Relevant bibliographies by topics / State divisions of vocational education

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Academic literature on the topic 'State divisions of vocational education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "State divisions of vocational education"

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Ariawan, Sandy. "The Effectiveness of Cooperative Learning Method (Student Team Achievement Divisions) in Christian Education." IJECA (International Journal of Education and Curriculum Application) 1, no. 3 (December 30, 2018): 45. http://dx.doi.org/10.31764/ijeca.v1i3.2128.

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This study aimed to evaluate the use of cooperative learning method (Student Team Achievement Division) in character subject in Christian Education among State Vocational High School 8 Malang. A total of 26 students were involved in the study, separated in two classes. The first class was treated with Cooperative Learning Method and the other class as a control class. Student achievement was measured based on the pre-test and post-test. The result obtained from this study, using quasi-experimental design with paired sample T-test, sig. (0,002) < 0,05, indicated that the Cooperative Learning Method is effective in Christian education. From the finding of this study, it is recommended cooperative learning method as one of the appropriate method and practices in character building for Christian Education.
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Покалюк В. М. "ПІДГОТОВКА ОСОБОВОГО СКЛАДУ ОПЕРАТИВНИХ РОЗРАХУНКІВ РЯТУВАЛЬНИХ ЧАСТИН В СТРУКТУРНИХ ПІДРОЗДІЛАХ ОПЕРАТИВНО-РЯТУВАЛЬНОЇ СЛУЖБИ ЦИВІЛЬНОГО ЗАХИСТУ УКРАЇНИ." International Journal of Innovative Technologies in Social Science, no. 2(23) (February 28, 2020): 39–43. http://dx.doi.org/10.31435/rsglobal_ijitss/28022020/6947.

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The article deals with the structure of vocational training and postgraduate education of the personnel of the units of the Operational and Rescue Service of Civil Protection, describes the system of departmental education of the State Emergency Service of Ukraine. On the basis of the analysis of the governing documents and empirical data in the structure of the professional training of the personnel of the guard units of the Operational and Rescue Service of Civil Protection, the author distinguished two components - primary vocational training in the departmental vocational schools and training of personnel directly in the work unit. It is established that for the development of professional knowledge, skills of rescuers, for maintaining a high level of operational readiness of duty guards, in the structural divisions of the Operational and Rescue Service of Civil Protection there is a continuous, year- round training system - independent and professional training. The modern period in the professional training of rescuers is characterized by the lack of a proactive approach, insufficient attention to innovative methods of training the personnel of operational units.
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Sheludko, Inna, and Mykola Bondarenko. "Professional Education Management: Comparative Analysis of Ukraine and European Countries’ Experience." Comparative Professional Pedagogy 8, no. 2 (June 1, 2018): 90–94. http://dx.doi.org/10.2478/rpp-2018-0024.

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AbstractThe comparative analysis of modern foreign concepts and systems of professional training of specialists in Western European countries has been carried out. Leading ideas, principles and regularities of the development of continuous professional education have been revealed. It has been stated that most developed European countries gradually reduce vocational education. At the same time, vocational and technical profiles of upper secondary education, which exist almost everywhere, with the exception of Great Britain, are actively developing. The consequence of these changes is the disappearance of many training profiles. Everywhere there is a tendency to prepare workers of advanced specialties. Today, European countries are working to solve the problem of “reducing training profiles to the minimum number”. At the same time profiling of high school is carried out. Different approaches to reforming the system of vocational education management in the countries of the world have been highlighted. Particular attention has been paid to the main areas of modernization of vocational education as a component of continuing education, the management of this process at the state, regional and local levels. Comparative analysis of materials in these areas has been carried out, the results of which suggest that the modernization of vocational education management in foreign countries is carried out using the principle of decentralization on the basis of the developed and adopted at the state level regulatory and legal basis. All countries have a clear division of powers at all levels of government (state, regional, local).
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Rohmadiyah, Bulan, M. Afif Zamroni, and Ismawati. "Principal Strategies in School Management at the State Vocational High School." Kharisma: Jurnal Administrasi dan Manajemen Pendidikan 3, no. 1 (March 12, 2024): 1–15. http://dx.doi.org/10.59373/kharisma.v3i1.43.

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This article aims to describe the principal's management in implementing education management in vocational high schools. This article uses case study research with data collection from observation interviews and documentation. The informants consist of the principal, vice principal, teachers, staff, and some school members. The findings of this study are Program implementation at SMK Negeri 1 Dlanggu has a prominent position compared to other elements of the education management standard. Each program is implemented by each school community with a high level of awareness and with a predetermined division of tasks. Monitoring and evaluation are carried out based on the education management standards that have been set. School leadership at SMK Negeri 1 Dlanggu follows the education management standard. This can be seen from the hierarchical structure consisting of the Principal, Vice Principal, and Affairs Coordinator. Each member of the leadership team is aware of their respective roles and responsibilities, and they work collaboratively to improve overall school management, with the ultimate goal of achieving educational excellence. The development of the management information system shows relatively good results, although there is still room for further improvement in the utilization of resources to facilitate school administration and management.
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Dong, Xiujuan. "Discussion on the Strategy of Improving Professional Quality for Vocational Students in the New Era." Lifelong Education 9, no. 6 (September 28, 2020): 93. http://dx.doi.org/10.18282/le.v9i6.1309.

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with the rapid development of the global economy and the diversification of social structure, the division of work in present social sectors is becoming more and more detailed. The state has put forward higher standards for professional talents in terms of professional quality and employability. With the increasingly fierce competition for employment in society, the situation of higher vocational education is becoming more and more severe. How to change the employment concept and reform the training mode of vocational talents, as well as improve the vocational quality and employability of higher vocational students, has become an urgent problem for educators to explore and solve.
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Віталій Свиридюк. "FEATURES OF FUTURE ELECTRICIANS’ PROFESSIONAL TRAINING FOR REPAIR AND MAINTENANCE OF ELECTRICAL EQUIPMENT IN VOCATIONAL EDUCATION INSTITUTIONS." Problems of Modern Teacher Training, no. 2(22) (October 1, 2021): 142–49. http://dx.doi.org/10.31499/2307-4914.2(22).2020.219582.

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The article analyzes the regulatory framework for future electricians’ professional training in the repair and maintenance of electrical equipment in vocational education institutions. A typical basic structure for the training of skilled workers has been presented in the article. Subjects that are included in general professional training, professional-theoretical training, professional-practical training are indicated. It has been emphasized that the standard basic structure establishes the total amount of time and its division into sections of working curricula of vocational training in professions for which the state standards of vocational education or standard curricula are not approved. The educational institution on the basis of the Standard basic structure independently determines the forms and methods of training, the term of vocational training, the content and frequency of control overtraining. According to the author, the distribution of general and vocational subjects should be as follows: general education creates a basis for general technical, and that, in turn, for special vocational. Ways to improve the educational process in vocational education institutions have been outlined, taking into account the problem of the relationship between general education and vocational training. It is emphasized that the relationship of general and vocational education ensures the formation of professionally significant qualities of the student's personality, because it contributes to the formation of a positive attitude to work in general, to his profession, which becomes the primary source of creative personality of the future specialist. The relationship of general and vocational education provides the formation of professionally significant qualities of the student's personality because it contributes to the formation of a positive attitude to work in general, to their profession, which becomes the primary source of creative personality of the future specialist.
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Smak, Magdalena. "Models of private sector involvement in vocational education and training." European Journal of Teaching and Education 4, no. 1 (April 20, 2022): 37–47. http://dx.doi.org/10.33422/ejte.v4i1.746.

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Since 2008 youth unemployment and poverty have been a challenge for many countries. In order to equip young people in practical knowledge and skills and help them in transition to labour market governments started to invest in vocation education and training (VET). However effective VET is hard to build. In the text I analyse qualitatively data from 23 national reports covering VET systems prepared during Torino Process for European Training Foundation (ETF). The analysis shows that there are many obstacles to overcome: low prestige and attractiveness of VET for youngsters and their parents, aging work force, pending reforms on school management, ability to form partnerships between public and private sector. The text describes successes and challenges connected to private sector involvement in VET and builds on a theory of partnerships from Marriot and Goyder (2009) and Hands (2005). Additionally the paper provides examples of good practices, such as: clear division of responsibilities between schools and employers, tax incentives for employers, cooperation between state, university and companies.
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Robertson, Catherine. "Contributor biographies." Journal of Vocational, Adult and Continuing Education and Training 6, no. 1 (October 20, 2023): 4. http://dx.doi.org/10.14426/jovacet.v6i1.319.

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Ms Kaylianne Aploon-Zokufa Kaylianne Aploon-Zokufa is a lecturer in the Institute for Post-School Studies (IPSS) in the Faculty of Education at the University of the Western Cape (UWC). She is a PhD candidate and her research topic is: ‘An investigation into how mature women ECD (early childhood development) practitioners access higher education through the BEd Foundation Phase programme’. Prof. Suzanne Bester Suzanne Bester is an associate professor and healthcare practitioner in educational psychology. She is employed by the University of Pretoria in the Department of Educational Psychology, where she has gained extensive experience in, amongst others, clinical supervision of students in educational psychology. Together with her students, she consults with children, adolescents, and their families in the treatment of diverse psychological challenges. She has a special interest in the assessment and diagnosis of neurodevelopmental disorders in children. Dr Helen Brown Helen Brown is a PhD fellow in the IPSS in the Faculty of Education at the UWC. She is also a member of the Strategy and Research Division of the Manufacturing, Engineering and Related Services Sector Education and Training Authority. Her PhD in education focused on artisan trade testing in the engineering technical and vocational education and training space (TVET). Her work in quality development of vocational education and training (VET) systems has been in the areas of large-scale competence diagnostics, professional development of TVET college lecturers, information and communications technology (ICT) teaching and learning platforms, and skills for the industrialisation of new product innovations. Dr Marcus Brändle Marcus Brändle is a member of the Faculty of Management, Economics and Social Sciences at the University of Stuttgart. He has been working in the Department of Vocational Education with a focus on Teaching Technology (BPT) since 2018. His research interests include competency research for the interdisciplinary school subject, Science and Technology, as well as digitisation and digitisation-related competencies of teachers and student teachers in Germany and internationally. Ms Stefanie Holler Stefanie Holler is a research fellow in the Department of Vocational Education with a focus on Teaching Technology at the University of Stuttgart. Her research focus is professional development of TVET lecturers (with a particular focus on South Africa), digital teaching and learning, as well as language, literacy, and learning in the STEM (science, technology, engineering and mathematics) disciplines. She has teaching experience in the engineering fields of study in Germany and, in research and development projects, has trained TVET lecturers in South Africa. Prof. Wayne Hugo Wayne Hugo is a member of the Department of Education and Development in the Faculty of Education at the University of KwaZulu-Natal. He is dedicated to pursuing how education and learning function as mechanisms across various sectors of education (academic, technical, vocational, and occupational), different modalities (contact, hybrid, online), different scales (from neuron to international), and different types of learning mechanisms (artificial and natural). Dr Musa Mokoena Musa Mokoena is a member of the Department of Education and Development in the Faculty of Education at the University of KwaZulu-Natal and holds a PhD in education and development from this university. He has over 30 years’ experience in TVET in Eswatini and as a lecturer and later principal at two TVET colleges, the Swaziland College of Technology and the Vocational and Commercial Training Institute, Matsapa. Dr Ian Moll Ian Moll is a research fellow at the Centre for Researching Education and Labour (REAL) at the University of the Witwatersrand, having retired from the Division of Educational Technology at the university in 2021. With a PhD in cognitive science and education from the University of Geneva, his interests lie in theoretical psychology; knowledge, work and skill; the networked society; learning and pedagogy; and educational technology. Mr Mbofheni Abbie Mulaudzi Mbofheni Mulaudzi is a member of the Department of Mathematics, Natural Sciences and Technology Education in the Faculty of Education at the University of the Free State. He is a teacher educator and an emerging researcher who is establishing himself as a leading voice in the field of electrical engineering education. He is known for his innovative approaches to technical teacher training and for his commitment to quality teaching and training. Dr Seamus Needham Seamus Needham is the Acting Director of the IPSS in the Faculty of Education at the UWC. He has been active in vocational education, policy and development for about 25 years. Ms Victoria NepembeVictoria Nepembe is a member of the Department of Secondary Education in the Faculty of Education at Rhodes University. She is a PhD scholar in the faculty and, has used her experience with digital technologies in TVET colleges to research technological pedagogical content knowledge among instructors. Her goal is to understand how the three areas of knowledge enforce effective integration of technology and teaching at vocational schools. Prof. Joy Papier Joy Papier is the National Research Foundation Chair: TVET at the IPSS in the Faculty of Education at the UWC. She has published on vocational and general teacher education in several academic journals, presented at conferences and on public panels, participates in national government task teams, and is an external examiner for numerous postgraduate dissertations in the field of TVET. She has been actively involved in TVET research, policy development, and capacity-building for over 25 years. Dr Benjamin Seleke Benjamin Seleke is a member of the Department of Sciences and Technology Education in the Faculty of Education at Walter Sisulu University. He is a prominent teacher educator specialising in technology education and TVET. Renowned for his work on problem-based learning and the infusion of indigenous knowledge, he advocates for an inclusive curriculum. He also champions continuous professional development and extends his expertise to those working in adult and community education. Dr Clement Simuja Clement Simuja is a senior lecturer in the Department of Secondary Education in the Faculty of Education at Rhodes University. He has spent a decade researching the integration of digital technology at schools and universities and in adult learning. His research involves the intricate interaction between content, pedagogy and technology in digital education, specifically concerning the obstacles encountered in technology-based education implementation. Dr Nixon Teis Nixon Teis is a teacher educator and researcher and the former Head of School of Mathematics, Natural Sciences and Technology Education at the University of the Free State. His research interests are in teacher knowledge, with a discipline-specific focus on technical teacher knowledge, teacher professional development, and the impact of technological advancements on technical teacher knowledge and capacity. Prof. Bernd Zinn Bernd Zinn is a professor of vocational education with a focus on technology didactics at the Institute of Educational Science at the University of Stuttgart. His research focuses on teacher training, educational technologies, teaching and learning processes, competence development, as well as inclusion and dealing with heterogeneity in technical education and training.
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Khalaf, Rasha Aeada. "The Effect of the Flexibility and Clarification Strategies On Achievement and Improvement of Linguistic Intelligence Skills and Attitudes Towards Arabic Language Subject for Vocational Education Students in Iraq." Journal of AlMaarif University College 32, no. 4 (October 31, 2021): 163–99. http://dx.doi.org/10.51345/.v32i4.429.g247.

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The study aimed to identify the impact of the flexibility and clarification strategies on achievement and improvement of linguistic intelligence skills and attitudes towards the Arabic language subject among vocational education students in Iraq. The study adopted the semi-experimental approach, through application on two experimental and control groups of vocational education students in Iraq. The researcher selected two divisions of vocational education students in Iraq: (30) students in the experimental group and (30) students in the control group, so that the educational program was applied to the experimental group, and the control group was taught in the usual way. The educational program, the linguistic intelligence test, and the achievement test were used, and after performing the statistical treatment, the study reached the following results: There are no statistically significant differences at the level of (0.05) in the degree of achievement attributable to the student's gender, where the value of (P) is (1.43), which is not significant. Statistically, there are no statistically significant differences at the level of (0.05) in the degree of achievement due to the interaction between the group and the sex of the student, as the value of (P) reached (2.98) and it is not statistically significant, there are no statistically significant differences at the level of (0.05) In the degree of total linguistic intelligence attributable to the sex of the student, where the value of (P) was (7.09), which is not statistically significant, and there are no statistically significant differences at the level of (0.05) in the degree of total linguistic intelligence due to the interaction between the group and the student’s sex, where the value reached (P) (2.93) which is not statistically significant. The study recommended the importance of focusing in the classroom on basic skills in reading and writing, given that these skills have a great role in providing them with the necessary skills that will help them in the future in mastering the skills of reading and writing, and the focus of Arabic language curricula - specifically the lower basic stage - on investigation and storming skills. The teacher’s guide included some examples of study plans implemented through investigation and others through brainstorming.
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Koshkina, Olga A., and Alevtina N. Sergeeva. "The State Optical Institute in Evacuation (1941–45): Documents from the State Archive of the Mari El Republic." Herald of an archivist, no. 2 (2022): 396–407. http://dx.doi.org/10.28995/2073-0101-2022-2-396-407.

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The article analyzes documents from the fonds of the State Archive of the Mari El Republic (GARME) and considers the circumstances of the State Optical Institute (GOI) under the People’s Commissariat of Armament of the USSR evacuated to the city of Yoshkar-Ola of the Mari ASSR in the days of the Great Patriotic War. The authors study materials from the fonds of departments for economic arrangement of evacuated population under the Council of People's Commissars of the Mari ASSR and the Executive Committee of the Yoshkar-Ola City Council of Workers’ Deputies of the Mari ASSR; those of the M. Gorky Volga State Forestry Institute; the Ministry for Higher and Specialized Secondary Education of the RSFSR; the Directorate for Vocational and Technical Education under the Council of Ministers of the Mari ASSR; the Mari Republican and Yoshkar-Ola City Committees of the Communist Party of the RSFSR; the Council of Ministers of the Mari ASSR. They focus on the working conditions in the institute and its structural divisions, trends of scientific research, provision of its employees. On July 11, 1941, the State Defense Committee of the USSR issued a decree “On the Evacuation of Industrial Enterprises,” according to which the GOI was transferred from Leningrad to Yoshkar-Ola. The institute’s output was scientific work in the field of optics, both theoretical and applied, calculation of optical systems, design of optical devices and their prototypes, as well as research of new types of optical glass and its technology. In the years of the GOI’s evacuation to Yoshkar-Ola (1941 to 1945), more than 70 types of optical devices were invented. The Institute performed scientific and technical management of the optical industry factories work, covered defense requests, including supervising the production activities of one of the optical industry enterprises evacuated to Yoshkar-Ola, factory no. 297 of the People’s Commissariat of Armament (now a leading enterprise of the Mari El Republic, Mari Machine-Building Factory). The best work of the GOI scientists was awarded state awards, and even Stalin Prize. The complex of archival documents from the fonds of the State Military Academy of Economics, which has been introduced into scientific use, reflects the role of the party and state bodies of the Mari ASSR in organizing reception and accommodation of and assistance to scientists, engineers, designers, qualified workers of the State Optical Institute under the People's Commissariat of Armament in pilot production of new weapons samples for the Red Army, which was of particular importance in the wartime.
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Dissertations / Theses on the topic "State divisions of vocational education"

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Donlin, Ayla A. "Vocational identity and well-being among diverse, upper-division health science undergraduates in the United States." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3584961.

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The purpose of this quantitative study was to examine, from a constructivist career development perspective, the factors of well-being and vocational identity that emerged among a diverse sample of upper-division undergraduate students. This study also examined which factors of vocational identity predicted well-being and which factors of well-being predicted vocational identity. Participants included 411 diverse, upper-division health science students from a public university in Southern California. The first two research questions that guided this study were designed to explore emergent factors of well-being and vocational identity using items from the PERMA Well-Being Profiler (PERMA) and the Vocational Identity Status Assessment. The final two research questions were designed to examine the best predictors of well-being among the factors of vocational identity and the best predictors of vocational identity among the factors of well-being. To address the research questions, data obtained from surveys was analyzed using exploratory factor analysis and multiple linear regression analysis.

The findings of this study demonstrated that PERMA theory and Vocational Identity Status theory explained the constructs of well-being and vocational identity among the diverse sample with few exceptions. Further, the PERMA and VISA instruments proved valid and reliable among the diverse sample. In-depth career exploration, identification with career commitment, and career self-doubt were the vocational identity factors that best predicted well-being. Meaning, accomplishment, and engagement were the well-being factors that best predicted vocational identity.

Recommendations based on the findings of this study included revisiting performance based funding policies to incorporate the measurement of well-being and vocational identity as metrics of student success alongside more objective measures like retention, GPA, and time to graduation. Further, recommendations were offered for integrating well-being and vocational identity enhancing activities and interventions into current practices in classroom, counseling, and advising settings. Recommendations for qualitative, experimental, and longitudinal research designs were offered based on the findings of this study.

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Linhardt, Frederick J. "Missouri vocational education : the state of the State, 1994 /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052193.

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Lewis, Kadar. "21st Century College to Career Transition| A Case Study Exploration of a Former United States Intercollegiate Division I Student-Athlete Who Participated in a Revenue Generating Sport." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10107586.

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This study examined the career development experiences of one African American man, a former student-athlete in a Division I revenue generating football team. This study focused on his experiences as a student-athlete who participated in football as he transitioned out of elite athletics. Division I collegiate athletics represents a highly sought opportunity (NCAA, 2015h). However, this opportunity may reduce college completion and disrupt maximal career development (Hartman, 2014; Van Rheenen, 2013). This qualitative case study of one participant explored the nuanced influences and pathways the participant used to enter his current career after completing college. Mark Savickas’s (2002) Career Construction Theory (CCT), a constructivist non—a priori narrative theory, served as the theoretical framework. Qualitative interview data were collected during a progressive series of three separate in-depth, face-to-face interviews. Data were first analyzed using an inductive, open-coding process. Four patterns emerged from the data relative to the participant’s career development experiences: ambivalence, performance prioritization/competitive spirit, practical mind-set/good judgment, and value of selected communities, which helped him decide on the ideal career environments.

Findings were then analyzed via the Savickas CCT tenets of successful career construction that include life themes, self-concepts, and life design. Findings include (a) the participant executed a largely linear pathway developing his career since retirement from elite athletics, (b) the participant experienced minimal challenges to reaching his current level, and (c) that participation in collegiate football provided valuable career development experiences. Additionally, the findings demonstrated a positive career development based on the participant’s alignment of CCT tenets life themes, self-concepts, and life design.

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Frasier, Erin M. "Labor Market Responsiveness of Washington State Community and Technical Colleges." Thesis, Brandman University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10160723.

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Purpose: The purpose of this mixed methods study is to examine the degree to which Washington State community and technical college workforce education administrators perceive their institutions to be labor market-responsive based on the Community College Labor Market Responsiveness assessment’s seven dimensions of labor market responsiveness (leadership and governance, organizational structure and staffing, organizational culture, resources and funding, information and data, relationship-building, and partnerships) and to explore the factors impacting each of the seven dimensions.

Methodology: This mixed methods study described 39 Washington State community and technical college workforce administrators’ perceptions of community college labor market responsiveness. An explanatory design was employed to collect quantitative data to describe, followed by qualitative data to further explain. Data was collected using a web-based survey instrument with fixed-choice Likert-type and open-ended questions.

Findings: Overall, 62% of workforce educational administrators perceive the community colleges in Washington to be somewhat or almost always labor market responsive. The two most displayed dimensions were leadership and governance and organizational culture, however, the weakest dimension was organizational structure. The most impactful factors identified were: resources, leadership, workforce focus, organizational factors and external engagement. An unexpected finding was the absence of the practitioners’ reference to entrepreneurial characteristics, even though this is emphasized by scholars.

Conclusions: Washington State community and technical colleges are experts in workforce development although many factors impact their ability to effectively respond to labor market needs. This study concludes that Washington State community and technical colleges are perceived to be moderately labor market responsive, yet committed to external relationships and partnerships, and in need of more adequate financial, human and information resources to reach their full potential. Secondly, although there is strong leadership supporting labor market responsiveness efforts, unsupportive organizational structures limit their impact. In addition, entrepreneurial approaches are necessary to navigate resource-limited environments and this is not adequately supported by community colleges.

Recommendations: Further research is recommended to include other populations, correlate perceptions with other indicators, and compare perceptions between more than one sample. An exploration of entrepreneurial characteristics and vocational program review processes of community colleges should also be studied.

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Conwell, Roger Kent. "Perceptions of selected vocational educators concerning the degree of achievement of the master plan for vocational education in the state of Texas." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332514/.

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The purpose of this study was to assess the perceptions of vocational educators as to the degree of achievement by the Vocational Master Plan as mandated by the State Board of Education on January 10, 1987. The educators were selected from vocational administrators, vocational counselors, and vocational teachers throughout the state.
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Carro, Olvera Adriana, Hernández Felipe Hernández, Gutiérrez José Alfonso Lima, and Serrano María Mercedes Corona. "Vocational training and teaching skills in the state of Tlaxcala." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/117793.

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This paper presents the contributions of the first stage of the investigation«Theories and challenges in teacher education in Mexico,» which analyzes aspart of the transition from the current educational reform mastery of teachingskills of teachers. The aim of this study was to identify the education and trainingof teachers of primary and secondary higher state of Tlaxcala to develop theirteaching skills and education. The research was conducted with a cross-cuttingdescriptive quantitative methodology, were surveyed 346 teachers from the threeeducational levels. In the results it is emphasized that a considerable number ofteachers lack pedagogical training and acquire specific skills for the exercise of theteaching function.
El presente artículo expone las contribuciones de la primera etapa de lainvestigación «Teorías y retos en la formación del profesorado en México», la cualanaliza en el marco de la transición de la Reforma Educativa actual el dominio delas competencias docentes de los profesores. El objetivo de este estudio consistióen identificar la formación y práctica de los maestros de educación básica y mediasuperior del estado de Tlaxcala para el desarrollo de sus competencias docentes.La investigación se realizó con una metodología descriptiva transversal de cortecuantitativo, se encuestaron a 346 docentes de los tres niveles educativos. Enlos resultados se resalta que un número considerable de docentes carece de la formación pedagógica y adquieren las competencias específicas durante el ejercicio de la función docente.
O presente artigo expõe as contribuições da primeira etapa da investigação «Teorias e desafios na formação dos professores no Mexico», o qual analisa no marco da transição da Reforma Educativa atual, o domínio das competências docentes dos professores. O objetivo deste estudo consistiu em identificar a formação e pratica dos professores do ensino básico e fundamental do estado de Tlaxcala para o desenvolvimento de suas competências docentes. A investigação realizou-se com uma metodologia descritiva transversal de corte quantitativo, 346 docentes dos três níveis educativos, responderão a um questionário. Nos resultados ressalta-se que um número considerável de docentes carece de formação pedagógica e adquirem as competências especificas durante o exercício da função docente.
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Dahlbeck, Ronald. "Proposed state legislation for high school graduation requirements." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/542.

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Shilling, Chris. "The vocationalisation of the school curriculum : society, state and economy." Thesis, n.p, 1988. http://ethos.bl.uk/.

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Larson, Adam Howard. "Becoming technicians in the 'hydrocarbon state' : transitions into post-compulsory vocational education and training in the State of Qatar." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/becoming-technicians-in-the-hydrocarbon-state-transitions-into-postcompulsory-vocational-education-and-training-in-the-state-of-qatar(dcd55298-d3c6-4b8a-9610-878544da1638).html.

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This thesis explores the transitions of young people from different national, social and cultural groups into post-compulsory vocational education and training (VET) and technical careers in the State of Qatar. It aims to understand young people’s perceptions of post-compulsory VET and technical careers, the factors that enable or constrain their participation in engineering and skilled trades programmes, and their strategies for navigating education and employment. The thesis employs a qualitative research design and in-depth interview methodology to investigate the subjective transition experiences of 15 young people from diverse national, social and cultural backgrounds participating in engineering and skilled trades programmes at three post-compulsory institutions in Qatar. The data were analysed according to a thematic framework based on a priori codes, which resulted in several inductive themes. The findings indicate that although young people are positive about post-compulsory VET and technical careers, higher education (HE) remains the normative pathway for college-bound students. However, a growing number of young people participate in VET to circumvent barriers to HE and enter the thriving technical labour market. They use economic, social and cultural capital to navigate these barriers, which include Qatar’s segmented labour market, academic requirements, institutional habitus, social networks and social positioning. Differently situated young people reflexively fashion their transition biographies to celebrate successes and rationalise failures in Qatar’s dynamic post-compulsory education system and technical labour market.
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Hurst, Jason Brett. "An assessment of the workplace readiness skills desired by industries and perceived by college personnel in Alabama." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-06232008-150055.

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Books on the topic "State divisions of vocational education"

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New Jersey. Legislature. Senate. Legislative Oversight Committee. Public meeting before Senate Legislative Oversight Committee to review the management and operations of the Division of Vocational Education in the Department of Education focusing primarily on issues concerning the grant award process: April 19, 1988, Room 334, State House Annex, Trenton, New Jersey. [Trenton, N.J.]: The Committee, 1988.

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New Hampshire. Office of the Legislative Budget Assistant., ed. State of New Hampshire Developmental Services System: Performance audit, April, 1991 : Department of Education, Bureau for Special Education Services, Division of Vocational Rehabilitation [and] Department of Health and Human Services, Division of Mental Health and Developmental Services. [Concord, N.H.] (State House, Rm 102, Concord 03301): [State of New Hampshire, Office of Legislative Budget Assistant, 1991.

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Zubach, Anatoliy, Mihail Kostennikov, Aleksey Kurakin, Irina Admiralova, Gleb Vasilenko, Yuriy Kalyuzhnyy, Amir Vahitov, et al. Administrative activity of internal affairs bodies. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1845929.

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The textbook deals with administrative, legal and organizational issues related to the activities of internal affairs bodies. The general part of the textbook reveals the basic issues and features of the administrative activities of internal affairs bodies, its forms and methods, as well as highlights the intra-organizational administrative activities of services and divisions of internal affairs bodies and the status of management entities in the field of internal affairs at various levels. In a special part, the main directions of the activities of the internal affairs bodies for the protection of public order and ensuring public safety, as well as the administrative and procedural activities of the internal affairs bodies and the specifics of the activities of the internal affairs bodies in special conditions are considered. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students (cadets) of secondary vocational education institutions (including educational institutions of the Ministry of Internal Affairs of Russia) studying in legal specialties, university students, postgraduates, teachers, as well as practitioners who improve their qualifications under additional professional education programs in the system of the Ministry of Internal Affairs of Russia.
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Nizhegorodceva, Elena. Providing medical care to women during pregnancy, childbirth, the postpartum period and in women with common gynecological diseases. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1930687.

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The textbook outlines algorithms for basic manipulations performed by an employee with secondary medical education in the management of women during pregnancy, childbirth, the postpartum period and with common gynecological diseases, as well as those related to the care of a newborn child. The algorithms are designed with the division into stages, comments, criteria of professional and general competencies. References to current regulatory legal acts are provided. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. It is intended for the development of practical skills and abilities by students studying in the specialties 31.02.02 "Obstetrics", 31.02.01 "Medical care", 34.02.01 "Nursing". It will also be useful for teachers of secondary vocational educational institutions.
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Accountability, Florida Office of Program Policy Analysis and Government. OPPAGA program review: Workforce Development Education Program, Florida Department of Education. Tallahassee, Fla: The Office, 2001.

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Ageshkina, Nataliya. Fundamentals of travel agency and tour operator activity. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1072191.

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In the textbook, taking into account the current national and international legal norms, the latest legislative changes affecting the tourism industry, the goals, objectives and directions of tourism development in the Russian Federation, explanations of authorized state bodies, established law enforcement practices, and doctrinal interpretations, the basics of implementing travel agency and tour operator activities in the Russian Federation are considered. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. It is focused on the study of students receiving secondary vocational education in the specialty 43.02.10 "Tourism", the general professional discipline "Organization of the tourism industry" and the professional modules "PM. 01. Provision of tourist services", "PM. 03. Provision of tour operator services", "PM. 04. Management of the functional division of the organization".
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Accountability, Florida Office of Program Policy Analysis and Government. OPPAGA program review: Apprenticeship program is beneficial, but its ability to meet state demands is limited. Tallahassee, Fla: The Office, 2002.

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Fase, Willem. Ethnic divisions in western European education. Münster: Waxmann, 1994.

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Education, Washington (State) State Board for Vocational. An Integrated state plan for vocational education in Washington State. [Olympia: State Board for Vocational Education?, 1989.

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Washington (State). State Board for Vocational Education., ed. An Integrated state plan for vocational education in Washington State. [Olympia?: State Board for Vocational Education?, 1989.

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Book chapters on the topic "State divisions of vocational education"

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Rahayu, Imami, and Ma’rifatun Nashikhah. "Entrepreneurial Behavior of Bachelor Students in Fashion Education, Surabaya State University." In 5th Vocational Education International Conference (VEIC 2023), 904–9. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-198-2_125.

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Clarke, Marie. "Vocational Education, Rural Ireland and the Nation State 1930-1960f." In Education Policy in Ireland Since 1922, 219–46. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91775-3_8.

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Riadi, Selamat, Selamat Triono, Izwar Lubis, and Lisyanto Lisyanto. "Teaching Factory Learning: Implementation of Independent Learning Policies and Independent Campus at State University of Medan." In 5th Vocational Education International Conference (VEIC 2023), 1082–87. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-198-2_153.

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Green, Andy. "The Roles of the State and the Social Partners in Vocational Education and Training Systems." In Education, Globalization and the Nation State, 74–92. London: Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1057/9780230371132_5.

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Windayani, Novia Restu, Maspiyah Maspiyah, Trisnani Widowati, Biyan Yesi Wilujeng, Octaverina Kecvara Pritasari, Ronggo Alit, and Acep Ovel Novari Beny. "Development of Flipbook Media for Deaf Students in Hair Care Course in Cosmetics Education Program, State University of Surabaya." In 5th Vocational Education International Conference (VEIC 2023), 550–54. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-198-2_75.

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Wiyono, Agus, Nur Luthfiatus Solikah, and Dwi Septi Permatasari. "Learning Module Development AutoCAD in Drawing Course of 2 Floor House Program Building Engineering Education the State University of Surabaya." In 5th Vocational Education International Conference (VEIC 2023), 962–71. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-198-2_134.

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Rudiyanto, Eddy, Erwin Komara Mindarta, Taupik Yuhana, Yudha Rian Pratama, Dwi Bayu Handayani, and M. Sulthan Daffa Nugroho. "Comparison of Self-evaluation and Peer Evaluation with Assessment Lecturer Against Course Products Body Automotive at State University of Malang." In 5th Vocational Education International Conference (VEIC 2023), 783–86. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-198-2_107.

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Jacobs, Ryleigh, Catherine Pitcher, Richa Gupta, and Rinesa Deshishku. "Multi-skill Foundation Course in India: The Head, Heart, and Hands of 21st Century Learning." In Education to Build Back Better, 21–49. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93951-9_2.

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AbstractThis chapter examines the Multi-Skill Foundation Course (MSFC), a vocational course conceived by grassroots NGO Vigyan Ashram, and further developed, replicated, and scaled up by Lend-A-Hand India (LAHI) since 2005. In collaboration with the State Government of Maharashtra, the course has been recognized under the National Skills Qualification Framework (NSQF)) and adopted by more than 600 secondary schools across India. The purpose of MSFC is to promote employability, enhance student retention and increase the appreciation for vocational skills by uniquely intersecting vocational skills with 21st century skills in an experiential learning-based pedagogy. Our in-depth analysis of the MSFC includes an overview of vocational education in India, an explanation of the theory of change, and the effect of this niche reform in building 21st century skills. To understand the impact of the reform. We interviewed different actors and surveyed 111 students enrolled in the MSFC. In addition, we organized Focus Discussion Groups (FDGs) comprised of over 20 students from vocational courses, the MSFC, and non-vocational tracks. This analysis reveals that MSFC is having a positive impact on students and their communities by cultivating 21st century skills, enhancing employability, and improving gender inclusion through quality vocational education. The final section of the chapter identifies areas of consideration to further strengthen this niche reform and key takeaways from the MSFC.
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Riwayani, Rika, and Asiani Abu. "The Influence of Online Learning for the Result in Houte Couture Course at the State University of Makassar, Faculty of Engineering in Family Welfare Education." In 5th Vocational Education International Conference (VEIC 2023), 825–30. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-198-2_114.

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Mayasari, Retno, Aris Widodo, J. Eko Nugroho, Sri Handayani, and Listiyono Budi. "Application of the Problem-based Learning Model in the Engineering Drawing Course of Building Engineering Education Students, Faculty of Engineering, Semarang State University, Class of 2021." In 5th Vocational Education International Conference (VEIC 2023), 579–82. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-198-2_80.

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Conference papers on the topic "State divisions of vocational education"

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Zolotaryeva, N. M. "State policy priorities in the sphere of further vocational education." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644649.

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Munirotul Yuanita, Siti, Anjar Agus Firawati, Anggraeni Cahyaningtyas, Asfi Mangzila, and Quma Irah Larasati. "Strategic Planning of Education in Total Quality Management State Vocational." In Proceedings of the 4th International Conference on Education and Management (COEMA 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/coema-19.2019.8.

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Adewale, Bukola, Emmanuel Amgbari, E. Erebor, Zira Tipili, and Jemima Ejiga. "PARENTAL ATTITUDE TOWARDS VOCATIONAL EDUCATION IN ADO-ODO OGUN STATE NIGERIA." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1261.

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Terentyeva, I., N. Pugacheva, and A. Lunev. "State-Public Management of Vocational and Pedagogical Education in the Region." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0665.

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Wendo, Risang Janur, Maryono Maryono, and Supriyanto Supriyanto. "Formal Dance Education at State Vocational High School 8 In Surakarta." In Proceedings of the Third International Conference of Arts, Language and Culture (ICALC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icalc-18.2019.11.

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Wagiran. "Roadmap of Vocational Education Research at Engineering Faculty, Yogyakarta State University." In 2015 International Conference on Innovation in Engineering and Vocational Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icieve-15.2016.16.

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Muksin, Muksin, Daryanto Daryanto, and Readysal Monantun. "Implementing Continuing Professional Development Programs: Perceptions of Civil Servant Vocational Teachers at State Vocational High Schools." In Proceedings of the 5th International Conference on Vocational Education and Technology, IConVET 2022, 6 October 2022, Singaraja, Bali, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.6-10-2022.2327355.

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Muladi, Utomo Pujianto, and Ulfa Qomaria. "Predicting high school graduates using Naive Bayes in State University Entrance Selections." In 2020 4th International Conference on Vocational Education and Training (ICOVET). IEEE, 2020. http://dx.doi.org/10.1109/icovet50258.2020.9230336.

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Somov, Denis Sergeevich, and Aleksandr Tagirovich Mukhametshin. "Vocational Education at the University: Renewal Priorities." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-86009.

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The priorities of updating vocational education at a university are disclosed. The characteristic of the university as a historically proven system of higher education is given. In the historical and pedagogical analysis revealed a variety of types of higher schools in different eras. The saturation line of the higher education level of the professional component in domestic and foreign experience is traced. The experience of continuing the traditions of vocational education at Gzhel State University is given.
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Widowati, Trisnani, Widya Puji Astuti, Ade Novi Nurul Ihsani, Wulansari Prasetyaningtyas, Lydia Katarina, and Anggie Cristanti. "Analysis Of Practical Assessment Sheet Needs In Beauty Education Programs In State University." In Proceedings of the 1st Vocational Education International Conference (VEIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.006.

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Reports on the topic "State divisions of vocational education"

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Білоконенко, Л. А. The Course of Communicology in the System of Vocational Training of Philologists. ФОП Маринченко С. В., 2020. http://dx.doi.org/10.31812/123456789/4646.

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Communicology is the science of human communication. The purpose of this work is to share the experience of the Department of Ukrainian Kryvyi Rih State Pedagogical University in the field of communication studies, in particular, in organizing the practical work of students at bachelor’s degree, master’s Degree and PhD Degree. The activity of the teachers of our department is aimed at ensuring that students and postgraduate students acquire communicative competences, which allow the modern teacher to get to a high level of realization of professional functions based on national and world standards. The focus of this work is an analysis of compliance of the State standards in speciality “Philology” and the content of the programs of disciplines of the department, which ensure the quality of higher education. In this context, the author talks about the three stages of communicative education. We draw attention to our own practical experience in teaching the course in Ukrainian Communology for PhD students. The article also discusses the prospects for communication education in Ukraine, which today has not yet become a mandatory humanitarian component of vocational training.
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Allais, Stephanie, and Carmel Marock. What Problem Should Skills Solve? Interrogating Theories of Change Underpinning Strategies and Interventions in Vocational Education and Skills in LMICs. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/136.

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The aim of this paper is to understand the ‘theory of change’ underlying interventions to support vocationalisation of general education as well as vocational education and training (VET) and skills development. The focus is on interventions supported by development agencies and donors, although national policies are also considered, as the agencies work with governments and are both guided by, and influence, their priorities. The first aim is to interrogate what problem VET is seen as the answer to, and how VET is seen to solve that problem (their theory of change). The second aim is to understand the extent to which, and ways in which, vocationalising education is supported and VET favoured, as compared to other components of the education system such as early childhood development, early primary education, or university expansion, as an educational intervention. We found that while some organisations have explicit theories of change—generally multiple theories of change addressing different aspects of the overarching system—many are currently in the process of developing these theories of change. A few state that they do not have a theory of change but rather focus on the development of targets for different components of the system.
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Paranjape, Ujjwala, and Shivali Tukdeo. Learning, Livelihood and Possibilities of Socially Just Pedagogy. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1907.2024.

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This report reflects our ongoing collaborative research and action engagements in education. Three overlapping interests are at the centre of our inquiry: (a) the relationship between education and work; (b) the transformation of small towns in Maharashtra and the changing role of education therein; and (c) vocational and skill-based programmes in small towns. Anchored in the south-western town of Sangli, Maharashtra, our work focuses on various institutional arrangements in vocational and skill-based education. By mapping the educational landscape, the report also highlights the experiences of students who traverse the domains of work and education. Scholars of diverse disciplinary persuasions have pointed out the intensification of economic and social changes that have occurred since the late 1980s in India. Driven by the imperatives of the global economy, economic liberalisation severely affected a number of domestic sectors. Agriculture and related sectors saw large-scale movement of labour towards non-agrarian livelihoods that also resulted in a consistent increase in short-term, circuitous and at times long-term migration to urban and semi-urban locales. Similarly, there have also been significant shifts that have occurred in education over the course of the past three decades, propelling a change in the social, cultural and economic realms. The desire and demand for quality education has become apparent, while state provisioning of education has gone down and privatisation has occurred at a fast pace.
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Томашевський, Володимир Володимирович, Лілія Вікторівна Саприкіна, and Анна Петрівна Ємельова. Formation of Future Designers’ Aesthetic Culture as a Pedagogical Problem. КДПУ, 2021. http://dx.doi.org/10.31812/123456789/4989.

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The results of theoretical research of the process of formation of future designers’ aesthetic culture are outlined in the article. A modern state of problem status of the formation of future designers’ aesthetic culture is analyzed in scientific and pedagogical discourse. The theoretical analysis of the formation process of future designers’ aesthetic culture as a pedagogical problem is made. The formation process of future designers’ aesthetic culture as self-organizing system is characterized. The principles which characterize the role of vocational education in the formation of aesthetic culture of future specialists in the sphere of design are determined. Scientific and pedagogical support of the formation process of future designers’ aesthetic culture.
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Arifi, Besa. Education in Preventing & Countering Violent Extremism: Considerations for the Western Balkans. RESOLVE Network, September 2022. http://dx.doi.org/10.37805/pn2022.1.wb.

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Violent extremism in the Western Balkans takes many forms, from Western Balkans foreign fighters recruited to participate in conflicts abroad, including in the Middle East and Ukraine; to ethno-nationalist organizations that spread inter-ethnic hatred, some emanating from and glorifying legacies of conflict spanning back to the breakup of the former Yugoslavia and regional conflicts in the 1990s; to chauvinism and anti-EU and anti-NATO ideas that emerge to become even more serious and with greater consequences for the region and socio-political cohesion and dynamics. As violent extremism continues to evolve and adapt in the Western Balkan countries, efforts to address it must also adjust to new threats from both internal and external sources. Recent research on violent extremism in the Western Balkans, and North Macedonia specifically, suggests that education may be an important tool in addressing violent extremism in the region. Some have suggested educational initiatives may assist in addressing online and offline disinformation and extremist narratives. Furthermore, addressing ongoing issues within ethnically divided educational systems may play an important role in working to address some of the ethnic-based divisions that can contribute to ”othering” dynamics. Others have further suggested that education and other support services can play a role in aiding the transition of those imprisoned on charges related to violent extremism and returning families back into society. As countries throughout the Western Balkans continue to update and revise their national action plans and policies to address violent extremism, greater consideration of the role of education and how it might be integrated into these policies is needed. This publication, based on findings from a large-scale literature review mapping the state of research on education in P/CVE in the Western Balkans and beyond,offers a series of considerations for policymakers and practitioners looking to incorporate education in future efforts to address drivers, both real and potential, of violent extremism in Western Balkan states. While findings from this paper are contextualized within the broader experiences of the Western Balkans, specific examples based on experiences in individual countries, North Macedonia most notably, are detailed to provide an in-depth example of considerations for policymakers interested in further incorporating education into P/CVE plans moving forward.
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Haßler, Björn, and Gesine Haseloff. TVET Research in SSA: Recommendations for Thematic Priorities. Undefined, February 2022. http://dx.doi.org/10.53832/opendeved.0268.

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This paper builds on our study on research on Technical and Vocational Education and Training (TVET) in sub-Saharan Africa (SSA). The study was commissioned by the German Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung, BMBF) and was conducted in 2019. Our study undertook a systematic literature review, which evaluated over 2,000 scientific publications, classifying some 300 as relevant to the topic and examined them in greater detail. One focus area was the institutionalisation of research on TVET in sub-Saharan Africa, its actors, networks and funding. A second area focused on the topics and content addressed by researchers on TVET in SSA. Our comprehensive study allows us to derive indications for future TVET research in SSA, which form the content of the present paper. Our recommendations for future research emerge from: The research literature analysed; A series of expert interviews; and A Structured Community Review. Our key contribution is an extension of the Mulder-Roelofs Vocational Education and Training Research Framework of categories for TVET research. The framework reflects the focus and quality criteria of European/German TVET, and is an ideal starting point. Through our research, we revised and extended the framework for use in SSA. Our goal was to build on international standards on the one hand, but on the other hand to extend and apply those for use in SSA. It therefore makes it possible to respond to the latest state of research both from a European perspective (e.g., donors/organisations like BMBF), as well as to examine the broad spectrum of very different aspects of TVET research in SSA. After presenting the relevant categories of TVET research, the authors go into detail on the topics for further research. Their conclusion recommends continuous research monitoring based on a constantly updated international network of researchers and institutions with an interest in TVET research in SSA. In particular, we propose a coordinated effort for an online, international community of stakeholders and researchers involved in TVET research in sub-Saharan Africa (https://convet.org).
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