The limited knowledge base of post-basic school students has required vocational teachers to explain more when teaching them.
At the same time, teachers have perceived that the post-basic school students are rather problematic; they are generally immature and poorly motivated.
(VET teacher of clothes processing) At the same time, teachers have perceived that the post-basic school students are rather problematic; they are generally immature and poorly motivated.
In addition, two wood processing teachers emphasised that the weaker independent learning abilities of post-basic school students have required the use of traditional methods in the learning process.
(VET teacher of wood processing) Oral and written self-expression and communication skills in post-basic school students have deteriorated and they are afraid of direct interaction with teachers and prefer using passive channels for communication (Facebook, e-mail, messaging).
/…/you just wouldn't leave them alone in the lesson, well, see, now we're going to do this, now you'll speak/…/now we'll all speak together, that is, now I've noticed that this has to be done more often./…/ (VET of agriculture) The limited knowledge base of post-basic school students has required vocational teachers to explain more when teaching them.
That means that you have to be prepared to give her the next task, and if the older one then stays behind, then you'd give her the task and explain her once again and this way/…/ (VET teacher of clothes processing) The poor reading skills and understanding of the text among post-basic school students has resulted in some VET teachers conducting special sessions to improve student reading skills.
This program consists of transferring science to basic and high school levels in the form of talks, visits of students to Universities, and the collaborative action of scientists and teachers in the design and implementation of research activities for basic and high school students.
The teachers explained that the levels of basic knowledge and elementary working and learning skills among post-basic school vocational students have weakened considerably.
Mine Action UNICEFF will establish eight mine-risk education (MRE) working groups; support the MRE basic school course (targeting 180,000 students); train 250 teachers from secondary schools; and provide psychosocial support and vocational training to over 200 mine/unexploded ordnance survivors and other children with disabilities.
"By failing to provide the opportunity for a sound, basic education to New York City public school students" and by the system's "unjustified disparate impact on minority students," Justice DeGrasse said, New York violated state and federal laws.
