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Journal articles on the topic 'National Curriculum (Vocational) L2'

Author: Grafiati

Published: 24 June 2021

Last updated: 29 July 2025

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1

Medgyes, Péter. "The National L2 Curriculum in Hungary." Annual Review of Applied Linguistics 13 (March 1992): 24–36. http://dx.doi.org/10.1017/s0267190500002373.

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Hungary is a small landlocked country in Central Europe with a population of over ten million. The official language, and the mother tongue of the vast majority of the population, is Hungarian. Belonging to the Uralic language family, Hungarian is unrelated to any other European language except Finnish. In order to minimize the effects of their linguistic isolation, Hungarians have always attached great importance to the learning of foreign languages.

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Billett, Stephen. "Vocational Curriculum and Pedagogy: An Activity Theory Perspective." European Educational Research Journal 2, no. 1 (2003): 6–21. http://dx.doi.org/10.2304/eerj.2003.2.1.11.

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This article advances a scheme that proposes how curriculum goals and content might be conceptualised for vocational education. The scheme is founded in socio-historical activity theory. An account of the social sources of vocational knowledge (sociogeneses) comprising history, culture and situation is discussed to illuminate how both the canonical requirements of vocational practice and its manifestations in actual practice need to be accounted for in curriculum goals and content. Currently, curriculum frameworks for vocational programmes focus on the sociocultural level of practice (e.g. nat

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Ramdhan, Mala, Priyanto, and Iskandar Ranu. "ICT to Vocational Education National Curriculum Implementation in Indonesia: Requirements, Challenges, and Opportunities." International Journal of Management and Humanities (IJMH) 4, no. 6 (2020): 69–72. https://doi.org/10.35940/ijmh.F0608.024620.

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Implementations stage is becoming a crucial to develop a vocational education curriculum and consider of this stage a new curriculum is doing by public testing, socialized for a society and related parties, implemented teacher’s training, and delivery a book guide. This research is literature review research. The aims of this research are describing (1) implementation needed of vocational education in Indonesia; (2) Challenges of vocational education curriculum implementation in Indonesia; and (3) Opportunities that gained by using ICT of vocational education implementation in Indonesia.

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Rihatmi, Rihatmi, Margana Margana, Riris Handayani, Fani Nabila Titania, and Sharizan Sharizan. "English Learning Outcomes Based on Indonesian Enacted Current Curriculum in the Perspective of Vocational Students’ Need: A Critical Discourse Analysis." AL-ISHLAH: Jurnal Pendidikan 17, no. 1 (2025): 90–104. https://doi.org/10.35445/alishlah.v17i1.6056.

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English learning outcomes in vocational education must align with enacted curriculum policies and the specific needs of vocational students. In Indonesia, the Merdeka Curriculum (Freedom to Learn Curriculum) 2022 sets national educational standards, including English language policies. This study examines the alignment between these policies and the English for Specific Purposes (ESP) approach, which is essential for vocational students preparing for future professions. This qualitative study employs Critical Discourse Analysis (CDA) to analyze pedagogical discourse at the policy level. Conten

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Maryanti, Rina, and Asep Bayu Dani Nandiyanto. "Curriculum Development in Science Education in Vocational School." ASEAN Journal of Science and Engineering Education 1, no. 3 (2021): 151–56. http://dx.doi.org/10.17509/ajsee.v1i3.38429.

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The purpose of this study was to determine the science education curriculum in vocational high schools. We used the literature review method to obtain data. We analyzed the national curriculum in Indonesia regarding science education in vocational schools. The results showed that almost all vocational programs in vocational schools contain material about science education. The science education curriculum was contained in class X material in the content of vocational specialization (C1, C2, and C3), especially integrated science subjects. That is because science material was the basis for stud

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Aliyu, S.M. "Revitalizing Nigeria's Educational System: Innovative Policies for National Development." Zamfara International Journal of Education 4, no. 4 (2025): 291–95. https://doi.org/10.5281/zenodo.14611060.

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Nigeria's educational system faces numerous challenges, hindering national development. This article proposes innovative policies to revamp the system, focusing on access, equity, curriculum reform, teacher development, infrastructure, assessment, vocational education, digital learning, community engagement, and funding. Implementing these policies can improve learning outcomes, drive economic growth, and foster global competitiveness. This article provides a comprehensive review of Nigeria's educational challenges and presents evidence-based solutions for policymakers, educators, and stakehol

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Kim, Seo-Heui. "A Study on the Systematic Changes in Vocational High School Beauty Departments Reflected in the National Curriculum." Journal of the Korean Society of Cosmetology 30, no. 5 (2024): 1097–105. http://dx.doi.org/10.52660/jksc.2024.30.5.1097.

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This study was conducted to analyze and examine the general guidelines of the national curriculum presented at the national level and to propose development strategies for enhanced beauty education. For the study, the curriculum documents were collected and analyzed according to the revision periods, from the 1st period to the 2022 revised curriculum, through the National Law Information Center and the National Curriculum Information Center website The analysis revealed that vocational high schools, which are secondary vocational education institutions, underwent a name change from “industrial

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Humaisi, M. Syafiq, Muhammad Thoyib, and Nur Alim. "Pesantren-Based Vocational Curriculum Management in Improving The Quality of Madrasa Education in Indonesia." Cendekia: Jurnal Kependidikan dan Kemasyarakatan 20, no. 2 (2022): 288–300. http://dx.doi.org/10.21154/cendekia.v20i2.5002.

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This article aims to explain the urgency of pesantren-based vocational curriculum management in improving the quality of madrasa education in the current era of global competition. This research used a qualitative approach and the interactive analysis model of Miles, Huberman, and Saldana to analyze the data. The results of this study confirm some aspects. First, the vocational curriculum planning at MA Nurul Jadid is based on the vision, mission, goals, and educational concepts that rely on a curriculum trilogy, including the madrasa curriculum, skills curriculum, and pesantren curriculum bas

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Molla, Md Feroj Alom. "Strengthening Bangladesh’s Workforce: An Analysis of qualification framework-NTVQF Implementation Challenges, Gaps and Opportunities." Journal of Diversity Studies 4, no. 1 (2025): 62–67. https://doi.org/10.51470/jod.2025.4.1.62.

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The qualification framework of National Technical and Vocational Qualifications (NTVQF) has been implemented in Bangladesh to enhance the quality and standardization of technical and vocational education and training (TVET), its implementation has faced challenges and also presented opportunities for improvement. NTVQF includes the requirement for capacity building, resource constraints, stakeholder coordination, awareness among industry-academy partners [training service provider (TSP)] and curriculum. Gaps and opportunities for progress include the potential for competency-based training and

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Weng, Zongxiang. "Research on "Curriculum-Certificate Integration" Teaching Case of CNC Machining Technology and Programming Based on 1+X Certificate System." Journal of Higher Education Research 4, no. 4 (2023): 124. http://dx.doi.org/10.32629/jher.v4i4.1420.

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The 1+X skill level certificate system is a brand-new system design to implement "the Implementation Plan of the National Vocational Education Reform" and actively promote the academic certificate plus several vocational skill level certificate systems. This paper studies "curriculum-certificate integration" teaching case of CNC machining technology and programming of CNC Technology Specialty in higher vocational colleges based on 1+X certificate system. It can effectively promote the implementation of "curriculum-certificate integration" in the course teaching process, and it can also provide

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Liu, Shuhua, Lisa Xie, and Haijing Fang. "Research on the Integrated Curriculum System of "3+2" Collaborative Education for Higher Vocational Undergraduate Education: A Case Study of Accounting Major in Guangdong Province." Journal of Higher Vocational Education 1, no. 1 (2024): 75–82. http://dx.doi.org/10.62517/jhve.202416112.

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As one of the models for promoting the construction of the national vocational education system and exploring the long-term education system to cultivate high-end technical and skilled talents, the "3+2" collaborative education between vocational and undergraduate education has achieved some achievements and experience since its implementation. This article takes the "3+2" collaborative education project for higher vocational undergraduate accounting majors in Guangdong Province as the research object. It explores the problems in constructing the "3+2" integrated curriculum system for higher v

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Syairofi, Ahmad, and Suwarno Suwarno. "A Research-Informed Approach to Curriculum Development: Designing a Vocational English Course for a Specific Topic in Graphic Design." SALEE: Study of Applied Linguistics and English Education 6, no. 1 (2025): 317–37. https://doi.org/10.35961/salee.v6i1.1732.

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Since the inception of vocational secondary schools in Indonesia, the English curriculum for such schools has been considered general English rather than vocational English, which serves as the medium of English learning for the students’ future work. This issue becomes a challenge for English teachers to design their courses to align with what has been mandated in the national curriculum and, simultaneously, the students’ needs according to their major of study. To address this issue, this paper examines vocational English curriculum designs from the literature. It uses their insights to deve

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Andersen, Mari J. Wikhaug. "Vocational teachers as policy actors." Apples - Journal of Applied Language Studies 18, no. 1 (2024): 135–57. http://dx.doi.org/10.47862/apples.136338.

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Linguistic diversity has become a focus in the Norwegian National Curriculum (LK20), which establishes students experiencing “multilingualism as a resource” as a policy intention. This study explores if and how this policy intention corresponds with teachers’ experiences and practices in mainstream vocational education and training (VET). Using the concept of policy enactment developed by Ball et al. (2012) as a theoretical and analytical framework, I analyze the curricular aims set by the LK20 Core Curriculum and a subject-specific VET curriculum, comparing them to the teaching practices refl

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Al-Alawneh, Muhammad Khaled, and Abeer Mohammed Refai. "Curriculum integration: The case of social sciences and pre-vocational education textbooks." Multidisciplinary Reviews 7, no. 6 (2024): 2024106. http://dx.doi.org/10.31893/multirev.2024106.

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Curriculum materials are integrated horizontally, connecting various curricula by demonstrating concepts, principles, and laws to contribute to a comprehensive understanding and sustainability of the learned material. This approach is valid in the case of the National and Civic Education (NCE) curriculum, which can assist in overcoming the vital issues of vocational orientation in Jordan. This study aimed to explore whether the NCE curriculum contextualizes vocational education concepts facilitating students’ right selection of career paths and orientations. The researchers analyzed three NCE

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Madileng, Mary Mmatsatsi. "An examination of the English curriculum in Technical and Vocational Education and Training colleges." Journal of Vocational, Adult and Continuing Education and Training 5, no. 1 (2022): 19. http://dx.doi.org/10.14426/jovacet.v5i1.247.

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This article is premised on the notion that the perceived lack of quality of curriculum delivery in the vocational education sector is probably due in part to a lack of understanding of the nature of knowledge in vocational education. The article outlines the nature of knowledge specified in the subject English offered in the Technical and Vocational Education and Training (TVET) colleges. The study followed the English curriculum message as it starts from the production field, where new ideas are created and modified to the recontextualisation field, where curriculum designers produce written

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Sudrajat, Ajat, Dyah Kumalasari, and Danu Eko Agustinova. "History Teaching in Vocational School Based on Curriculum 2013." SOCIA: Jurnal Ilmu-Ilmu Sosial 16, no. 2 (2020): 187–201. http://dx.doi.org/10.21831/socia.v16i2.30348.

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The Curriculum 2013 is a learning guidance for schools in Indonesia. One among many schools that applied Curriculum 2013 is vocational school. Social sciences based majors also being taught in vocational school. One of them is Indonesian History. The major of history in vocational school is very strategic for internalizing national character values. Unfortunately, history teachers in vocational school don’t apply suitable way in their teaching. That’s understandable since students in vocational school focus on vocational majors. This research employs a descriptive qualitative method by utilizi

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Lee, Ji-Young. "An Overview of the Transition Process of Specialized Subjects Curriculum in Vocational High Schools." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 12 (2023): 299–317. http://dx.doi.org/10.22251/jlcci.2023.23.12.299.

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Objectives The study outlined the change process focusing on the curriculum organization, operation system, and organizational characteristics of how Korea's vocational high school specialized subjects curriculum has changed from the first curriculum to the 2022 revised curriculum. Methods In order to achieve the purpose of this study, literature research was conducted by collecting the original text of the high school curriculum mounted in the National Curriculum Information Center. The change process was analyzed by studying the criteria for organizing and operating vocational high sch

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Liu, Ruiyuan. "A Comparative Study of Vocational Education in China and Germany." Barnard Education Review 1, no. 2 (2020): 12–20. http://dx.doi.org/10.47744/ber.v1n2.2020.12.03.

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Vocational education is the main way to improve the quality of national skills. In developed countries in the world economy, all are placed in an important position, but specific methods have their own characteristics. The dual system of vocational education in Germany is quite distinctive, and it is also extremely advanced. Today, it is particularly important to learn from the advanced experience of foreign countries when carrying forward the spirit of craftsmen in a great country. Vocational education between China and Germany differs greatly from eight aspects of culture, vocational educati

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Huang, Xiang. "Research on the Implementation Difficulties and Optimization Measures of Project-based Teaching in Maritime English." International Journal of Education and Humanities 10, no. 3 (2023): 114–18. http://dx.doi.org/10.54097/ijeh.v10i3.12235.

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In recent years, project-based teaching has become the focus of national vocational education curriculum reform, and has also become an important teaching form in the curriculum reform of major maritime vocational colleges. The project-based teaching reform of maritime English has achieved significant breakthroughs and results after implementation, but there are still many problems in teaching practice. This article analyzes the implementation difficulties of project-based teaching in maritime English and proposes corresponding optimization measures to address these difficulties, providing ref

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Dr., N. N. Enwereuzoh, and Eziefula Joy Dr. "Implementation of the Entrepreneurship Education Curriculum: The Panacea to National Development." International Journal of Research in Education and Sustainable Development 4, no. 6 (2024): 40–48. https://doi.org/10.5281/zenodo.12571622.

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<em>The main issue of this paper is on the need for entrepreneurship education, proper implementation, acquisition of entrepreneurial skills for sustainable development in Nigeria. The paper also explored the meaning of education, vocational skills implementation, sustainable development and proper implementation of these vocational skill as well as challenges facing the vocational skills implementation of its curriculum. The government in the policy provided for the three levels of education- UBE, Senior Secondary and Tertiary Institutions. If the three sectors are given proper attention, Nig

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Yi, Soohyun, Nam Hui Kim, and SooJeong Lee. "A Semantic Network Analysis of Student Assessment Methods in the Revised National Curriculum 2022 of Vocational High Schools." Korean Society for the Study of Vocational Education 42, no. 6 (2023): 103–29. http://dx.doi.org/10.37210/jver.2023.42.6.103.

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This study aimed to identify key features of student assessment in the revised national curriculum 2022 of vocational high schools in Korea. Semantic networks were analyzed with 1,170 paragraphs retrieved from the national curriculum text of 216 vocational high school core subjects, which delineated the methods of student assessment matched with the national standards. Among various assessment methods, presentation, paper/report, experiment/hands-on activities, portfolio, and discussion were frequently identified in the curriculum. Assessment methods were mostly aligned with action verbs of th

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Satriyanto, Kendrat. "ANALYSIS OF THE IMPLEMENTATION OF THE INDEPENDENT CURRICULUM AT VOCATIONAL HIGH SCHOOLS (SMK) CENTERS OF EXCELLENCE." Journal of Social Research 2, no. 10 (2023): 3786–92. http://dx.doi.org/10.55324/josr.v2i10.1468.

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This research aims to analyze the implementation of the Independent Curriculum at the Center of Excellence Vocational High School (SMK). The Merdeka Curriculum is an educational initiative that aims to give schools more freedom in designing curricula that suit students' needs and potential. Center of Excellence Vocational School is a school that focuses on developing excellence in various areas of expertise. The research method used in this study is qualitative descriptive research with a case study approach. Data was collected through interviews with school administrators, teachers, and stude

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Maryanti, Rina, Achmad Hufad, S. Sunardi, and Asep Bayu Dani Nandiyanto. "The Curriculum of Heat Transfer in Vocational Schools for Students with Special Needs." Journal of Engineering Education Transformations 35, S1 (2022): 198–203. http://dx.doi.org/10.16920/jeet/2022/v35is2/22128.

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Abstract: The target of the learning process must refer to the national curriculum. Since each student has different potential, different techniques must be applied, especially for students with special needs (SSNs) that require special services and education when learning difficult subjects. Heat transfer is one of the crucial materials in a vocational school. However, to achieve the curriculum objectives, SSNs have limitations. Therefore, this study aims to determine the heat transfer material for SSNs in the curriculum in vocational schools (i.e. culinary department). This research used the

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Herliana. "NALISIS PETA MUTU PENDIDIKAN PADA JENJANG SEKOLAH MENENGAH KEJURUAN (SMK) DI PROVINSI ACEH." Jurnal Serambi Ilmu 19, no. 1 (2024): 72–81. https://doi.org/10.32672/jsi.v19i1.870.

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This study aims to analize the result of quality mapping of vocational schools as a part of the educational quality assurance in Aceh province in 2017. The school mapping has been conducted nationally for the past two years since 2016 to 2017, which in Aceh has been involving all schools in 23 districts. The quality mapping is conducted using web based instruments for respondences teachers, head teacher, students and school committee. This analysis is a comparative description of the result based on the 8 national standards of education, using five categories to meet the highest level of the s

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Kreisman, Daniel, and Kevin Stange. "Vocational and Career Tech Education in American High Schools: The Value of Depth Over Breadth." Education Finance and Policy 15, no. 1 (2020): 11–44. http://dx.doi.org/10.1162/edfp_a_00266.

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Vocational education is a large part of the high school curriculum, yet we have little understanding of what drives vocational enrollment or whether these courses help or harm early careers. To address this deficiency, we develop a framework for curriculum choice, taking into account ability and preferences for academic and vocational work. We test model predictions using detailed transcript and earnings information from the National Longitudinal Survey of Youth (1997). Our results are twofold. First, students positively sort into vocational courses, suggesting that the belief that low-ability

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Mu, Chi. "Research on Teaching Reform of Green Mining in Higher Vocational Colleges from the Perspective of Curriculum Ideology and Politics." Yixin Publisher 1, no. 1 (2024): 51–56. http://dx.doi.org/10.59825/ertr.2024.1.1.51.

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In the new period, it is an important task for higher vocational colleges to strengthen curriculum ideological and political construction and implement moral cultivation. In the teaching design of Green Mining of Mines” in higher vocational colleges, centering on “achieving the goal of comprehensive ecological management of mining areas” as the core element, assisted by the national spirit of perseverance and active striving and the attitude of seeking truth from facts and safety, in-depth thinking about the teaching reform path under the curriculum ideology and politics can promote the develo

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Lee, Sang-Won, and Jae-Hyung Jeong. "A Critical Review of 2022 Revised Beauty Curriculum." Korean Society of Beauty and Art 24, no. 2 (2023): 175–99. http://dx.doi.org/10.18693/jksba.2023.24.2.175.

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As a review of the 2022 revised beauty curriculum, this study attempted to examine how to run 2025 beauty curriculum. For this, the followings were performed. First, connections between the general guidelines of the 2022 revised curriculum and the 2022 revised beauty curriculum were analyzed. Second, the 2015 revised beauty curriculum and 2022 revised curriculum courses were comparatively analyzed, and their relevance with national cosmetologist (general), cosmetologist (skin), cosmetologist (makeup) and cosmetologist (nail) was investigated. Third, how to run the 2022 revision beauty curricul

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Umoru, Mohammed Lawal, Isaac John Ibanga, and Philip Sunday. "Integrating Digital Skills Competencies into Professional Diploma in Education Curriculum in Vocational and Technical Education in North-East Nigeria." ALSYSTECH Journal of Education Technology 2, no. 3 (2024): 206–26. http://dx.doi.org/10.58578/alsystech.v2i3.3346.

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The main aim of the study was to integrate digital skills competencies into Professional Diploma in Education curriculum in Vocational and Technical Education in North-East Nigeria. The study was guided by three research questions and three hypotheses. The study adopted a survey research design was carried out in northeast Nigeria. The population of the study was 1485 comprising 993 Vocational and Technical Education lecturers from 9 Colleges of Education (COEs) where PDE are undertaken in the northeast, 210 ICT experts from the 9 COEs, and 182 Education Supervisors from the Ministry of Educat

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Nurmalasari, Nurmalasari, Badrudin Badrudin, Qiqi Yuliati Zaqiah, and Asep Nursobah. "The Management of Vocational High School Curriculum Implementation Based on Islamic Boarding Schools." Tadbir : Jurnal Studi Manajemen Pendidikan 9, no. 1 (2025): 321–36. https://doi.org/10.29240/jsmp.v9i1.13401.

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This study examines a model of curriculum integration rooted in Pesantren (Islamic boarding school) principles across three Vocational High Schools (VHSs) in Cirebon Regency: VHS Manbaul Ulum, VHS Ciwaringin, and VHS Bina Insan Mandiri. The research explores how national curriculum standards, vocational competencies, and Islamic educational values are designed, implemented, and managed to produce graduates with both technical proficiency and strong Islamic character. A qualitative case study method was employed, utilizing observations, interviews with teachers, Kyai, principals, and Pesantren

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Waymark, Margaret. "The impact of national vocational qualifications on the secretarial curriculum." Journal of Vocational Education & Training 49, no. 1 (1997): 107–20. http://dx.doi.org/10.1080/13636829700200008.

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Brandsma, Jittie, Alfons ten Brummelhuis, and Tjeerd Plomp. "Evaluation of national curriculum and implementation in junior vocational education." Studies in Educational Evaluation 15, no. 3 (1989): 359–82. http://dx.doi.org/10.1016/0191-491x(89)90016-3.

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Jie, Chen. "Research on the Construction of Modular Curriculum Teaching for Speech and Eloquence." Journal of Business and Marketing 1, no. 6 (2024): 1–5. https://doi.org/10.62517/jbm.202409601.

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Modular teaching based on team collaboration is an important task in the reform of national vocational education. Taking the course "Speech and Eloquence" as an example, this paper explores the application and practice of modular teaching strategies in higher vocational education through modular curriculum reform, which aims to leverage the initiative and creativity of the teaching team. It addresses issues such as monotonous course evaluation, single teacher resource, and homogeneous content. the paper provides a valuable reference for the construction of modular courses in higher vocational

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Yu, Hong Juan, Hua Dan Xu, Long Bin Chen, and Song Pan. "Curriculum Development and Practice Based on Working Process Systematization and Virtual Resources Supporting in Higher Vocational Education." Advanced Materials Research 271-273 (July 2011): 1929–34. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1929.

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In this paper, curriculum development and practice based on systematically working process is given for summary and reflection ,in vocational education recent years.This document explains and demonstrates how to reconstruction vocational curriculum based on the capasity requirements of professional positions, how to develop teaching and learning projects through the application of industrial products, how to develop three-dimensional virtual resources through the aid of computer technology, how to allow students to carry out self-development learning, self-adapt to future work. As a case, The

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R. Madhakomala, Sisca Cletus Lamatokan, and Eric Hermawan. "Integration of Knowledge Based on Local Wisdom Into the National Curriculum Through Blended Learning in Vocational School." JOLADU: Journal of Language Education 2, no. 3 (2024): 118–21. http://dx.doi.org/10.58738/joladu.v2i3.562.

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Regional local wisdom has values and knowledge that can be integrated into the school curriculum. Vocational education, especially Vocational High Schools (SMK), has the responsibility to produce professional workforce according to the demands of stakeholders. The industrial world requires human resources who have life skills as added value. The role of local-based knowledge that is integrated into the school curriculum aims to not only increase the value and economy of the region, but also prepare graduates to have added value. This research uses a qualitative approach. Data collection was ca

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Lee, Yong-Soon, Hye-Rim Park, and Hoo-Jo Hong. "Needs Assessment for National Curriculum Improvement of the Vocational High School." Journal of Curriculum and Evaluation 9, no. 2 (2006): 415–39. http://dx.doi.org/10.29221/jce.2006.9.2.415.

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Liu, Huijun, and Yida Ning. "On the Principles of English Teaching Reform in Higher Vocational Colleges Based on “The Basic Requirements of English Curriculum Teaching in Higher Vocational Colleges”." English Language Teaching 10, no. 9 (2017): 11. http://dx.doi.org/10.5539/elt.v10n9p11.

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English teaching reform is critical for the cultivation of skilled talents and the development of national economy. The paper attempts to analyze the guidance principles of English teaching reform in the higher vocational colleges underlying “the Basic Requirements of English Curriculum Teaching in Higher Vocational Colleges”, promulgated by Ministry of Education of China in 2000. Specifically, the principles should be characterized by modularization, individualization, collaboration, and hypertextualization.

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Salleh, Umi Kalsum Mohd, Chin Hai Leng, and Hao Lijie. "THE CROSS-CULTURAL VALIDATION OF L2 MOTIVATIONAL SELF-SYSTEM INSTRUMENT IN CHINESE HIGHER VOCATIONAL COLLEGES." Asia Pacific Journal of Curriculum & Teaching 12, no. 4 (2024): 36–47. https://doi.org/10.22452/juku.vol12no4.4.

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Although the L2 Motivational Self System (L2MSS) has been previously studied in the Chinese context, the inclusion of its extended structure incorporating the anti-ought-to self has yet to be fully explored. Additionally, the L2MSS has not been applied to assess higher vocational college students’ motivation in business English learning. Therefore, this study aims to conduct a cross-cultural validation of the adjusted L2MSS questionnaire specifically for business English learners in Chinese higher vocational colleges. To examine the nature and structure of the motivation instrument, 288 respon

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Muste, Delia, and Alina Melania Mariș. "Curriculum Design Using the Holland Theory of Vocational Interests." Educatia 21, no. 29 (December 30, 2024): 85–93. https://doi.org/10.24193/ed21.2024.29.10.

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The article explores the application of Holland's Theory of Vocational Interests in designing pre-university curricula, emphasizing personalized and relevant educational experiences. The curriculum is conceptualized as a structured "plan for learning," requiring balance and coherence across levels: international, national, school-specific, classroom, and individual. It highlights the significance of integrating students’ vocational profiles (RIASEC) into teaching strategies to foster engagement, motivation, and skill development. The study outlines a multi-step approach, including profiling st

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Masrupi, Masrupi, Akhmad Baihaqi, and Miftahul Hakim. "The Feasibility of English Textbook for Vocational School." Journal of English Language Teaching and Cultural Studies 3, no. 2 (2020): 54–63. http://dx.doi.org/10.48181/jelts.v3i2.9506.

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The objective of the research is aiming to identify the feasibility of the English textbooks for use by vocational school in Pandeglang regency. To reach the objective, the researchers used qualitative research. The data were collected from three English textbooks used for vocational school, interview, and questionnaire. The techniques of analyzing data were focused on the analysis of materials provided within the textbook with the core and basic competence of 2013 curriculum. The criteria were suggested by National Education Standards Agency (Badan Standar Nasional Pendidikan) and Rajan mater

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Zhang, Qian. "Research on the Target Model and Implementation Path of Bilingual Curriculum Construction in Vocational Colleges under the "Double High Plan"." International Journal of Education and Humanities 14, no. 2 (2024): 248–51. http://dx.doi.org/10.54097/6m7r2v65.

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The "Double High Plan," aimed at constructing high-level vocational schools and programs with Chinese characteristics, is a crucial initiative for implementing the "National Vocational Education Reform Implementation Plan." Under the "Double High Plan," developing bilingual courses in vocational colleges aligns with the trend of vocational education internationalization and is essential for nurturing globally innovative talents. To develop bilingual courses, vocational colleges should establish development goals, devise bilingual course plans tailored to vocational education, create effective

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Zhang, Qian. "Some Thoughts on Promoting the Construction of Bilingual Curriculum in Higher Vocational Education under the "Double High Plan"." International Journal of Education and Social Development 2, no. 2 (2025): 107–10. https://doi.org/10.54097/ha6nnc31.

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The "High-Level Higher Vocational Schools and Programs Construction Plan with Chinese Characteristics" (referred to as the "Double High Plan") is an important measure for implementing the "National Vocational Education Reform Implementation Plan." The construction of bilingual courses in higher vocational education under the "Double High Plan" is a necessary approach to align with the internationalization trend of vocational education and to cultivate internationally-oriented innovative talents. To develop bilingual courses, vocational colleges should formulate bilingual curriculum constructio

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Budgell, Phil. "Alternative Approaches to Vocational Education and Training." Vocational Education 23, no. 1 (2021): 9–29. http://dx.doi.org/10.53656/voc21.11alter.

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In this paper, the author uses the planning cycle developed by Cedefop to compare Vocational Education and Training in England and Bulgaria. In the initial phase he uses reports from the EU, OECD and Cedefop to define the issues being faced in both countries. For the conceptualisation phase, the author focuses on the development of the National Qualifications Framework. Formal adoption is represented by the classification of individual vocational courses. The operational phase is interpreted as: the structure and organisation of schools; the curriculum framework; examples of vocational courses

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Hwang, Inkyung, and Byungmin Lee. "Textbook-based L2 Oral Reading Fluency of Lower-level 8th Grade EFL Students and Its Association with L2 Reading Comprehension." SNU Journal of Education Research 32, no. 2 (2023): 33–53. http://dx.doi.org/10.54346/sjer.2023.32.2.33.

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The present investigation endeavors to assess the L2 oral reading fluency and comprehension abilities of Korean EFL middle school students in the context of the Korean national curriculum. Sixty-one eighth-grade students participated in the study, which involved oral reading and comprehension tests using second-year middle school English materials. Informal reading assessments were also conducted to evaluate the students' English word reading accuracy, automaticity, and prosody, and L2 oral reading fluency was determined from these measures. The results showed that only 30% of the students wer

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Yang, Yang. "Research on the Teaching Reform of Environmental Art Design Course under the 1+X Certificate System." Journal of Education, Humanities and Social Sciences 41 (October 30, 2024): 7–10. http://dx.doi.org/10.54097/ksxptn55.

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The "1+X" certificate system, namely the "diploma certificate + several vocational skill level certificates" system, is an important reform task proposed in the "National Vocational Education Reform Implementation Plan". This system aims to strengthen the integration of 1+X certificate pilot and professional construction, curriculum construction, teacher team construction, etc. through the combination of academic certificates and vocational skill level certificates, in order to improve the quality of vocational education and students' employment ability. The "vocational education + additional

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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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Zulihi, Zulihi, Ahmad Bustomi, and Najmi Hidayatus Salam. "BLENDED CURRICULUM OF VOCATIONAL HIGH SCHOOL BASED ON PESANTREN AS TOOL ONTO FORM JUVENILE CHARACTER AT URBAN AREA." Akademika : Jurnal Pemikiran Islam 28, no. 1 (2023): 1. http://dx.doi.org/10.32332/akademika.v28i1.5552.

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This article aims to investigate the Curriculum of Vocational High School base on pesantren as the main core of education which especially at urban area and to discover character as impact of it. It is expected that the brawl between schools in the city can be reduced. The brawler is dominated by students of vocational high school, moreover it comes up since a Youtuber explained his story on YouTube media. This is reinforced by the start of the vacuum of middle school students in studying religion. This research used a qualitative approach and the type of the research is field research. Inform

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Syahlarriyadi, Syahlarriyadi, Suhendar Sulaiman, and Zulfitria Zulfitria. "Strategies for Developing the Quality of SMK Education Islamic High School Majoring in Multimedia and Technology Information (Case Study in Parung Panjang District - Bogor Regency)." Interdiciplinary Journal and Hummanity (INJURITY) 3, no. 9 (2024): 619–31. http://dx.doi.org/10.58631/injurity.v3i9.300.

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This study uses a qualitative method with the Analytical Hierarchy Process (AHP) to analyze the strategy for developing the quality of Islamic vocational school education majoring in multimedia and information technology in the Parung Panjang area, Bogor Regency, with a focus on school accreditation, human resources, curriculum, and infrastructure. In addition, this study develops alternative quality development strategies that can be applied not only in the region but also in general throughout Indonesia. The results of this research show that the main criteria for developing quality of educa

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Sayson, Jouvani M., Osias Kit T. Kilag, Glennifer A. Camangyan, Karl Brian M. Poloyapoy, Jhonrey C. Uy, and Ryan L. Purisima. "Classroom to Workplace: Exploring the Role of Instructional Trainers in the EIM NC II Program." International Journal of Qualitative Research for Innovation, Sustainability, and Excellence (IJQRISE) 1, no. 2 (2024): 49–55. https://doi.org/10.5281/zenodo.10972220.

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Abstract: This systematic review examines the development and acceptability of instructional trainers in technical vocational education, focusing on the Electrical Installation and Maintenance National Certificate Two (EIM NC II) program in the Philippines. Through a comprehensive analysis of existing literature, the study highlights the effectiveness of instructional trainers in enhancing learning outcomes and preparing students for real-world challenges in electrical installation and maintenance tasks. Additionally, the review emphasizes the importance of aligning instructional trainers with

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Higham, Jeremy. "Curriculum change: a study of the implementation of General National Vocational Qualifications." Curriculum Journal 14, no. 3 (2003): 327–50. http://dx.doi.org/10.1080/0958517032000137649.

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Lange, Robert. "The Extent of Agreement on a Definition of Competency Based Vocational Education Among Vocational Curriculum Specialists." Florida Journal of Educational Research 28, no. 1 (1986): 99–108. http://dx.doi.org/10.62798/axjj8117.

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An instrument developed to assess the extent to which postsecondary vocational programs are competency-based consisted of 159 items grouped into 8 sub-scales. The items were reviewed by a national sample of content experts who rated each item on the extent to which it differentiated between competency-based and conventional vocational education. Each item was classified as having received high, moderate, or low agreement. A log-linear analysis was completed with the item as the unit of analysis. The results indicated that agreement was higher with CBVE items than with conventional vocational i

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