Journal of
Systemics, Cybernetics and Informatics
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ISSN: 1690-4524 (Online)


Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.

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Published by
The International Institute of Informatics and Cybernetics


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(A Community of about 40.000.000 Academics)


Honorary Editorial Advisory Board's Chair
William Lesso (1931-2015)

Editor-in-Chief
Nagib C. Callaos


Sponsored by
The International Institute of
Informatics and Systemics

www.iiis.org
 

Editorial Advisory Board

Quality Assurance

Editors

Journal's Reviewers
Call for Special Articles
 

Description and Aims

Submission of Articles

Areas and Subareas

Information to Contributors

Editorial Peer Review Methodology

Integrating Reviewing Processes


Transdisciplinary Communication as a Meta-Framework of Digital Education
Rusudan Makhachashvili, Ivan Semenist
(pages: 1-6)

Multidisciplinary Learning Using Online Networking in Biomedical Engineering
Shigehiro Hashimoto
(pages: 7-12)

Augmented Intelligence for Advancing Healthcare
Mohammad Ilyas
(pages: 13-19)

A Transdisciplinary Approach to Refereeal
Russell Jay Hendel
(pages: 20-25)

The Impact of Convictions on Interlocking Systems
Teresa Henkle Langness
(pages: 26-33)

Collaborative Convergence: Finding the Language for Trans-Disciplinary Communication to Occur
Cristo Leon, James Lipuma
(pages: 34-37)

Bridging the Gap Between the World of Education and the World of Business via Standards to Develop Competences of the Future at Universities
Paweł Poszytek
(pages: 38-42)

Multidisciplinary Learning for Multifaceted Thinking in Globalized Society
Shigehiro Hashimoto
(pages: 43-48)

From Spirituality to Technontology in Education
Florent Pasquier
(pages: 49-52)

Differentiated Learning and Digital Game Based Learning: The KIDEDU Project
Eleni Tsami
(pages: 53-57)

Emerging Role of Artificial Intelligence
Mohammad Ilyas
(pages: 58-65)

Practicing Transdisciplinarity and Trans-Domain Approaches in Education: Theory of and Communication in Values and Knowledge Education (VaKE)
Jean-Luc Patry
(pages: 66-71)

Reflexive Practice for Inter and Trans Disciplinary Research in the Third Millennium
Maria Grazia Albanesi
(pages: 72-76)


 

Abstracts

 


ABSTRACT


Technical and Vocational Education and Training - Curricula Reform Demand in Bangladesh

Faruque A. Haolader, Reinhold Nickolaus


This case study investigates the Diploma-in-Engineering (Electronics Technology) curriculum in Bangladesh. It includes student assessment approach and learning/ teaching outcomes, and compares them with Germany’s initial vocational training in the Dual System. The required data was collected through a selfdesigned test and a questionnaire. The test measured mainly students’ technical competencies, particularly in the case of practical relevant tasks. Both quantitative and qualitative methodologies were used to analyze the data. A comparison between the polytechnic students and vocational school trainees in Germany at different cognitive levels was made. The findings show that the polytechnic students in Bangladesh perform poorly. It was found that the differences in the categories of Apply and Understand were bigger than the difference in the category of Remember. Furthermore, this study investigated and found that the student assessment approaches in Bangladesh and Germany differ greatly regarding their theoretical requirements and practical relevance. The Diploma curriculum mainly focuses on theoretical matters. Germany’s learning field based curriculum in vocational schools focuses on practice oriented learning and teaching, and fosters the trainees’ knowledge transfer capability. The current TVET reform in Bangladesh that introduces CBT&A, among others, may address these issues and help Bangladeshi TVET graduates to compete in an international labour market.

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