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Research Article
Mapping Diversity and Inclusivity in Moroccan Teacher Education: Challenges and Prospects
Rania Boustar*
Issue:
Volume 11, Issue 1, June 2025
Pages:
1-6
Received:
3 August 2024
Accepted:
27 December 2024
Published:
17 January 2025
DOI:
10.11648/j.ijvetr.20251101.11
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Abstract: This article underscores the importance of creating a more inclusive education that adheres to principles of inter-cultural diversity, equity and social justice in Moroccan public schools. Given that Morocco has been a transit and a destination hub for (im) migrants for quite a long time, Moroccan classes are becoming cross-culturally, linguistically, and racially diverse. In this regard, this article seeks to investigate the realization of inter-cultural diversity, inclusivity and equity in Moroccan teacher education in terms of teaching contents, materials, practices and pedagogies. It also probes the African Sub-Saharan students’ perceptions as to the extent to which their learning needs and expectations are met in the classroom as well as other factors that either facilitate or hinder their learning process. In so doing, the study adopts a qualitative research method of data collection and analysis. 10 Moroccan teachers were randomly selected from different cities in the oriental region for an interview, followed by a total number of 15 African Sub-Saharan students. The interview text data indicate that inter-cultural education, inclusivity and equity are not fully exhibited in Moroccan teacher education due to a number of factors—among of which are textbooks, teaching pedagogies and discriminatory behaviors.
Abstract: This article underscores the importance of creating a more inclusive education that adheres to principles of inter-cultural diversity, equity and social justice in Moroccan public schools. Given that Morocco has been a transit and a destination hub for (im) migrants for quite a long time, Moroccan classes are becoming cross-culturally, linguistical...
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Research Article
Correlational Analysis Between Students’ Performance in Theory and Practical Summative Examinations
Issue:
Volume 11, Issue 1, June 2025
Pages:
7-20
Received:
22 November 2024
Accepted:
12 December 2024
Published:
17 January 2025
DOI:
10.11648/j.ijvetr.20251101.12
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Abstract: The study investigated the relationship between Candidates’ performance in theory and practical papers. Specifically, it determined the performance differences across gender and examined factors that influence the performance of candidates in theory and practical papers. The study employed both qualitative and quantitative approaches. The study used the: Karl Pearson’s correlation coefficient, to investigate the relationship between candidates’ performance in theory and practical papers; and Student’s t-test technique, to determine performance difference across gender. Different perceptions on the performance of candidates in practical and theory assessments from the students, instructors, assessors, principals and curriculum specialists using questionnaires and key informant interviews were obtained. Findings revealed a weak correlation between the performance of candidates in theory and practical papers. Descriptive statistics of candidates’ scores between 2017 and 2019 for NCES, showed that 76% of first year candidates scored below 50% in the theory papers compared to 43% in practical papers. For the Second-year candidates, 72% of the candidates scored below 50% compared to 0.7% in the practical papers. While for NCBC, NCAM and NCET, candidates performed better in practical papers than in theory. There was similar performance observed for all Programmes in year one and two. Additionally, the findings on theory and practical performance across gender established a significant difference in performance across gender. Factors that influenced students’ performance centered on availability of well-stocked libraries, workshops and equipped laboratory, adequate training and practical materials. The study recommended instructors’ retooling, stocking of libraries, and use of open spaces for practical training, practice and assessment.
Abstract: The study investigated the relationship between Candidates’ performance in theory and practical papers. Specifically, it determined the performance differences across gender and examined factors that influence the performance of candidates in theory and practical papers. The study employed both qualitative and quantitative approaches. The study use...
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Case Report
The Mentorship Program Between the Teacher and Students: Impediments to the Full Academic Achievement of Queen College Students in the Human Resource Management Course
Derese Simegnew Alehegn*,
Gashaw Lejalim Asnake
Issue:
Volume 11, Issue 1, June 2025
Pages:
21-24
Received:
3 December 2024
Accepted:
17 December 2024
Published:
17 January 2025
DOI:
10.11648/j.ijvetr.20251101.13
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Abstract: The mentorship program between teachers and students is pivotal in fostering academic achievement and personal development. This study examines the mentorship dynamics at Queen College, specifically focusing on students enrolled in the Human Resource Management (HRM) course. Despite the program's intent to enhance student engagement and learning outcomes, several impediments hinder its effectiveness and, consequently, the students’ full academic potential. Using a mixed-methods approach, this research identifies and analyzes the barriers to successful mentorship. Quantitative data were gathered through structured surveys administered to HRM students, while qualitative insights were derived from in-depth interviews with mentors and mentees. Key findings indicate that issues such as insufficient time allocation for mentorship, lack of training and resources for mentors, and mismatched mentor-mentee pairings significantly affect the program’s success. Furthermore, cultural and communication gaps, as well as an absence of clear guidelines and institutional support, exacerbate these challenges. The study highlights the critical need for a structured and well-resourced mentorship framework to address these barriers. Recommendations include providing professional development opportunities for mentors, fostering a supportive institutional culture, and implementing strategic pairing mechanisms based on compatibility and academic goals. Additionally, regular evaluation of the mentorship program can ensure its alignment with students' evolving needs and aspirations. This research contributes to the discourse on academic mentorship by shedding light on the systemic issues that impede its effectiveness. By addressing these challenges, Queen College can optimize the mentorship experience, ultimately enhancing student performance and the overall quality of the HRM program. The findings are not only relevant to Queen College but also serve as a valuable reference for other educational institutions seeking to strengthen their mentorship initiatives.
Abstract: The mentorship program between teachers and students is pivotal in fostering academic achievement and personal development. This study examines the mentorship dynamics at Queen College, specifically focusing on students enrolled in the Human Resource Management (HRM) course. Despite the program's intent to enhance student engagement and learning ou...
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Review Article
Use of Information and Communication Technology (ICT) in Teaching and Learning at the Technical and Vocational Education and Training Institutions in Kenya
Elijah Omutange*
Issue:
Volume 11, Issue 1, June 2025
Pages:
25-30
Received:
2 February 2025
Accepted:
17 February 2025
Published:
7 March 2025
DOI:
10.11648/j.ijvetr.20251101.14
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Abstract: Learners at the Technical and Vocational Education and Training (TVET) need quality education which can be provided via a competent curriculum. In the contemporary world, such a competent curriculum must integrate Information, Communication and Technologies (ICT). However, there is less research outputs in this realm. This review has highlighted the role of ICT in Kenya’s TVET curriculum. Information was obtained from refereed journal publications, government reports, research, technical reports, and online databases. A total of 22 articles themed “ICT, policy, TVET” were analyzed thematically based on situational analysis on access to ICT in TVET, ICT integration in curriculum of TVET, accessibility to ICT in TVET teaching and learning; ICT integration in curriculum assessment; capacity of trainers on utilization of ICT in TVET; capacity building for the Councils and Boards of Governors (BOGs) in ICT; ICT in research and innovation within TVET. The review established that low access to ICT facilities limited the integration of ICT in the Kenyan TVET curriculum. The study also established low capacity and competence of the trainers within the TVET which hampered their ability to reinforce ICT use in curriculum delivery and evaluation. TVET management councils and BOGs had a scanty capacity on ICT and therefore found it hard to reinforce the use of ICT in the prudent management and administration of curriculum. The study recommends that tutors and trainers who were trained without ICT content should organize and undertake such courses in higher learning institutions to develop the requisite ICT competencies. The management of the institutions should also undertake necessary training in ICT competencies to enhance their ability to implement the policy of ICT integration in curriculum within the institutions.
Abstract: Learners at the Technical and Vocational Education and Training (TVET) need quality education which can be provided via a competent curriculum. In the contemporary world, such a competent curriculum must integrate Information, Communication and Technologies (ICT). However, there is less research outputs in this realm. This review has highlighted th...
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