Relevant bibliographies by topics / Training and vocational skills

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Training and vocational skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Training and vocational skills"

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Fernández, Yolvi Ocaña. "Digital Skills and Digital Literacy: New Trends in Vocational Training." International Journal of Early Childhood Special Education 12, no. 1 (June 30, 2020): 370–77. http://dx.doi.org/10.9756/int-jecse/v12i1.201016.

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Ogonek, Nadine, and Sara Hofmann. "Governments' Need for Digitization Skills." International Journal of Public Administration in the Digital Age 5, no. 4 (October 2018): 61–75. http://dx.doi.org/10.4018/ijpada.2018100105.

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This article describes how while confronted with digitization, governments need to equip their employees with skills for dealing with the upcoming technologies. To date, however, there has been no thorough analysis of which skills governments actually require and how these skills are addressed by (vocational) training. Therefore, the aim of this article is to understand both governments' needs and the scope of currently offered training as well as identifying the existing gaps by conducting qualitative interviews with employees from HR departments in governments. An understanding of what skills are actually required in public bodies and how they can be classified will be outlined. Furthermore, the challenges and benefits of governments' decision to offer vocational training are investigated, pointing out gaps that need further investigation. Based on this, implications for theory and practice for the digitization future and vocational trainings in government are derived.
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Monusova, G. "Skills Formation Across Countries." World Economy and International Relations, no. 6 (2014): 95–109. http://dx.doi.org/10.20542/0131-2227-2014-6-95-109.

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Educational attainment and vocational training are important components of the human capital and they both show large cross-country variation. Large differences in vocational training between countries have two major interconnected explanations. The first one deals with structural differences in technological structure of labour demand, while the second one associates incidence of on-the-job training with institutional environment fertile for high tech developments.
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James, Jose, Bhavani Rao R., and Gabriel Neamtu. "Design of a bi-manual haptic interface for skill acquisition in surface mount device soldering." Soldering & Surface Mount Technology 31, no. 2 (April 1, 2019): 133–42. http://dx.doi.org/10.1108/ssmt-01-2018-0001.

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Purpose Offering unskilled people training in engineering and vocational skills helps to decrease unemployment rate. The purpose of this paper is to augment actual hands-on conventional vocational training methods with virtual haptic simulations as part of computer-based vocational education and training. Design/methodology/approach This paper discusses the design of a bi-manual virtual multi-modal training interface for learning basic skills in surface mount device hand soldering. This research aims to analyze human hand dexterity of novices and experts at micro level skill knowledge capture by simulating and tracking the users’ actions in the manual soldering process through a multi-modal user interface. Findings Haptic feedback can enhance the experience of a virtual training environment for the end user and can provide a supplementary modality for imparting tangible principles to increase effectiveness. This will improve the teaching and learning of engineering and vocational skills with touch-based haptics technology, targeted toward teachers and students of various disciplines in engineering. Compared with the traditional training methods for learning soldering skills, the proposed method shows more efficiency in faster skill acquisition and skill learning. Originality/value In this study, the authors proposed a novel bi-manual virtual training simulator model for teaching soldering skills for surface mount technology and inspection. This research aims to investigate the acquisition of soldering skills through virtual environment, with and without haptic feedback. This acts as a basic-level training simulator that provides introductory training in soldering skills and can help initially unskilled people find educational opportunities and job offers in the electronics industry.
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Chukwuedo, Samson Onyeluka, and Theresa Chinyere Ogbuanya. "Potential pathways for proficiency training in computer maintenance technology among prospective electronic technology education graduates." Education + Training 62, no. 2 (January 1, 2020): 100–115. http://dx.doi.org/10.1108/et-07-2019-0146.

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Purpose The purpose of this paper is to investigate the cause–effect relationship between vocational support and the levels of acquisition of practical skills via learning self-efficacy during a training intervention in computer maintenance technology among vocational electronic technology students. Design/methodology/approach Quasi-experimental research was employed. The participants were 84 undergraduates of vocational electronic technology education in Nigeria. The study applied the modified stages of the Dreyfus model of skills acquisition as the training model. The study proposed a four-simple mediation models based on the first four stages of the modified Dreyfus model of skills acquisition (namely, novice, advanced beginner, competent and proficient stages) via practical skills learning self-efficacy. Findings The result showed significant effects of perceived vocational support in practical skills training on the levels of acquisition of practical skills in computer maintenance technology. Learning self-efficacy mediated the relationship between perceived vocational support and three levels of practical skills acquisition (advanced beginner, competent and proficient). Research limitations/implications All possible mediation pathways were not covered in this study. However, the study x-rayed the tendency of pathways in training intervention in vocational education and allied fields of study. Practical implications This study has empirically provided evidence to support the Dreyfus model of skills acquisition, as a plausible practical skills training model. Hence, the study can serve as a model for other researchers for replication in other fields of study. Originality/value To the authors’ knowledge, this is the first study that revealed potential pathways in work-related practical skills training interventions. The study has also validated the Dreyfus model as a potential skill acquisition model for practical skills training.
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Hadiwijaya, Denden Sudarman, and Ahmad Hilal Hadiwijaya. "PENDIDIKAN VOCATIONAL SKILLS." THORIQOTUNA: Jurnal Pendidikan Islam 2, no. 1 (June 24, 2019): 68–87. http://dx.doi.org/10.47971/tjpi.v2i1.120.

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This article aims to determine how important the vocational skill education for students in the Darussalam Islamic Boarding School of Kersamanah Garut. The background of this research is that ideally the person who was educated both formal and non-formal schools at least have the skills of life that it faces, especially in the world of work. In fact there are a lot of unemployment among educated either issued by the formal and non-formal education is still unused and still many educational institutions interventioned with offices and civil service, and there are still doubts in the world of work on the output issued boarding. Therefore it is necessary to study "Education Vocational Skills (Case Study In Darusaalam Islamic Boarding School Kersamanah Garut)", This study aims to describe and analyze the development of vocational skills in applied as future supplies students. It uses the method to achieve the goal of research is to reserch descriptive qualitative method. Data retrieval is done by interview, observation and documentation. Results from this study showed that the Darussalam Islamic Boarding school is a boarding school that equip students with vocational skills through extra-curricular activities in the form of education life skills oriented vocational education skills such as : organizational and clerical schools , or in the form of a course in which there are education vocational skills such as : automotive , sewing and culinary art , or other training by bringing in trainers from outside schools , in order to motivate students to become productive graduates who are able to enter public life line
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Pylväs, Laura, and Petri Nokelainen. "Finnish WorldSkills Achievers’ Vocational Talent Development and School-to-Work Pathways." International Journal for Research in Vocational Education and Training 4, no. 2 (August 31, 2017): 95–116. http://dx.doi.org/10.13152/ijrvet.4.2.1.

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This paper examines the perceptions of vocational expertise and school-to-work pathways among WorldSkills Competition (WSC) achievers and their co-workers and employers within the Finnish context. At the biennial international WSC, young people (aged 18-to-23 years) from over 60 countries demonstrate their skills in more than 40 trades. Individualized training for this competition is provided through the cooperation of vocational institutions (e.g., expert coaches, team leaders and competition panellists) and industry (e.g., mentors, sponsors, materials, equipment). Semi-structured thematic interviews (N=51) were conducted in 2013 and 2014 with former Finnish WSC medal or diploma winners (n=18) who had since begun their working lives (1-to-15 years of work experience). Their employers (n=16) and colleagues (n=17) were also interviewed. Results showed that in addition to vocation-specific knowledge and skills, problem-solving skills, creativity, social skills and self-regulatory skills were acknowledged as the most significant elements of vocational expertise. The findings also indicated that formal vocational education combined with deliberate practice and training based on expert mentoring improved the long-term career progress and vocational expertise of the WSC achievers.
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Liu, Jie, Wei Qi, Chun Zi Liu, and Xiu Zhen Zhang. "Strategies Study on Intelligent Building Vocational Training Skills." Advanced Materials Research 271-273 (July 2011): 1747–52. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1747.

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With the social reform and economy development, both laid-off and employment of university students become the more important social problems. Based on the re-employment project of intelligent building, the technical training characteristics and training strategy have been analyzed. Moreover, in order to improve the professional training effect, some factors should been pay more attention and guaranteed primarily, such as improvement the publicity of related departments, students learning basis and ideological trends, quality education and creative ability training, reasonable arrangement of the training mode, widen training form and so on.
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Osman, Norlaila Wati, and Arasinah Kamis. "The Innovation Leadership Skills for Middle-Vocational Leader of Technical and Vocational Education and Training (TVET) in Malaysia." International Journal of Psychosocial Rehabilitation 23, no. 4 (December 20, 2019): 930–42. http://dx.doi.org/10.37200/ijpr/v23i4/pr190421.

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Garbuja, Beg Prasad, and Rajan Binayek Pasa. "Role of Technical and Vocational Education and Training in Women Empowerment: A Case from Bima VDC of Myagdi District, Nepal." Journal of Training and Development 2 (August 11, 2016): 33–41. http://dx.doi.org/10.3126/jtd.v2i0.15436.

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This study analyzed role of technical & vocational education and training in women empowerment process specifically in local level. In fact, technical & vocational education and training programs not only provide self-employment opportunity to the women but also trigger capability to exercise control over their personal and family life, make choices to improve well beings and take active role in decision making. For justifying central argument; what are the changing role of technical & vocational education and training that has been fostering women empowerment as well as social and economic development process in this VDC (Village Development Committee), the researchers employed quantitative case study research design and applied key informant interview, observation and household survey as data collection techniques. Researchers purposively selected 63 sample populations (10 respondents who completed technical & vocational education and 53 respondents who participated in vocational skill development trainings). The study found significant role of technical & vocational education and training that have been transforming women empowerment and social and economic development process in local level. More so, for promoting social and economic development process, capable and skilled women are equally playing; decision making, leadership, educational and change agent role in the VDC. The study concluded that technical & vocational education and training program conducting in local level help to nourish knowledge, ability and develop vocational skills of women and empowering them. Similarly, empowered women are also playing transformative role in social and economic development process of the VDC. Finally the ideas in which vocational education and training found to be means and ends for women empowerment in this VDC can be replicate in other similar settings.
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Dissertations / Theses on the topic "Training and vocational skills"

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Cooper, Evan S. "Got Skills? Improving U.S. Vocational Training amidst Growing Demand for Advanced Vocational Skills." Ohio University Honors Tutorial College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1524678708998462.

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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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Pickering, Amanda. "Work related social skills and vocational training of adults with intellectual disabilities /." Title page, table of contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsp595.pdf.

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Mohammad, Noor Norlida. "Secretarial training in Malaysia and the needs of the business community." Thesis, Brunel University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311265.

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Mata, Songezo. "E-skills and employability : a Technical and Vocational Education and Training (TVET) curriculum perspective." University of the Western cape, 2015. http://hdl.handle.net/11394/5576.

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Magister Commercii (Information Management) - MCom(IM)
The high rate of youth unemployment is a global phenomenon and a worrying factor. This contradicted the opportunity presented by the ICT sector, which requires e-skills, particularly e-literacy/or digital literacy skills in the entire sectors of the economy, not only ICT. Ala-Mutka (2011) defines e-literacy skills as the "basic technical use of computers and the internet". ICT skills are viewed as essential in the modern day world in order to improve individual’s chances of securing and keeping employment. Various initiatives to improve youth employability in South Africa, particularly those that are studying TVET colleges or those have already graduated. Various approaches have been adopted such envisaged by the White Paper for Post-School Education and Training of 2013 i.e. preparation for workplace, self-employment through close cooperation of TVET colleges and industry (DHET, 2013). Employers assume that graduates are familiar with computer and Internet usage. Thus, the study set the following objectives: • To understand the theoretical and contextual background of promoting employability; • To explore existing employability frameworks that might be relevant for promoting employability; • To identify and categorize the factors that are relevant for promoting employability obtained from pertinent literature; • To validate these factors by interviewing key TVET stakeholders and ICT experts; • To propose an employability framework customized for the South African context; and • To explain the use of these factors within the proposed employability framework. The objectives were realised by reviewing pertinent literature, which led to the development of an employability conceptual research framework for South Africa. A conceptual research framework that consists of five factors from the e-skills national curriculum competency framework: (i) e-skills for service delivery; (ii) e-skills for new jobs; (iii) e-skills for existing jobs; (iv) self-employment; and (v) ICT practitioner skills. In-terms of e-skills levels i.e. ICT user skills, e-business skills and ICT practitioner skills. The first three sets of e-skills are associated with ICT user skill, e-skills for self-employment are associated with e-business skills and then ICT practitioner skills. This conceptual research framework was subsequently empirically verified using an interpretive approach by interviewing key TVET stakeholders and an ICT expert. The empirical findings affirmed the validity of the above-mentioned employability factors but also uncovered two additional factors: (iv) practical experience and infrastructure. These factors were subsequently incorporated into the final employability framework for South Africa. The main contribution of this study is the fact that it brings a new employability framework for TVET colleges for the South African context, with the hope that it can be applicable in similar environments in the developing context. There are some limitations in the present study due to a small research sample that was caused by the unavailability of employed graduates. However, it is believed that this limitation did not deem the results and the academic and practical contribution of the study invalid.
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Bounds, Marion Betsy. "Effects of summer employment training on the employability and social skills of mildly handicapped students." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184468.

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During the summer of 1987 a study was conducted to determine the effects of a summer employment training program. Forty-eight mildly handicapped (learning disabled, emotionally handicapped, educable mentally handicapped) students participated. There were two types of treatment conditions: work experience plus employability and social skills training (WE + ESST); and work experience only (WE). Fifteen students served as a control group. All students had participated in a work experience program during the preceding Spring and again in the following Fall. Students in the WE + ESST group received direct instruction on employability and social skills in a classroom setting for on hour a day, twice a week for six weeks. Work experience for both treatment groups consisted of working for a minimum of fifteen hours a week. They were monitored by job developers on at least a weekly basis.
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Naanda, Raimo Ndapewa. "The integration of identified employability skills into the Namibian vocational education and training curriculum." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5357.

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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: Since the advent of the 21st century the world has been experiencing rapid changes in knowledge, technology and information. These changes pose challenges to the providers of education and training in general and vocational education and training in particular. The impact of technological advancement and the nature of organisational changes in the workplace demand skills of an increasingly higher level – particularly skills in the areas of information technology, problem solving and communication. The problem identified in this study was that graduates from vocational training centres (VTCs) in Namibia did not have appropriate employability skills needed at the workplace, as indicated by Namibian employers. The aim of this study was to identify the types of employability skills considered important by employers at the workplace and to determine how such skills could be integrated into the vocational education and training curriculum in Namibia. A literature review conducted revealed that employers require workers with the following key, core or employability skills: communication, information technology, working with numbers, working with others, problem solving and improving one’s own learning and performance. The population for this study was 493 employers providing on-the-job training or employing vocational training centre graduates. A total of 244 out of the 493 employers responded. The population of the study represented the following occupational sectors: auto trades, building construction trades, metalwork trades and electrical engineering trades. Data for the study were collected through reviewing the literature on employability skills, a survey questionnaire to employers and face-to-face interviews conducted with selected employers during the research. The following questions were explored in the questionnaire and structured interviews: i) Which employability skills are important at the workplace? ii) Who is responsible for developing employability skills? iii) If it is the responsibility of vocational training centres to foster employability skills, at which educational level should employability skills education be introduced? iv) How should the acquisition of employability skills be promoted? v) How should employability skills be assessed? The study found that employers in Namibia considered employability skills such as teamwork, time management, a positive attitude, problem solving, planning, and coping with multiple tasks as the most important skills they required from vocational training centre graduates. Employers further indicated that employability skills could be developed at family/home settings as well as at school and vocational training centres and suggested that employability skills education be introduced from level 1 during the first year of training. It was also found that portfolios, observation and practical assessment were credible approaches for assessing employability skills and that this should be done in real-life contexts. Based on the conclusions arrived at in the study, it is recommended that a policy framework for employability skills be developed and implemented in the Namibian vocational education and training system. Specific recommendations are made regarding the following aspects: the type of employability skills; whose responsibility it is to develop these skills; at which level of training the development of employability skills should be implemented; how they could best be learned and how the learning of employability skills could be assessed.
AFRIKAANSE OPSOMMING: Die snelle veranderinge op die gebied van kennis, tegnologie en inligting sedert die begin van die 21ste eeu bied groot uitdagings aan die verskaffers van onderwys en opleiding in die algemeen en beroepsonderwys en -opleiding in die besonder. Die uitwerking van tegnologiese vordering en die aard van organisatoriese veranderinge in die werkplek vereis groter hoërorde-vaardighede as vantevore – veral vaardighede op die gebied van inligtingstegnologie, probleemoplossing en kommunikasie. Die probleem wat in hierdie studie aan bod gekom het, was dat gegradueerdes van beroepsopleidingsentrums in Namibië nie oor voldoende indiensneembaarheidsvaardighede wat in die werkplek benodig word, beskik nie, soos aangedui deur Namibiese werknemers. Die doel van hierdie navorsing was om die soorte indiensneembaarheidsvaardighede wat werkgewers by indiensneming van personeel as belangrik beskou te identifiseer, en om vas te stel hoe sodanige vaardighede in die kurrikulum vir beroepsonderwys en .. opleiding in Namibië geïntegreer kan word. Literatuuroorsig het getoon dat werknemers benodig word met die volgende belangrike, kern- of indiensneembaarheidsvaardighede: kommunikasie, inligtingstegnologie, syfervaardigheid, samewerking met ander persone, probleemoplossing en die verbetering van eie leer en prestasie. Die navorsingspopulasie vir hierdie studie het uit 493 werkgewers bestaan wat indiensopleiding verskaf of wat persone in diens het wat reeds hul beroepsopleiding voltooi het. Tweehonderd-vier-en-veertig werkgewers het uiteindelik aan die vraelysondersoek deelgeneem. Die motor-, konstruksie- en metaalwerkbedryf, asook die elektriese-ingenieurswesesektor, is in die navorsingspopulasie verteenwoordig. Data is ingesamel deur literatuuroorsig te doen oor indiensneembaarheidsvaardighede, en deur vraelyste en persoonlike onderhoude. Die volgende vrae is in die vraelys en tydens gestruktureerde onderhoude gestel: i) Watter indiensneembaarheidsvaardighede is in die werkplek belangrik? ii) Wie is verantwoordelik vir die ontwikkeling van indiensneembaarheids-vaardighede? iii) Indien dit die verantwoordelikheid is van beroepsopleidingsentra om indiensneembaarheids-vaardighede te bevorder, op watter opvoedkundige vlak behoort opleiding met betrekking tot indiensneembaarheidsvaardighede ingestel te word? iv) Hoe behoort die aanleer van indiensneembaarheidsvaardighede bevorder te word? v) Hoe behoort indiensneembaarheidsvaardighede geassesseer te word? Daar is bevind dat werkgewers in Namibië indiensneembaarheidsvaardighede soos spanwerk, tydbestuur, positiewe houding, probleemoplossing, beplanning en die hantering van veelvuldige take as die belangrikste vaardighede beskou wat hulle van potensiële opgeleide werknemers verwag. Werkgewers het aangedui dat indiensneembaarheidsvaardighede in die huis, in skole en deur beroepsopleidingsentrums ontwikkel kan word. Hulle het voorgestel dat opleiding in indiensneembaarheidsvaardighede in die eerste jaar van opleiding by die beroepsopleidingsentrums vanaf vlak 1 aangebied behoort te word. Verdere bevinding was dat die assessering van kwekelinge se portefeuljes, waarneming en praktiese assessering geloofwaardige benadering tot die assessering van indiensneembaarheidsvaardighede is en dat dit binne die konteks van die werklike lewe gedoen behoort te word. Daar word op grond van die bevindinge onder meer aanbeveel dat beleidsraamwerk vir die ontwikkeling van indiensneembaarheidsvaardighede in die Namibiese beroepsonderwys en .. opleidingstelsel ontwikkel en geïmplementeer word. Spesifieke aanbevelings word gemaak ten opsigte van die tipes indiensneembaarheidsvaardighede, wie se verantwoordelikheid dit is om hierdie vaardighede te ontwikkel, op watter opleidingsvlak die indiensnemingsvaardighede geïmplementeer behoort te word, hoe dit ten beste aangeleer kan word, en hoe die leerproses met betrekking tot indiensneembaarheidsvaardighede geassesseer kan word.
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Thompson, Sheila R. "The five most important entry-level employability skills that employeers of the Chippewa Valley seek in entry-level job applicants." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001thompsons.pdf.

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Mat, Som Hafizan. "An investigation of e-portfolio implementation in the Malaysian Skills Training Programme (MSTP)." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/4469/.

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The Malaysian Skills Training Programme (MSTP) is a sub-division of Malaysian Vocational and Training Education (VET) under the jurisdiction of the Ministry of Human Resource, Malaysia. The programme was developed to prepare skilled workers for employment in the ‘blue collar’ sector. The Malaysian Ministry of Higher Education and the UNESCO-UNEVOC believe that the VET should be upgraded to offer a more professional service in which ICT (Information and Communication Technology) applications such as electronic learning need to be explored and harnessed (Kafka & Dale, 2013). This thesis investigates the implementation of an electronic portfolio (E-portfolio) in one accredited Skills Training Institution in Malaysia. The research aim was to deploy an E-portfolio which was developed using MAHARA software with several skills training courses in one training semester. The idea of a ‘threshold concept’ was adopted to provide guidelines to direct the E-portfolio development and implementation. Kolb’s Experiential Learning (KEL) and Competency Based Training (CBT) were the main reference theories informing the design of the E-portfolio process of use. Based on quasi-experimental design, the system’s implementation included groups of students in 2013 and 2014 cohorts. Upon completion, the use of the E-portfolio was evaluated to determine the system’s impact and its effectiveness in the teaching and learning process. A mixed methods research approach was used, consisting of assessment rubrics, survey questionnaires, e-mail interviews, online communication and document reviews. A respondent’s validation based approach called a ‘report-and-respond enquiry’ was executed at the end of data analysis to validate the findings. Qualitative and quantitative data showed that the E-portfolio could contribute to the improvement of several aspects of teaching and training such as communication, reflection on practical work, motivation of learning, progress based learning, and the construction of new knowledge. In addition, senior staff believed that the use of an E-portfolio would benefit the institution by saving printing costs and enhancing the institution’s image to the public and to the awarding body. The findings suggested that, when blended with the current traditional training pedagogy, the E-portfolio system has the potential to be implemented as a showcase E-portfolio, used for online assessment or can be used as a teaching approach. The email interviews and Facebook communication revealed that user attitudes and the support required for the use of the E-portfolio are the biggest challenges. Based on these findings, a scaffolded approach to the implementation of E-portfolios in MSTP is recommended. The key outcomes of this research are the E-portfolio scaffolding strategies in the MSTP that could be deployed at other Skills Training institutions or organizations which intend to explore the use of E-portfolios in the future.
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Loday, Karma Manee Chaiteeranuwatsiri. "An evaluation of training of instructors programme in enhancing the teaching skills of instructors of vocational training institutes of Bhutan /." Abstract, 2008. http://mulinet3.li.mahidol.ac.th/thesis/2551/cd412/4938036.pdf.

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Books on the topic "Training and vocational skills"

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Churchouse, Jane. Advancing training skills. Calne: MindShift, 1998.

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Vocational skills training for segmental paver installation. Prior Lake, MN: Pave Tech, Inc., 2003.

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Martin, Rob. Employability skills explored. London: Learning and Skills Network, 2008.

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(Firm), Quality Works. List of priority vocational skills and strategies to fast track priority skills development. Gaborone: Botswana Training Authority, 2010.

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Washington (State). Superintendent of Public Instruction. Vocational skills center study: ESB 6108 (1998). Olympia, WA (PO Box 47200 Olympia 98504-7200): The Office, 1999.

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Soft skills training: A workbook to develop skills for employment. [Charleston, SC: CreateSpace], 2012.

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Manitoba. Skills Training Advisory Committee. Partners in skills development: The report of the Skills Training Advisory Committee. [Winnipeg, Man., Canada]: Manitoba Education and Training, 1990.

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Adrian, Ziderman, and Adams Arvil V, eds. Skills for productivity: Vocational education and training in developing countries. Washington, D.C: Published for the World Bank [by] Oxford University Press, 1993.

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Skills by design: Strategies for employee development. Edmonton, Alta: Government of Alberta, Human Resources and Employment, 2005.

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Armstrong, Elaine. Cognitive skills group rehabilitation in pre-vocational head injury training programme. (s.l: The Author), 2000.

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Book chapters on the topic "Training and vocational skills"

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Sharma, Anita, and Kenneth King. "Skill India: New Skills Development Initiatives in India." In Handbook of Vocational Education and Training, 1–24. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-49789-1_76-1.

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Sharma, Anita, and Kenneth King. "Skill India: New Skills Development Initiatives in India." In Handbook of Vocational Education and Training, 39–61. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_76.

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Deitmer, Ludger. "Innovation Skills in Apprentice Training." In Handbook of Vocational Education and Training, 1–17. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_79-1.

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Deitmer, Ludger. "Innovation Skills in Apprentice Training." In Handbook of Vocational Education and Training, 121–37. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_79.

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DiBenedetto, Catherine A. "Twenty-First Century Skills." In Handbook of Vocational Education and Training, 1–15. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_72-1.

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DiBenedetto, Catherine A. "Twenty-First Century Skills." In Handbook of Vocational Education and Training, 1267–81. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_72.

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Nokelainen, Petri, Laura Pylväs, and Heta Rintala. "Skills Competitions for Promoting Vocational Excellence." In Handbook of Vocational Education and Training, 1–13. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_69-1.

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Nokelainen, Petri, Laura Pylväs, and Heta Rintala. "Skills Competitions for Promoting Vocational Excellence." In Handbook of Vocational Education and Training, 1239–50. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_69.

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Grugulis, Irena. "Vocational education and training in Britain." In Skills, Training and Human Resource Development, 54–70. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-20833-9_4.

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Palmer, Robert. "Financing Technical and Vocational Skills Development Reform." In Handbook of Vocational Education and Training, 1–23. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_42-1.

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Conference papers on the topic "Training and vocational skills"

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Setyo Wardani, Endah, Isnandar Isnandar, and Siti Sendari. "The Influence of Employability Skills and Skill Competency toward Work Readiness." In 1st International Conference on Vocational Education And Training (ICOVET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icovet-17.2017.1.

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Shan, Fubin. "Exploration of Vocational Skills Training for Applied Undergraduate Students." In Proceedings of the 2018 8th International Conference on Management, Education and Information (MEICI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/meici-18.2018.15.

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XIA, Xiaohui, and Yixi YANG. "Students' Vocational Skills Training of Road and Bridge Engineering." In 2nd International Conference on Electronic and Mechanical Engineering and Information Technology. Paris, France: Atlantis Press, 2012. http://dx.doi.org/10.2991/emeit.2012.74.

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"Practice of Introducing Quality Development Training into Higher Vocational Physical Education." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000600.

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Mulyana, Elih. "Standard Level of Vocational Education Skills in Indonesia." In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.103.

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Yoto, Yoto, Marsono, Agus Suyetno, and Bella Cornelia Tjiptady. "Teachers Internship Design To Improve Students’ Employability Skills In Vocational Education." In 2020 4th International Conference on Vocational Education and Training (ICOVET). IEEE, 2020. http://dx.doi.org/10.1109/icovet50258.2020.9229902.

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Hamidah, Siti. "Humanistic Soft Skills Learning For Generating Professional Teacher Performance." In 3rd UPI International Conference on Technical and Vocational Education and Training. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ictvet-14.2015.42.

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Sivanathan, Aparajithan, Scott Mcgibbon, Theodore Lim, James Ritchie, and Mohamed Abdel-Wahab. "A Cyber-Physical Gaming System for Vocational Training." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67560.

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Cyber-physical systems enable new digital ecologies in industrial and workplace lifelong learning. This paper reports on early efforts in delivering a virtual environment and system for vocational education and training (VET), in particular targeting the needs of craft and trade skills. The domain of stone masonry is presented herein, where its underpinning activities are learning through virtual environments, simulation and role play. The challenges are not only the synchronicity between physical and software components but also the in-game mechanics that incorporate building blocks of effective training and skills development strategies. A prototype body-area sensor network in a cyber-physical game environment demonstrates the interaction between virtual objects and the player-learner.
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Saputra, Wasimudin Surya. "Employers Needs for Employability Skills of Engineering Graduates in Indonesia." In 3rd UPI International Conference on Technical and Vocational Education and Training. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ictvet-14.2015.49.

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Yahaya, Norhayati, Mohamad Sattar Rasul, and Ruhizan Mohamad Yasin. "Social Skills and Social Values in Malaysian Dual Training System Apprenticeship." In 2015 International Conference on Innovation in Engineering and Vocational Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icieve-15.2016.36.

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Reports on the topic "Training and vocational skills"

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Barrera-Osorio, Felipe, Adriana Kugler, and Mikko Silliman. Hard and Soft Skills in Vocational Training: Experimental Evidence from Colombia. Cambridge, MA: National Bureau of Economic Research, July 2020. http://dx.doi.org/10.3386/w27548.

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Herbert, George. How Can Middle-income Countries Improve Their Skills Systems Post- COVID-19? Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.082.

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Vocational training systems in middle-income countries are going to face multiple challenges in the post-COVID era, notably, challenges related to (1) automation; (2) the transition to a green economy, and (3) demographic pressures. Of these, automation - linked to the burgeoning ‘fourth industrial revolution’ that is set to transform the global economy - represents the most serious challenge and is the only one of the three challenges discussed in any depth in this paper. Whilst estimates of the likely scale of automation in the coming years and decades vary widely, it appears likely that waves of automation will lead to a dramatic decline in many kinds of jobs that largely involve routine, repetitive tasks. These trends pre-date COVID-19, but the disruption caused by the pandemic provides an opportunity to prepare for these challenges by implementing vocational training system reforms as part of the Build Back Better agenda. Reforms to vocational training systems will be crucial to ensuring middle-income countries respond appropriately to accelerating labour market changes. However, they should only form a limited part of that response and need to be integrated with a wide range of other policy measures. Vocational training reform will need to occur in the context of major reforms to basic education in order to ensure that all workers are equipped with the cross-cutting cognitive and socio-emotional skills they will require to perform hard-to-automate tasks and to be able to learn and adapt rapidly in a changing economy. Middle-income countries will also likely need to progressively expand social protection schemes in order to provide a safety net for workers that struggle to adapt to changing labour market requirements.
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Steuck, Kurt W., and Thomas N. Meyer. The Fundamental Skills Training Project. Fort Belvoir, VA: Defense Technical Information Center, August 2003. http://dx.doi.org/10.21236/ada417507.

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Dave, Dhaval, Nancy Reichman, Hope Corman, and Dhiman Das. Effects of Welfare Reform on Vocational Education and Training. Cambridge, MA: National Bureau of Economic Research, January 2011. http://dx.doi.org/10.3386/w16659.

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Schaab, Brooke B., and Franklin L. Moses. Six Myths About Digital Skills Training. Fort Belvoir, VA: Defense Technical Information Center, July 2001. http://dx.doi.org/10.21236/ada394575.

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Snel, Herman, and Herman Brouwer. Strengthening Myanmar’s agricultural technical and vocational education and training system. Wageningen: Wageningen Centre for Development Innovation, 2021. http://dx.doi.org/10.18174/543718.

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Smith, Kimberly K. Effect of Resuscitation Training on BLS Skills. Fort Belvoir, VA: Defense Technical Information Center, March 2011. http://dx.doi.org/10.21236/ada627641.

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Goodwin, Gregory A., and Paul N. Blankenbeckler. Enhancing Digital Skills Training: Interactive Multimedia Instruction. Fort Belvoir, VA: Defense Technical Information Center, May 2012. http://dx.doi.org/10.21236/ada586612.

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Toquam, J. L., and F. A. Morris. Recommended observational skills training for IAEA safeguards inspections. Final report: Recommended observational skills training for IAEA safeguards inspections. Office of Scientific and Technical Information (OSTI), September 1994. http://dx.doi.org/10.2172/10187014.

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Malamud, Ofer, and Cristian Pop-Eleches. General Education vs. Vocational Training: Evidence from an Economy in Transition. Cambridge, MA: National Bureau of Economic Research, July 2008. http://dx.doi.org/10.3386/w14155.

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