Analysis of the Results of the Implementation of the Design and Drawing Teacher Program in Secondary Schools

DOI

10.2991/978-2-494069-41-1_11How to use a DOI?

Keywords

Quality of education; Training plan; Teacher quality; Learning outcomes

Abstract

The countries of the world are focusing their education policies on the direction of shaping knowledgeable, creative, responsible, and lifelong learning skilled citizens who will participate in solving the common problems of humanity in the new century. Mongolia follows the same demands and aims to introduce advanced methods and technologies by enriching all levels of educational programs with modern content. Since 2012, Mongolia has gradually updated the curriculum of general education to bring it in line with current international standards. In this, the course of Engineering Drawing had changed to Design Technology in grades 6–9 and Design/Drawing and Technology in high school, and some foundations of modern design had been included in the content. To prepare teachers to implement this program, a teacher training program was started in 2015 with two areas: Design and Technology and Design and Drawing teacher. There is a need to compare and evaluate the results of these reformed programs.

This study analyzes the implementation of the Design and Drawing Teacher Program reforms. The teacher training program is closely related to the on-the-job teaching curriculum. Therefore, it was intended to conduct research based on three interrelated concepts of implementation. It includes:

• Knowledge, skills, and attitudes of graduates of the Design and Drawing Teacher Training Program

• Knowledge and skills of the content and the outcomes of the program implemented by the teacher,

• Indicator of the results achieved by the students in the program.

By comparing them, it is considered possible to clarify the shortcomings and achievements of the program reform results and determine what needs to be paid attention to in the future.

The research used the documents of the design and drawing teacher program, and two indicators were quantified: Program learning outcomes (PLO) and Course Learning Outcome (CLO).

It was intended to analyze the results of the implementation of the reform of the content of the elementary school program in 2021 by a total of 8095 students of the 7th–12th grade, and in the evaluation of 24329 students in 2022, who took 13 questions based on the content of the Design and Drawing, and Technology course.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Gotsbayar Radnaabazar
AU  - Otgontuya Siyaтov
AU  - Munkhbayar Chuluunbat
PY  - 2022
DA  - 2022/12/24
TI  - Analysis of the Results of the Implementation of the Design and Drawing Teacher Program in Secondary Schools
BT  - Proceedings of the Quality Assurance in Higher Education International Conference (QAHE 2022)
PB  - Atlantis Press
SP  - 87
EP  - 96
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-2-494069-41-1_11
DO  - 10.2991/978-2-494069-41-1_11
ID  - Radnaabazar2022
ER  -