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"Teaching"

Engagement in post-compulsory education is a means by which resettled refugees can gain social and economic mobility. Given the importance of education in shaping the futures of both individuals and societies, understanding the challenges facing students from refugee backgrounds and those involved in their education constitutes an important area of research. While such issues have received attention in primary and secondary school contexts, very little research has addressed these issues in higher education. This chapter examines the educational experiences and challenges associated with the transition to university for African youth from refugee backgrounds. It presents the perspectives of educators, social service providers, African students and African community leaders who participated in a qualitative investigation of the education and career pathways of African youth from refugee backgrounds. The chapter invites academics to reflect upon their experiences and challenges in teaching these students and to consider their own professional development needs with a view to better supporting these students. Recommendations are offered in an effort to identify key areas of support for academics and students in higher education. © Springer International Publishing AG, part of Springer Nature 2018. All Rights Reserved.

teaching factory (TEFA) is an Indonesian government program that integrates work experience into the school curriculum. All equipment, materials and educational actors are designed to carry out the production process to produce products (goods or services). teaching factory (TEFA) is a combination of production-based learning and competency learning. In production-based learning, students are directly involved in the production process, so that the needs of production build their competence. Production capacity and product type become the main key of successful implementation of learning.In a teaching factory, the school carries out production activities or services that are part of the teaching and Learning Process. Thus, the school is required to have a factory, workshop or other business unit for TEFA learning activities. The legal bases for the implementation of teaching Factory are: Law Number 20 Year 2003 (Sisdiknas), Elucidation of Article 15 (Vocational Education prepares learners primarily to work in certain fields); Government Regulation Number 19 Year 2005 (SPN), Article 26 (Vocational Secondary Education Unit aims to improve intelligence, knowledge, personality, noble religius, and skills to live independently and follow further education in accordance with the vocational); and Education Priorities 2010-2014 (INPRES No. 1 of 2010: Improved access to quality education, affordable, relevant, and efficient toward uplifting people's welfare, independence, noble character, and strong character of the nation). The education sector is developed to achieve economic growth that is supported through the harmonisation of the availability of educated personnel and the ability to create employment or entrepreneurship, to answer the challenges of labour needs. From the Presidential Decree 2014 on function and organization, Kemdikbud SMK built a teaching Factory and technopark SMK environment with the latest technology.The purpose of preparing graduates of vocational schools to become workers and entrepreneurs is to: help students choose the work field in accordance with their competence; grow the creativity of students through learning by doing; provide skills needed in the work world; and extend the scope of recruitment opportunities for SMK graduates. We must determine the right way to achieve these goals. The right way to do this is to improve the quality of education. The quality or quality of education cannot be separated from the teaching and learning process conducted in the classroom by the teachers. A good learning process will be reflected through a good and appropriate learning model. How can a teacher choose a good and appropriate learning model that is in line with the goals of TEFA?The current curriculum used by schools is the 2013 curriculum that employs either an inquiry based-learning model, discovery learning model, project-based learning, or problem-based learning. The four models of learning above are not done completely by the teachers in the classroom. It is necessary to determine the appropriate learning model for teachers to be able to implement it well in the field, because it is the teachers who will be spearheading TEFA program implementation. One of the major teaching obstacles to implementing TEFA in education is the lack of teachers who can apply appropriate learning models. According to Aggarwal (1998), universally issued ICT e can facilitate the teaching learning process but it cannot replace the traditional system of teaching-learning. The teaching-learning activities, which are varied and complex, must be harmonized. So, it is very important that an up to date professional teacher integrates the various elements of the teaching-learning situation, and more importantly should be brought into an intelligible whole. © © 2018 International Business Information Management Association (IBIMA).