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Thematische Bibliographien / Vocational (vocational and technical) education / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Vocational (vocational and technical) education“

Autor: Grafiati

Veröffentlicht am 28. Mai 2022

Zuletzt aktualisiert am 29. Juli 2025

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1

Kagara, Abdul Bello, Abdulwasiu Alim, Lauwali Mansur, and Adeniyi Joseph Adetunji. "In the inception, Technical Vocational Education and Training (TVET)was more of informal and non-formal education." International Journal of Innovative Science and Research Technology 7, no. 12 (2023): 1172–76. https://doi.org/10.5281/zenodo.7509328.

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In the inception, Technical Vocational Education and Training (TVET)was more of informal and non-formal education. Later, it was planned based on bureaucracies which is a system based on logic, order and the legitimate use of formal authority. Hierarchy of offices and authority exist in vocational and technical schools, colleges and vocational and technical educations and the practice is more pronounced in the ministries as compared to the educational settings. A close look at Nigeria’s vocational and technical institutions today reveals basically a bureaucratic organization. There is hi

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Stadler, Adriano, and Anne M. J. Smith. "Entrepreneurship in vocational education." Industry and Higher Education 31, no. 2 (2017): 81–89. http://dx.doi.org/10.1177/0950422217693963.

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Vocational entrepreneurship education is associated with specific techniques and teaching methods, including face-to-face student contact and knowledge alignment with labour market needs. The authors argue that entrepreneurship education provides particular benefits in different educational conditions and modes because it allows students to develop entrepreneurial behaviour for different vocations. This article presents the results of a study involving students enrolled on technical courses at a public institution in Brazil. The study investigates how vocational teaching and learning condition

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Fayzullayev, Xamid Saidovich. "VOCATIONAL EDUCATION." Multidisciplinary Journal of Science and Technology 5, no. 2 (2025): 840–42. https://doi.org/10.5281/zenodo.14955187.

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Vocational education is an essential component of modern education systems, providing individuals with the necessary skills and competencies to meet the evolving demands of various industries. Unlike traditional academic education, which focuses on theoretical knowledge, vocational education emphasizes practical training and technical expertise, enabling graduates to transition directly into the workforce. The increasing complexity of global economies necessitates a workforce that is not only knowledgeable but also proficient in specialized skills, making vocational education a crucial mechani

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Onyeagbako, S. o. &. Bema B. N. "Development of Emerging Technologies and Innovations through Technical and Vocational Education and Training (TVET) Programmes in Nigeria." Zamfara International Journal of Education 3, no. 6 (2024): 112–16. https://doi.org/10.5281/zenodo.10675758.

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This article is an opinion paper which deals with managing and development of emerging technologies and innovations through technical and vocational education and training (TVET) programmes in Nigeria”. It examined the concepts of technical and vocational education, innovation and management, objectives of technical/vocational education in Nigeria as entrenched in the National Policy of Education 2014. The paper looked at the historical perspective of technical and vocational education in Nigeria. The challenges of technical and vocational education include: Inadequate funding, parental

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Lyesnikova, Maryna. "DEVELOPMENT OF REGIONAL VOCATIONAL (VOCATIONAL AND TECHNICAL) EDUCATION SYSTEMS." Educational Analytics of Ukraine, no. 5 (2021): 79–90. http://dx.doi.org/10.32987/2617-8532-2021-5-79-90.

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The entry campaign for vocational education institutions in Ukraine traditionally starts in May-June and lasts until 1 September, but enrolment is not interrupted throughout the calendar year. During 2011-2020, there was a steady decline in the number of students and trainees admitted to vocational education institutions. The main reason for the considerable reluctance of young people and adults to acquire working professions is the false stereotype of its prestige. As a result of the admission campaign launched in 2021, for the first time in the last ten years, there has been an increase in t

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Lyesnikova, Maryna. "DEVELOPMENT OF REGIONAL VOCATIONAL (VOCATIONAL AND TECHNICAL) EDUCATION SYSTEMS." Educational Analytics of Ukraine, no. 5 (2021): 79–90. http://dx.doi.org/10.32987/2617-8532-2021-5-79-90.

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The entry campaign for vocational education institutions in Ukraine traditionally starts in May-June and lasts until 1 September, but enrolment is not interrupted throughout the calendar year. During 2011-2020, there was a steady decline in the number of students and trainees admitted to vocational education institutions. The main reason for the considerable reluctance of young people and adults to acquire working professions is the false stereotype of its prestige. As a result of the admission campaign launched in 2021, for the first time in the last ten years, there has been an increase in t

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Juniani, Anda Iviana, Fipka Wibisono, Bayu W. Kurniawan, et al. "CAD-BASED 3D PRINTING EDUCATION TO ENHANCE THE COMPETENCE OF VOCATIONAL STUDENTS OF SMK BABAT LAMONGAN." Sawala : Jurnal pengabdian Masyarakat Pembangunan Sosial, Desa dan Masyarakat 5, no. 1 (2024): 94–100. https://doi.org/10.24198/sawala.v5i1.51152.

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Printing in three dimensions is becoming increasingly vital for vocational students. Incorporating 3D printing into vocational training courses and educational programs provides students with numerous benefits and prepares them for technical professions in various industries. This article aims to develop 3D printing training that is CAD-based for SMK Babat Lamongan. Students can experience real-world models of complex mathematical equations, graphs, and arrangements through 3D printing. It enables students with difficulty visualizing these concepts to comprehend them more readily. By learning

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Kagara, A. B., Dauda Ibrahim, and Kareem, W. B. "Bridging the Missing Links in The Implementation of Technical Vocational Education and Training Curriculum in Nigeria." Open Journal of Science and Technology 3, no. 2 (2020): 110–17. http://dx.doi.org/10.31580/ojst.v3i2.1471.

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The implementation of Technical Vocational Education and Training (TVET) curriculum requires some level of government commitment because of it nature and important towards reducing unemployment. Technical vocational education is a skill acquisition intervention programmes that target about learning wisdom which would make people appropriate and productive in designated areas of economic and technological activities. In order to meet the demand of this 21st century implementation of technical vocational education curriculum in Nigeria must in totality be overhauled by ensuring that what is need

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Kagara, Abdul Bello, Dauda Ibrahim, and Kareem Wahab Bamidele. "BRIDGING THE MISSING LINKS IN THE IMPLEMENTATION OF TECHNICAL VOCATIONAL EDUCATION AND TRAINING CURRICULUM IN NIGERIA." Asia Proceedings of Social Sciences 6, no. 2 (2020): 159–63. http://dx.doi.org/10.31580/apss.v6i2.1302.

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The implementation of Technical Vocational Education and Training (TVET) curriculum requires some level of government commitment because of it nature and important towards reducing unemployment. Technical vocational education is a skill acquisition intervention programs that target about learning wisdom which would make people appropriate and productive in designated areas of economic and technological activities. In order to meet the demand of this 21st century implementation of technical vocational education curriculum in Nigeria must in totality be overhauled by ensuring that what is needed

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Kossova-Silina, Halyna, and Olena Potamoshnieva. "Problems of digital inclusion in vocational (vocation-technical) education institutions." IMAGE OF THE MODERN PEDAGOGUE 1, no. 5 (2024): 66–71. http://dx.doi.org/10.33272/2522-9729-2024-5(218)-66-71.

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11

A.E.B, Ubom, and Aregbesola B. G. . "Vocational and Technical Education in Nigeria: Issues, Challenges and the Way Forward." Journal of Education and Vocational Research 4, no. 8 (2013): 219–24. http://dx.doi.org/10.22610/jevr.v4i8.123.

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The paper seeks to look into the subject of vocational and technical education in Nigeria the issues involved, challenges encountered and how it can get better. The purpose is to unveil education as an instrument for transformation, productivity and motivator for the betterment of individual who has passed through it. In this paper vocational and technical education can be seen as that aspect of education use to gear the preparation of skilled manpower towards nationâ€™s development. Major constraints to vocational education such as nationâ€™s growth and vocational technical education, job sca

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Osadcha, Kateryna, Mykhailo Buksha, and Oleksandr Manzhula. "Digitization for Professional Training of Future Specialists in the Field of Vocational and Technical Education." Educological discourse 43, no. 1 (2023): 7–21. http://dx.doi.org/10.28925/2312-5829.2023.11.

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The article analyzes the problems of digitalization for professional training of future specialists in the field of vocational (vocational and technical) education, which arose in connection with the development and expansion of digital technologies and increased requirements for future specialists. On the basis of such scientific methods for research, analysis and systematization to scientific sources, modern results of digitalization of professional training of future specialists in the field of vocational (vocational and technical) education in Ukraine and abroad were studied. Prospective d

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Люлькова, Юлія. "PUBLIC-PRIVATE PARTNERSHIP MODELS IN THE PROFESSIONAL TRAINING OF SPECIALISTS FOR THE CONTEMPORARY LABOR MARKET NEEDS." Professional Pedagogics 1, no. 28 (2024): 159–66. http://dx.doi.org/10.32835/2707-3092.2024.28.159-166.

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The relevance of the article is determined by the need to substantiate the characteristics of the application of public-private partnership models in the vocational training of specialists in institutions of vocational (vocational-technical) education, taking into account the contemporary needs of the labor market, capable of working effectively in high-tech manufacturing environments. Objective: To identify and substantiate the characteristics of the application of public-private partnership models in the vocational training of specialists for the contemporary needs of the labor market. Metho

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Irogbo, P. U. "Technical and Vocational Education as a Tool for Poverty Alleviation in Ethiope East Local Government Area, Delta State, Nigeria." Contemporary Journal of Social Science and Humanities 3, no. 3 (2022): 16–23. https://doi.org/10.5281/zenodo.7212895.

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<strong>ABSTRACT</strong> <em>The study is survey research with focus on technical and vocational education as a tool for poverty alleviation in Ethiope East Local Government Area, Delta State, Nigeria. In pursuance of this objective four research questions were raised. Using random sampling technique 240 students in senior secondary school (SS 2) were selected for the study from six randomly selected secondary school in Ethiope East Local Government Area, Delta State, Nigeria. A structured questionnaire titled Technical and Vocational Education as a Tool for Poverty Alleviation in Questionnai

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Чернєцова, Наталія. "THE ROLE OF SOCIAL PARTNERSHIP IN THE DEVELOPMENT OF VOCATIONAL (VOCATIONAL-TECHNICAL) EDUCATION." Professional Pedagogics 2, no. 27 (2023): 138–45. http://dx.doi.org/10.32835/2707-3092.2023.27.138-145.

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Relevance: of this article is determined by the need to justify the role of social partnership in the development of vocational (vocational-technical) education through the establishment of collaborative interactions in modernizing the content, forms, methods, and technologies of vocational training for future skilled workers according to labor market demands. Objective: to characterize the directions of development of vocational (vocational-technical) education on the basis of social partnership. Methods: studying scientific sources, legislative and normative-legal documents, empirical data -

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Люлькова, Юлія. "THE IMPACT OF PUBLIC-PRIVATE PARTNERSHIP ON THE QUALITY OF VOCATIONAL (VOCATIONAL-TECHNICAL) EDUCATION." Professional Pedagogics 2, no. 27 (2023): 120–27. http://dx.doi.org/10.32835/2707-3092.2023.27.120-127.

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Relevance. This paper explores the key factors influencing the quality of vocational (vocational-technical) education through public-private partnerships. It delves into the involvement of partnership entities – the state, private business, and the community – in modernizing the content, forms, means, and structure of vocational training for future qualified professionals, in line with the needs of the contemporary labor market. Objective: To characterize the potential directions of public-private partnership impact on enhancing the quality of vocational (vocational-technical) education. Metho

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Zhao, Fengchen, Shuli Liang, Junpeng Ma, and Ou Qi. "Research on the innovation of teaching mode of vocational and technical education." SHS Web of Conferences 166 (2023): 01078. http://dx.doi.org/10.1051/shsconf/202316601078.

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Vocational and technical education group is the main training object of new high-quality talents in our school, and teaching is the basic link of Vocational and technical education. The current teaching mode of Vocational and technical education has the disadvantages of emphasizing theory and neglecting practice. Therefore, it is necessary to discuss the teaching mode of Vocational and technical education in our school. Based on the current situation of the teaching mode of Vocational and technical education in our school, this paper puts forward the teaching and assessment mode of “combining

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MARKOVA, V. M., and M. S. MEFANIK. "FUNCTIONS OF PROFESSIONAL TRAINING OF STUDENTS OF PROFESSIONAL AND TECHNICAL EDUCATION INSTITUTIONS." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (2021): 82–89. http://dx.doi.org/10.31494/2412-9208-2021-1-3-82-89.

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The article analyzes the functions of vocational training of students of vocational education institutions. The analysis showed that it is possible to distinguish the following functions: cognitive function, personality development function, socialization function, cultural-humanistic function and technological function. Given the above, the implementation of the functions defined by scientists is entrusted directly to specific institutions that are specially created in the system of vocational education as "educational institutions that meet the needs of citizens in quality vocational educati

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Sun, Huayun. "Vocational Core Competence in Higher Vocational Education." Journal of Theory and Practice of Humanities Science 1, no. 01 (2023): 37–42. http://dx.doi.org/10.53469/jtphs.2023.01(01).06.

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From the perspective of talent training objectives, material engineering technology major cultivates highly skilled talents with comprehensive production process knowledge and management knowledge of material engineering technology and strong practical ability, who are oriented to the first line needs of production, construction, management and service. Refractory industry at present, the whole foundation is relatively weak, refractory resource utilization level is low, the quality of the refractory grade is not high, excess production capacity, the ordinary products some high quality high tec

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Радкевич, Валентина. "MODERN MECHANISMS FOR THE DEVELOPMENT OF PUBLIC-PRIVATE PARTNERSHIPS IN VOCATIONAL (VOCATIONAL AND TECHNICAL) EDUCATION IN THE POST-WAR PERIOD." Professional Pedagogics 1, no. 28 (2024): 1–11. http://dx.doi.org/10.32835/2707-3092.2024.28.1-11.

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The relevance of this article is defined by the need to substantiate the modern mechanisms for the development of public-private partnerships in vocational (vocational and technical) education to attract private investment and innovative technologies into professional training of skilled workers for various sectors of the economy in the post-war period. It will be based on mutually beneficial economic and organisational relations between state authorities, local governments, the private sector and vocational education institutions. The aim is to identify and justify the modern mechanisms for t

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Yehorova, L. B. "COMPETENT APPROACH IN DRAWING LESSONS IN VOCATIONAL (VOCATION-TECHNICAL) EDUCATION INSTITUTIONS." Innovate Pedagogy 1, no. 54 (2022): 141–44. http://dx.doi.org/10.32782/2663-6085/2022/54.1.30.

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Hadrian, Balqis, Yuni Siti, Muhammad Effendi, and Kaniati Amalia. "Manajemen Pendidikan Teknologi Kejuruan dan Vokasi." TSAQOFAH 4, no. 1 (2023): 492–500. http://dx.doi.org/10.58578/tsaqofah.v4i1.2224.

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Teaching and Vocational Technology Education Management" refers to the field of education management that is specifically concerned with the development, management, and improvement of vocational education systems. Background related to this topic may include some of the following aspects: Improving the Quality of Workforce: Vocational and vocational technology education is one of the main means of improving the quality of workforce. Improved quality of vocational education can help to produce workforce that is ready to work and has skills that fit the needs of industry and the labour market.

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Al‐Ali, Salahaldeen. "Technical and Vocational Education in Kuwait." Vocational Aspect of Education 45, no. 1 (1993): 15–23. http://dx.doi.org/10.1080/0305787930450102.

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Hamilton, Edwin, and Kobina Asiedu. "Vocational-Technical Education in Tropical Africa." Journal of Negro Education 56, no. 3 (1987): 338. http://dx.doi.org/10.2307/2295228.

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Hordern, Jim. "Technical degrees and higher vocational education." Research in Post-Compulsory Education 22, no. 1 (2017): 87–106. http://dx.doi.org/10.1080/13596748.2016.1272080.

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Al-Ali, Salah. "Technical and Vocational Education in Kuwait." Industry and Higher Education 13, no. 3 (1999): 215–24. http://dx.doi.org/10.5367/000000099101294555.

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This paper is based on a study designed to evaluate industry's perception of the standard of graduates from Kuwait's Public Authority for Applied Education and Training (PAAE&T). The College of Technological Studies, the College of Business Studies, and the Electricity and Water Training Centre were selected as representative institutions of the PAAE&T. The oil sector, the Ministry of Electricity and Water, and local commercial and industrial banks were chosen as representative of the recipients of PAAE&T graduates. The study was based on extensive field work which encompassed a re

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Bellew, Rosemary, and Peter Moock. "Vocational and technical education in Peru." Economics of Education Review 9, no. 4 (1990): 365–75. http://dx.doi.org/10.1016/0272-7757(90)90018-z.

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Tilak, Jandhyala B. G. "Bangladesh: Vocational and technical education review." Economics of Education Review 11, no. 3 (1992): 272–73. http://dx.doi.org/10.1016/0272-7757(92)90060-g.

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Shujun, Dai. "Vocational Universities Can Develop into Institutions Combining Vocational and Technical Education." Chinese Education 24, no. 2 (1991): 21–34. http://dx.doi.org/10.2753/ced1061-1932240221.

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Zhang, Kexin. "Analyzing the Development of Vocational Education in China -- Using Dual VET System as an Exemplar." Lecture Notes in Education Psychology and Public Media 28, no. 1 (2023): 297–302. http://dx.doi.org/10.54254/2753-7048/28/20231366.

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The emphasis on technical and vocational education has become a pivotal focus in addressing the unemployment rate globally. China employs a similar strategy as evident in On The Decision of Developing Technical and Vocational Education in China issued by the State Council of the Peoples Republic of China in 2005. This paper examines Chinas development of technical and vocational education, especially in light of comparison to more advanced models. By analyzing Chinas vocational education against the Dual VET system, this paper summarized three main points that China could improve on, namely po

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Horoshkova, Lidiіa, Yevhen Khlobystov, and Vira Kharahirlo. "Financial Reserve of Vocational Education and Training (Vocational Technical Education and Training) Institutions." Економіка і регіон/ Economics and region, no. 1(76) (August 2, 2020): 64–73. https://doi.org/10.26906/eir.2020.1(76).1919.

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The effectiveness of education funding in Ukraine in general and vocational education and training in particular is analyzed in the study. It is proved that Ukraine has disparities between market needs in certain specialties and the number of graduates. The needs in blue collar workers have resulted in the decline in vocational schools number and their graduates. According to the analysis of the structure and sources of education and VET financing in Ukraine, it has been proved, that positive results of education decentralization and educational services financing can be assured by raising add

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Wu, Jun. "Vocational Education Metaverse: Research Status, Existing Problems, and Development Strategies." Journal of Education and Educational Research 7, no. 3 (2024): 292–97. http://dx.doi.org/10.54097/kjtaja48.

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The digital strategic action has promoted the high-quality development of vocational education. As an important measure for the digital transformation of vocational education, the application and development of educational metaverse are related to the deep transformation of vocational education and the overall development of smart education. This study first reviews the current research status of the educational metaverse in vocational education from the aspects of technological development, application status, and implementation effects. Secondly, it points out the current practical problems

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Onojah, Amos Ochayi, Omotayo Olabo Obielodan, Adenike Aderogba Onojah, Olawale Sunday Koledafe, and Faruq Adebayor Ishola. "Extent at Which Vocational Guidance Influence Career Decision of Vocational and Technical Students." Indonesian Journal Of Educational Research and Review 4, no. 3 (2021): 424. http://dx.doi.org/10.23887/ijerr.v4i3.41634.

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Personal guidance centers on problems of personality, physical and emotional development, interpersonal relations and similar matters. But vocational guidance given to students may or may not influence their career after graduation. This study thus examined extent at which vocational guidance influence career decision of vocational and technical students. This is a descriptive research design of the survey type. 220 technical students were sampled all technical education students in Ilorin metropolis. Frequency count and mean were used answer the research questions and Hypothesis was tested wi

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Hong, Jingjing. "Cultivation of Technical Expert: Quality Enhancement in the Context of Vocational Education Expansion in China." Journal of Education, Humanities and Social Sciences 45 (December 26, 2024): 105–10. https://doi.org/10.54097/ybcpx782.

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In the background of Confucianism and the college entrance examination system (CEE), China's academic education has received too much attention. However, in different industries, there is a lack of enough high-quality technical experts compared with academic talent. Vocational education has therefore gained widespread concern as the primary means of producing technical specialists. In tandem with the development of higher education, the Chinese government developed many related initiatives to increase vocational education. However, after analyzing the general situation of vocational education,

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Gong, Zili, and Yongbing Yang. "The Evolution of Vocational Education Titles in China: A Historical Investigation." Yixin Publisher 1, no. 2 (2023): 139–49. http://dx.doi.org/10.59825/jet.2023.1.2.139.

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Vocational education, as an exact academic term, originated from “Tianpin Putong Jiaoxiwen” written by Yao Wendong, the general manager of Shanxi Agriculture and Forestry School in 1904. However, the practice of vocational education as a type of education runs through the development of Chinese society, and its emergence and development have experienced a relatively long evolution process. In China, vocational education has experienced the development of traditional apprenticeship, industrial education, vocational education, technical education, and vocational and technical education. With the

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Chen, Yanqing. "Research on Vocational Regional to Development by Vocational Education." Journal of Education and Educational Research 11, no. 2 (2024): 105–8. http://dx.doi.org/10.54097/gt9z5w58.

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Zhejiang province of China has a large economic aggregate, optimized industrial structure, balanced regional development pattern, transformation and upgrading of industrial layout, along with excellent business environment and urban-rural integrated development. For decades, through the training of technical talents which directly meets the needs of regional economic development; deepens the cooperation between schools and enterprises, provides skilled personnel support for economic and social development, and promotes regional cooperation and foreign cooperation. Taking Zhejiang Province as a

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Nobukhosi, Mitchel Dube, and Xie Sisheng. "The Development of Technical and Vocational Education in Zimbabwe." Journal of Progressive Research in Social Sciences 8, no. 1 (2018): 614–23. https://doi.org/10.5281/zenodo.3971921.

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Most of the young people in Zimbabwe lack the skills and knowledge that they need to change their lives because of the economic situation in Zimbabwe. Through vocational training centres students are trained in different fields giving them skills to use whether they choose to start their own business or to seek employment. Developed in 1990, the rationalisation of vocational and technical education policy sets the framework for TVET in Zimbabwe. The manpower planning and development Act regulates the management, operation and maintenance of TVET institutions, universities, teachers colleges an

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Kong, Deyi, and Jianhui Yang. "Research on the Integration Mechanism of Non-legacy Culture Inheritance and Creative-entrepreneurship Education of Higher Vocational and Technical Schools." Occupation and Professional Education 1, no. 2 (2024): 57–63. http://dx.doi.org/10.62381/o242211.

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The state attaches great importance to the construction of traditional culture and the development of vocational education, emphasizing the need to build a socialist cultural power and improve the national cultural soft power. In terms of vocational education, it is proposed to improve vocational education and deepen the integration of production and education and school-enterprise collaboration. This paper integrates the non-legacy culture into the creative-entrepreneurship education of higher vocational and technical schools. The non-legacy culture is conducive to stimulate the creative-entr

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Wang, Meixin. "Innovative Teaching Strategies: A Breakthrough to Traditional Teaching IN Secondary Vocational Schools." International Journal of Education and Humanities 14, no. 3 (2024): 89–95. http://dx.doi.org/10.54097/mh8zk191.

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With the reform of China's education sector, secondary vocational schools have begun to notice the shortcomings of the traditional teaching model. Although the traditional teaching mode is very advantageous for teaching students' theoretical knowledge, the practical knowledge still stays at the book level, which is not in line with the cultivation goal of vocational and technical education. Therefore, the traditional vocational and technical education model does not meet the current social demand for students' employment. The research design used in this study was quantitative descriptive and

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Самусь, Тетяна, та Анатолій Кузьмінський. "СТРУКТУРНІ КОМПОНЕНТИ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ПЕДАГОГІВ ПРОФЕСІЙНОГО НАВЧАННЯ". B U L L E T I N OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY 1, № 57 (2025): 10–15. https://doi.org/10.31376/2410-0897-2025-1-57-10-15.

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Introduction. The strategic vision for modernizing vocational (vocational-technical) education is creating sufficient conditions for the development of vocational (vocational-technical) education students as comprehensively developed individuals and qualified workers. It aims to shape their value orientations and the competencies necessary for successful self-realization, fostering responsible citizens capable of making conscious social choices and directing their activities for the benefit of others and society. This contributes to realizing their potential and ensuring Ukraine's sustainable

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Чадюк, Ольга. "DEVELOPMENT OF DIGITAL COMPETENCE OF TEACHERS OF GENERAL EDUCATION DISCIPLINES." Інноваційна професійна освіта 1, no. 14 (2024): 382–84. http://dx.doi.org/10.32835/2786-619x.2024.1.14.380-382.

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The author highlights the experience of the Educational and Methodological Center of Vocational and Technical Education in Luhansk Oblast during the war, aimed at supporting displaced institutions of vocational (vocational and technical) education, developing the digital competence of teachers of general education disciplines.

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Hanziuk, Svitlana, and Olha Brezhnieva-Yermolenko. "PARAMETRIC ANALYSIS OF THE BUDGETARY AND ESTIMATED FINANCING OF THE VOCATIONAL AND TECHNICAL EDUCATION INSTITUTION CITY OF KAMIANSKY." ECONOMIC BULLETIN OF THE DNIPROVSK STATE TECHNICAL UNIVERSITY, no. 1(4) (September 28, 2022): 56–67. http://dx.doi.org/10.31319/2709-2879.2022iss1(4).264536pp56-67.

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In the article analyzes theoretical and practical aspects of financial support of educational institutions in Ukraine. It has been established that since 2014, the state has not been able to ensure the implementation of the amount of funding at the level of 7 percent, as stipulated in the Law of Ukraine "On Education", although in recent years, this indicator has been maintained at a stable level – 6 % of GDP. The state of financing education in Ukraine by components of the education system (preschool, full general secondary, professional (vocational-technical), higher, post-graduate) was cons

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Horbatiuk, Roman, Yaroslav Zamora, Nazar Bureha, and Mykola Tomchuk. "Heuristic tasks as a means of forming technical competence of future vocational education specialists." Health and Safety Pedagogy 10, no. 1 (2025): 9–17. https://doi.org/10.31649/2524-1079-2025-10-1-009-017.

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The current stage of technology development is characterized by the need for highly qualified specialists who are able to quickly adapt to rapid changes in production conditions. The problem of training vocational education specialists who are able to quickly respond to dynamic changes in the labor market determines the search for new means of developing their technical professionally-oriented competencies, which is reflected in regulatory documents: Professional standard "Vocational education teacher", Standard of higher education of the first (bachelor's) level of specialty 015 "Vocational e

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Gücüyener, İsmet, Abdil Kus, and Ridvan Arslan. "A Model for “Work Integrated Learning” in Mechatronic Education." Solid State Phenomena 147-149 (January 2009): 918–23. http://dx.doi.org/10.4028/www.scientific.net/ssp.147-149.918.

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Developing technology is leading to cause the new vocational brands. Mechatronic technician is one of the new vocational brands. To find a job for the mechatronic technicians have been taken the most valuable education that comprises knowledge and skill. It is obvious that school-based education is not enough for industry. University-industry collaboration is inevitable for the mechatronic technician. In this study a work-integrated learning (WIL) project between Uludag University Vocational School of Technical Sciences (UUVSTS) and FIAT&TOFAS Co. that is one of the leading automotive comp

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Gaylord-Ross, Robert, Joyce Forte, Keith Storey, Cory Gaylord-Ross, and Devi Jameson. "Community-Referenced Instruction in Technological Work Settings." Exceptional Children 54, no. 2 (1987): 112–20. http://dx.doi.org/10.1177/001440298705400203.

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Two studies investigated the extent to which students with serious vocational handicaps could learn work behaviors in technological settings. In Study 1, 12 students learned a number of chemical laboratory tasks. The median amount of training time per task was 2 hours and 37 minutes. In Study 2, pre- and posttraining videotape vignettes of 6 students performing a technical task were presented to a group of 27 respondents. On a social validity questionnaire, they judged the students to be significantly ( p < .001) more vocationally competent after training. The characteristics of an effectiv

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Igbongidi, Paul Binaebi, Ofongo Biobelemoye, and Awu Tonbara. "Assuring Quality in the Implementation of Vocational and Technical Education for Independence." Indiana Journal of Humanities and Social Sciences 3, no. 9 (2022): 51–56. https://doi.org/10.5281/zenodo.7123587.

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<strong>Abstract:</strong> <em>The emphasis in vocational and technical education is on developing skills. A concept known as quality assurance in vocational and technical education is concerned with good performance in areas related to these types of programs, including teaching, learning, infrastructure, student behavior, and the entire academic process. Quality vocational and technical education refers to the program's input and output, which are the manifestations of the standards by which certain objectives can be attained. As the performance indicators of Vocational and Technical Edu

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Valery, Dozmorov. "The History of Vocational and Technical Education in the Soviet Period According to Contemporary Dissertations." TECHNOLOGOS, no. 3 (2021): 78–88. http://dx.doi.org/10.15593/perm.kipf/2021.3.07.

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The topic of study was chosen and determined by the raised interest in the difficulties of the history of vocational and technical education. This subject attracts the focus of figures from various areas of scientific knowledge. The Russian system of vocational and technical education has been solving the problems of teaching highly qualified workers in all spheres of the national economy. The aim of our work is to reveal and analyze the prevalent trends in the development of science in realizing the difficulties in the history of vocational and technical education in the Soviet Union. Analysi

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Salem, Imad S. A., and Najihah A.W. "Explanation of Potentials and Missing Initiatives in Palestinian Vocational and Technical Education Contents, Structure and Training." Academic Journal of Research and Scientific Publishing 3, no. 31 (2021): 17–30. http://dx.doi.org/10.52132/ajrsp.e.2021.31.2.

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The study aims at explaining the missing initiatives in the contents, structure and training of vocational and technical education in Palestine. The impacts of vocational and technical education have not been largely perceived in Palestinian communities as it is yet to be placed on the hierarchy of productivity, growth and development. Apart from a growing number of scholarly responses about the inability of Palestinian vocational and technical education toward meeting market and global needs, it is however important to emphasize that this education is supposed to be a compulsory prerequisite

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Tamtomo, Kristian. "Learning the languages of technology: Multilingualism in Indonesian vocational secondary education." Culturalistics: Journal of Cultural, Literary, and Linguistic Studies 2, no. 1 (2018): 23–33. http://dx.doi.org/10.14710/culturalistics.v2i1.1963.

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In Indonesia, we can consider vocational secondary education as being in the front lines of global contact, in which youth as students directly face the demands of globalized industries and labor markets. Within vocational high schools, the use of multiple languages often plays an important yet unrecognized part of vocational training. This paper will discuss, based on ethnographic data collected in 2013 from two vocational schools in Semarang, the way in which students use multiple languages, mainly English, Indonesian, and Javanese, as part of their process of learning vocational skills. The

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Stephen, Magdeline M. "The Effects of Technical Science on Learner Performance and possible Technical Vocational Career Choices." International Journal of Instruction 17, no. 1 (2024): 769–86. http://dx.doi.org/10.29333/iji.2024.17140a.

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Technical vocational education and training (TVET) colleges offer technical vocational professions through a more vocational than academic curriculum. The addition of mathematics and physical science to the technical school curriculum led to a high failure rate and an increase in dropout rates because many students failed these two subjects. The department of basic education (DBE) established technical mathematics and technical science as alternatives to mathematics and physical science in these schools in an effort to address these issues. This study explored the effect of technical science o

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