A Study on the Evaluation of Outcomes and Improvement Strategies for the Teacher Capacity Building Program at Bolivia’s Vocational Training Centers
Year: 2024
Type: article
Abstract: This study aims to analyze the outcomes and identify improvement strategies for the teacher capacity-building program implemented at Bolivia's CEA-COREA Vocational Training Center from 2022 to 2023.The program, designed to align with industry demands, provided customized curricula and digital teaching methods for teachers in the Early Childhood Education and Beauty and Aesthetics departments.Additionally, an infant care room was operated to support teachers by allowing them to focus on their training.The study revealed that teachers expressed high satisfaction with integrated education, augmented reality (AR)-based teaching, and digital instructional methods, including nail art.However, they also requested further training in makeup, color measurement, sign language, and advanced digital skills, indicating a need for more specialized training.These findings suggest that the program provided a positive educational experience for teachers, contributing to their professional development and positively impacting student learning outcomes.Moreover, this study serves as foundational data for improving the quality of vocational training programs and could be referenced for similar program designs and implementations in other regions.This research highlights the potential role of industry-specific teacher training as a vital factor in enhancing educational experiences and quality in the vocational education as part of international development cooperation.Future efforts should apply these findings across various regions and vocational centers, expanding teacher capacitybuilding programs to support an educational environment conducive to students' professional growth.
Authors: Sangseog Lee, Sungha Lee
Institutions: Keimyung College University, Keimyung University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W4405884986