To improve conditions,
3. To improve means of education.

The objectives on which the Ergonomics are based are:

1. Physical and psychological comfort.
2. Avoiding occupational diseases.
3. The security and safety of teachers and learners.
4. Effective education and educational performance.

Educational Ergonomics: Design and Performance

The Educational Ergonomics for TVET schools vary to include:

1. Human Inputs:

Human inputs include students, teachers and the school administration.

2. Physical Inputs:

Physical inputs are many and varied, including the design of the school and the classroom with its various facilities.

Educational system design factors that may influence student learning:

1. Academic Program.
2. Classroom and Building Ergonomics.
3. Class Design.
4. Organizational Design & Management of the Educational System.
5. Teaching Factors.
6. Personal Factors.
7. Community & Family Factors.

Design of the Educational Process refers to physical designs of instructional materials, environments, and technologies (e.g., classroom implements and equipment, textbooks, audiovisual materials and systems, work stations, computer hardware and software, school classrooms and buildings), to designs of different skills, tasks, classes of knowledge, and curricula targeted for learning, to social and interpersonal designs of the interactions of participants in the system with one another (e.g., student-teacher-staff-management relationships), and to the design, management, and administration of jobs, supervisory relationships, organizations, policies, and programs of educational systems, as well as to the designs of communities in which education occurs.

The education TVET environment is an intellectual system and practical practices that includes inputs, processes and procedures to create situations in which teaching and learning can take place in a constructive and effective manner. When this happens, there is a system in the learning environment. This work can only come about if we use modern systems to correct and design everything that is materialistic in the educational process and in his relations with the design and engineering of human work.

• Educational Ergonomics is concerned with all modes and levels of interaction between educational performance and educational design.

This research paper represents an effort to establish an inter-disciplinary field of research toward total educational effectiveness. The traditional educational delivery lacks any systems perspective and precision.

• The application of Ergonomics to education has received only limited attention. A system analysis has identified FIVE components for educational Ergonomics:

(1) Learning Ergonomics,

(2) Instructional Ergonomics,

(3) Ergonomics of Educational Facilities,

(4) Ergonomics of Educational Equipment,

(5) Ergonomics of Educational Environment.

A brief for each of the above components, as following:

(1) Learning Ergonomics

Learning Ergonomics explores such areas as educational skills of handwriting, reading, drawing, instrument manipulation, class scheduling and school scheduling, research in examinations, management of learning activities, and grading systems.

(2) Instructional Ergonomics

The instructional Ergonomics covers textbook design, teaching devices, instruction techniques, classroom conducts, lecture preparation, and educational T.V.

(3) Ergonomics of Educational Facilities

Ergonomics of educational facilities concerns educational furniture, laboratory and library Ergonomics, classroom and office design, and equipment allocation.

(4) Ergonomics of Educational Equipment

Ergonomics of education equipment investigates needs analysis, C/D design, allocation of equipment, performance analyses, and its safety and construction.

(5) Ergonomics of Educational Environment

Ergonomics of educational environment includes such things as illumination, color, noise, space utilization, and allocation of equipment.

Recommendations

1. Ergonomic contributes effectively to TVET schools.

2. The educational Ergonomics in TVET schools is a scientific area that takes into account the educational achievement, health and safety of teachers and learners, and the comfort of all individuals, as well as the effective interaction between individuals, the tools they use and the environment in which they are located.

3. The school building should be designed in all its components so as to respond to the:
   1. Functional objectives of the school,
   2. Method of education and training therein,
   3. Types of educational, professional and recreational activities in which it is practiced.

4. The educational Ergonomics and the learning environment in TVET schools, through which instructors exercise their tasks (conditions of education and training as well as work tools) also, affect the size of their efforts, their sense of value, their role in the educational process, their understanding of the profession they are learning and student achievement.

5. The researcher recommends more studies and research, because of the importance of educational Ergonomics and its multiple applications in the educational environment of TVET schools.

References

1. القرآن الكريم
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8. http://www.cedefop.europa.eu/EN/Files/5510_en.pdf
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11. https://en.wikipedia.org/wiki/Education
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13. : http:\\www.cedefop.europa.eu/EN/Files/5510_en.pdf
14. : https://scnforyou.com/can-swipe-best-em/