Identifying policy goals

Courses QA4ODFL1
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The following are the problems that the Examination malpractice policy addressed:

Examination malpractice does not encourage students to work hard; this is very true, as candidates/students who would ordinarily be working hard to pass an examination will now depend on fraudulent arrangements. The candidates therefore turn out to be irresponsible lazy adults.

Examination malpractice can lead to mass failure and cancellation of the entire center results. In some cases, the entire centre might be suspended when it was gathered that mass cheating and examination misconduct was recorded in that particular center. This also results in the drop of the integrity of the country at largeā€¦

Malpractice can result in a waste of time, effort, and resources. This is the immediate effect of canceled results due to examination malpractice. The time spent preparing and sitting for the examination, and the efforts and resources are wasted. Another time and money have to be reinvested to resit for the cancelled examination.

The consequences of examination malpractice for education and society will be catastrophic in the long run. Since such arrangements rarely fail. Then the fraud or malpractice may eventually be seen as a way of academic exercise.

Also, the candidates produced this way will grow into adults, teachers, or examination officials who will not see anything wrong with such sophisticated and high-class examination fraud. Thus, exam malpractice is a gateway to raising a fraud-minded generation.

Examination malpractice may lure some students into other areas of misconduct, such as prostitution and/or stealing; female students who lack money to fund external assistance or pay for scores may take prostitution, while males may as well take stealing or armed robbery in a bid to make money to pay for scores.

Moreover, exam malpractice renders our certificates worthless in terms of institutional, national and international standards, while hard work is sacrificed on the altar of mediocrity.

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well articulated. Thank you for sharing.

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  1. a) the need to offer higher qualifications above diploma in TEVET
    b) the need for institutions that would offer these higher qualifications
    c) strengthen and enhance the regulation to TEVET
  2. the policy has led to the review of the TEVET Act, which has included the creation of polytechnics and included areas of regulation that needed strengthening.
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You have pointed out a very key aspect of policy implementation which is funding. most times policies are developed and shelved due to the lack of budgetary allocations for the implementation plan.

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  • The 2020 TEVET Policy was intended to address the following problems;
  1. Quality assurance of both public and private TVET Institutions;
  2. Conduct and administration of TVET Examinations and Assessment;
  3. Promotion of entrepreneurship training and development;
  4. Low access to TVET
  5. Equity and Inclusiveness
  6. Financing Mechanism for TVET
  • Policy has succeeded to some extent, but more needs to be done. For example, adequate funding to TVET continues to be a challenge. Furthermore, increasing access to TVET through promotion of other modes of training such as ODFL has continued to be a challenge.
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The problems that the 2020 National TEVET Policy was intended to address as well as the where we are in terms the Policy implementation have been well discussed.

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  1. The problems the policy identify in Activity 4 were to address are:
    (i) Exceeding of carry capacity or quota approved for an accredited programme; and
    (ii) Reverse the trend of denying JAMB applicants admission in favour of Pre-ND candidates.
  2. Yes, the policy has succeeded in meeting its intended goals. The reason is that most institutions have been complying to the policy at least 75% level and the policy makers are working towards 100% compliance level.
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You have carefully elaborated the policy.

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I think you mean TVET instead of TEVET.

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Thank you for sharing! Thatā€™s such an important policy focus. Ensuring fairness and non-discrimination in both staff and student interactions really contributes to a healthier school environment. I agree that promoting a respectful and inclusive atmosphere helps everyone feel safer and more motivatedā€”both in teaching and learning.

Iā€™m curiousā€”were there any specific strategies or training included in the policy to support staff in implementing it effectively?

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During the COVID-19 pandemic, the Swedish distance education policy was developed to address several urgent problems:

  1. Health and safety risks of in-person learning during a global health crisis.

  2. Lack of preparedness for remote teaching in schoolsā€”both in terms of digital tools and pedagogical methods.

  3. Inequality in access to education, as not all students had the same access to internet or devices at home.

  4. Legal limitations in the existing school laws that didnā€™t fully support distance learning.

  5. Need for continuity in education, ensuring students could continue learning despite school closures.

As a teacher, I saw how the policy aimed to quickly create structure, support, and clarity in a very uncertain time. It wasnā€™t perfect, but it addressed the core issues we were all facing in real-time.