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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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Lim, Jung-Yeon, and Young-Min Lee. "The Policy Challenge of High Skills Vocational Education and Training in the Future Social Changes." Journal of Electronic Commerce in Organizations 17, no. 1 (January 2019): 39–49. http://dx.doi.org/10.4018/jeco.2019010104.
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The article aims to analyze the cases of high skills human resources development (HRD) vocational training programs in future strategic industries. This article analyzes the cases of ongoing HRD training programs for strategic industries in Korea. The results of the analysis are as follows. First, the strategic industry training, carried out in specialized industrial training institutions in Korea, are mostly focused on the environmental, weather, and robotics industries, in addition to bio-industry. Second, the key drivers of future high skills strategy training turned out to be industrial convergence and globalization. Third, many experts were invited to be instructors to manage the quality of the high skills training programs. Based on the findings of these case studies, this article suggests the promotion of high skill vocational training for strategic industries in Korea.
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Mustafa, Usman, Kalbe Abbas, and Amara Saeed. "Enhancing Vocational Training for Economic Growth in Pakistan." Pakistan Development Review 44, no. 4II (December 1, 2005): 567–84. http://dx.doi.org/10.30541/v44i4iipp.567-584.
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Training in general and skills development in particular, not only play a vital role in individual, organisational and overall national economic growth but are integral part of Human Resource Development (HRD). Skill development may be defined as a process to acquiring and sharpening capabilities to perform various functions associated with their present and future roles [Tripathi (2003)]. Moreover, literature suggests that human capabilities can be improved through better education and training [Haq (2002)]. Enhanced skills enable individuals to be more productive and spawn more money. It not only raises the rate of return on investment and increases employability but also ensures the implementation of various development projects in the time [Booth and Snower (1996) and O’Conner and Lunati (1999)]. To summarise, vocational education and training are indispensable instruments for improving labour mobility, adaptability and productivity, thus contributing to enhancing firms’ competitiveness and redressing labour market imbalances [Cailods (1994)].
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Steedman, Hilary. "Vocational Training in France and Britain: Mechanical and Electrical Craftsmen." National Institute Economic Review 126 (November 1988): 57–70. http://dx.doi.org/10.1177/002795018812600107.
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The rise of microcomputer technology in the last decade has introduced changes in the way tasks are carried out at both the technical and the organisational level in manufacturing industry, with consequential changes in the need for skills and training for both mechanical and electrical craftsmen. Both in Britain and in France the relevance of traditional and narrow concepts of skill (the craftsman highly skilled in one set of operations) is being questioned, and in both countries changes are taking place in the way young people are prepared for mechanical and electrical work.
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Nugraha, Hari Din, R. A. Vesitara Kencanasari, Reni Nuril Komari, and Kasda Kasda. "Employability Skills in Technical Vocational Education and Training (TVET)." Innovation of Vocational Technology Education 16, no. 1 (March 4, 2020): 1–10. http://dx.doi.org/10.17509/invotec.v16i1.23509.
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Employability skills should be a necessity for every TVET graduate. The need for the employability skills is very important in order to prepare TVET graduates in entering the labor market. The purpose of this study is: (1) to verify indicators of employability skills needed by TVET graduates and, (2) to produce proposals for employability skills frameworks for TVET graduates. This article reviews various relevant literature in order to explore the needs of appropriate employability skills. The results of the literature review show the employabilty skills needed by TVET sorted according to rank, namely; Social Skills, Knowledge in the Field of Engineering, Communication Skills, Information and Technology Skills, Management Skills, Creative and Innovative, Problem Solving and Critical Thinking. The implications of this literature review provide information and recommend a set of frameworks for academics to improve the employability skills of TVET graduates.
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Shrestha, Basanti Roshan Pradhan. "Vocational Education and Training Graduates: Challenges in Practical Skills to the Job Market." International Journal of Social Sciences and Management 3, no. 3 (July 28, 2016): 141–45. http://dx.doi.org/10.3126/ijssm.v3i3.15264.
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The purpose of this study is to describe the challenges facing vocational education and training graduates to the job market. Many studies and research has been done to identify the causes of the problem that vocational graduates are facing after they employed in the job market. But still problems are existing in job market as vocational graduates are facing difficulties to transfer their learning. Hence, it challenges the vocational Education and training system. Therefore, this study also focused on the possible interventions to solve the existing problems that vocational graduates and job markets have been facing. The gap and weak linkage between vocational training providers and job market challenges curriculum design and performance in job. So, Competency based training based curriculum design improve the quality of instruction through experienced instructors and training providers are the possible intervention to fill the gap.Int. J. Soc. Sc. Manage. Vol. 3, Issue-3: 141-145
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Seaman-Tullis, Rachel L., Helen I. Cannella-Malone, and Matthew E. Brock. "Training a Paraprofessional to Implement Video Prompting With Error Correction to Teach a Vocational Skill." Focus on Autism and Other Developmental Disabilities 34, no. 2 (August 23, 2018): 107–17. http://dx.doi.org/10.1177/1088357618794914.
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Very few individuals with autism spectrum disorder (ASD) have been trained in the vocational skills needed to obtain gainful employment. Moreover, although there is an abundance of research evaluating the practice of training practitioners of students with ASD to use evidence-based practices to teach a wide variety of skills, there have been few that apply this training to the acquisition of vocational tasks. This study uses a multiple-baseline-across-behaviors design to evaluate the training methods used to train a paraprofessional in the preparation and implementation of video prompting and error correction with his student with ASD. Furthermore, the behavior and learning of both the paraprofessional and student are measured. Results indicate that the training package resulted in increased video prompting implementation behavior for the paraprofessional, as well as corresponding, increased vocational skill behavior for the student.
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Arda, Ida Bagus Ngurah. "Mencetak SDM Unggul di UPTD BLKIP Disnakeresdm Provinsi Bali." Jurnal Bali Membangun Bali 2, no. 3 (December 12, 2019): 119–36. http://dx.doi.org/10.51172/jbmb.v2i3.18.
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Good quality of human resources (HR) needs to be prepared in gacing the Industrial Revolution 4.0 in which one of the ways is by job training/vocational training. Vocational training needs to get important attention especially in Bali because it has flexibility in encouraging changes in community skills. The Provincial Government of Bali through the Unit Pelaksana Teknis Bidang Pelatihan yaitu UPTD Balai Latihan Kerja Industri dan Pariwisata, Dinas Tenaga Kerja dan Energi Sumber Daya Mineral Provinsi Bali, conduct skills training for the workforce in various vocational fields, both in the industrial and tourism fields, which has the aim of forming a workforce skilled, competent, and productive and in accordance with the needs of the workforce. There are three important stages that must be done in improving the quality of human resources through training and development activities. The first stage is identification of training needs, the second stage is training and development, the third stage is evaluation.
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Simona, Gabureanu. "Teacher Training for Embedding Life Skills into Vocational Teaching." Procedia - Social and Behavioral Sciences 180 (May 2015): 814–19. http://dx.doi.org/10.1016/j.sbspro.2015.02.215.
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Ivanova, O. A. "FORMATION OF MEDIACULTURE SKILLS IN STUDENTS DURING VOCATIONAL TRAINING." Bulletin of Nizhnevartovsk State University, no. 4 (December 15, 2019): 3–8. http://dx.doi.org/10.36906/2311-4444/19-4/01.
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The article addresses the problem of the formation of media culture skills inengineering students who studyin secondary vocational education programs. The problem is considered in the context of forming a media-cultural personal space, which determines the future professional activity and interaction of a professional in a media-cultural environment, mediating the successful functioning of a subject in the ‘state-society-industry’system of relations. The localization of this issue is determined by the need to identify the features of the formation of media culture skills, while the specifics of maturity of such skills would cover a range of a single media culture space, including the timely processing, use, and handling of information that affects the level of formation of an individual’s media culture. The article emphasizes the importance of media culture skills for engineering students enrolled in secondary vocational education programs. The future technical professionals are considered as subjects (as well as cultural subjects), whose professional activity is regulated by the principles of technical rationality and whose media-cultural level mediates the effectiveness of the society-industryrelations within the ‘state-society-industry’ system of relations. The study used methods of historical and cross-cultural analysis, systematization and classification. The specific features of the media-cultural space in modern realityare revealed. The studysubstantiates the need for the formation of media culture skills as factors for improving the mediacultureawareness of a modern professional as the carrier of individual consciousness. The main groups of features characterizing the classification set of media culture skills are identified and described.
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Moodie, Gavin. "Skills for human development: transforming vocational education and training." Journal of Higher Education Policy and Management 41, no. 4 (May 30, 2019): 444–48. http://dx.doi.org/10.1080/1360080x.2019.1624929.
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Bani-Salameh, Zakaria. "Perceptions of Safety Knowledge and Skills in Vocational Training." International Education Studies 9, no. 5 (April 26, 2016): 133. http://dx.doi.org/10.5539/ies.v9n5p133.
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<p class="apa">This research aims at investigating the perceptions towards safety knowledge and skills and perceived efficacies among flight attendants onboard. Many studies have reported deficiencies in vocational training among flight attendants to handle specific onboard emergencies, but these findings are not surprising as knowledge and skills that are not put into active use have been shown to deteriorate or decay significantly even over very short intervals. To further understand the issue, an In-flight Safety Assurance Model is presented and data were collected and analyzed following this model. The findings revealed low perception and efficacy levels which highlight the need to establish Continuous Professional Development programs through making use of educational technology and multimedia.</p>
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Goes, Pauline Balabuch de, and Luiz Alberto Pilatti. "A THEORETICAL INTERINFLUÊNCIA OF VOCATIONAL TRAINING AND SKILLS EMPLOYABILITY." Nucleus 10, no. 2 (October 30, 2013): 57–70. http://dx.doi.org/10.3738/1982.2278.834.
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Moodie, Gavin. "Skills for human development: transforming vocational education and training." Journal of Vocational Education & Training 72, no. 3 (June 2, 2019): 461–64. http://dx.doi.org/10.1080/13636820.2019.1627065.
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Smith, Chris Selby. "A Stocktake of the Economics of Vocational Education and Training in Australia: Some Implications for Career Development." Australian Journal of Career Development 11, no. 2 (July 2002): 22–29. http://dx.doi.org/10.1177/103841620201100206.
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This article addresses four specific aspects of research into vocational education and training in Australia which were included in a book published in mid-2001 by the National Centre for Vocational Education Research: the changing skill requirements of Australian industry, modelling industry's demand for vocational education and training, enterprise accounting for skills (since whether an enterprise perceives its training expenditures as a cost, or as an investment, influences its decisions about how much training to undertake, of what kinds, and for whom) and provision of vocational education and training in secondary schools, considering especially the significant features of the various approaches, the profiles of participating students (and their destinations) and the costs involved. The article identifies some implications of the research for those concerned with career development in Australia.
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Sandirasegarane, Sharmila, Staci Sutermaster, Alyssa Gill, Jennifer Volz, and Khanjan Mehta. "Context-Driven Entrepreneurial Education in Vocational Schools." International Journal for Research in Vocational Education and Training 3, no. 2 (August 24, 2016): 106–26. http://dx.doi.org/10.13152/ijrvet.3.2.3.
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Vocational Education and Training (VET) is offered throughout the world to students of various educational backgrounds and career aspirations in an effort to create a skilled workforce. The structure of VET varies greatly across different fields and countries with high-growth, low-growth, and transitional economies. However, a common critique of many vocational institutions is that they focus on skills training without addressing related business systems. Thus, students may not understand the business strategies related to their field, which stifles job readiness and entrepreneurial potential. To counter this, a more context-driven and integrated entrepreneurial approach is proposed for VET. Benefits, disadvantages, and exemplars of various types of vocational and entrepreneurial programs are evaluated to determine how their strengths might be leveraged. Such integrated entrepreneurial and vocational training would more suitably address context-specific market needs via both practical and transferrable skills, thus helping to reduce unemployment, particularly among youth in sub-Saharan Africa.
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Dimache, Aurora, Thomas Roche, Simone Kopeinik, Lisa Christina Winter, Alexander Nussbaumer, and Dietrich Albert. "Suitability of Adaptive Self-Regulated e-Learning to Vocational Training." International Journal of Online Pedagogy and Course Design 5, no. 3 (July 2015): 31–46. http://dx.doi.org/10.4018/ijopcd.2015070103.
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Many studies have been conducted, mainly in a university environment, and researchers have identified both advantages and disadvantages of e-learning. Very little is known about the applicability and suitability of e-learning to vocational and skills-based training. The research presented in this paper evaluates an adaptive e-learning model (INNOVRET) which combines skills-based learning by means of the Competence based Knowledge Space Theory (CbKST) with the principles of self-regulated learning (SRL) for a practically-oriented vocational training area, namely highly skilled heat pump system installation, in Ireland. The research methodology employed to carry out this study consists of a participative study to develop the INNOVRET approach for e-learning for heat pump systems installation and an empirical study carried out to evaluate the INNOVRET system. The results show that it is the IT skills of the installers that determine the way they perceive the system and the whole learning experience, as well as the level of knowledge acquired.
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Nore, Gordon. "Peer Tutoring in Vocational Literacy Skills." TESL Canada Journal 7, no. 2 (June 26, 1990): 66. http://dx.doi.org/10.18806/tesl.v7i2.569.
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This article provides an overview of the first year's operation of the Frontier College/ Learning in the Workplace (LWP) project. Operating under a contract with the Innovations Branch of Canada Employment and Immigration Commission (CEIC), LWP's mandate is to develop industry-specific training materials and model programmes that can be used to help employees develop the literacy skills needed to function in the changing workplace. One component of Learning in the Workplace is the use of peer tutors who meet with co-workers who are interested in improving their skills. This paper is concerned with showing that the peer tutoring model is a useful component for identifying and meeting worksite literacy needs of non-native speakers.
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Valentin Kvist, Ann. "Immigrant groups, vocational training, and employment." European Journal of Training and Development 36, no. 8 (November 9, 2012): 809–26. http://dx.doi.org/10.1108/03090591211263530.
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PurposeThis paper aims to assess the effect of vocational training on employability for immigrant groups.Design/methodology/approachCognitive test results were computed as factor scores on broad ability variables, and group means were calculated. The effects of cognitive factors and training on employment were investigated in a series of regression equations. The development of employment was estimated in a growth curve model.FindingsThere were considerable group differences in mean cognitive estimates. The influence of training on employment was beneficial for all groups. Training courses at different levels of complexity had different long term effects.Research limitations/implicationsA replication with information on grades or other training outcome measures should be useful. Replication studies with other groups should be conducted, such as replication with a more balanced proportion of male and female participants.Practical implicationsImmigrant groups benefit from vocational training despite entering with lower skills. Different long term influence on employment rates could influence choice of course.Originality/valueThis paper contributes information on cognitive achievements and training outcomes for immigrants in working life, an area where much more knowledge is needed. It provides support for the praxis of granting vocational training to immigrants with language skills considerably below those of comparable native groups. It also shows that courses at different levels of complexity have different long‐term impact, which can be useful information in a cost‐benefit perspective.
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Pandit, Bhanu, and Rajan Binayek Pasa. "Contribution of Skill Test in Employment among Short Term Vocational Training Graduates." Nepalese Journal of Development and Rural Studies 17 (December 31, 2020): 1–14. http://dx.doi.org/10.3126/njdrs.v17i0.34946.
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This study analyzed contribution of vocational skills tests to the employment of trained graduates in different stages. In doing so, specialized survey was conducted with 305 graduates who received the skill training from private training institutes and attended the level-one skill test of NSTB. The results showed that skill testing system contributed to the employment of graduates specifically by accessing employment opportunities (pre-employment stage), increasing work performance (during- employment stage) and further job prosperity (post-employment). The segregation of the overall results showed that most of the graduates perceived that skill test contributed to all the employment stages.Men and women are equally benefitted with the skill tests to their employment. Similarly, youths from all age groups, all ethnic groups and all educational backgrounds were benefited in a similar manner from the skills test. However, it mattered whether a graduate was married or not, and which geographical area the graduate came from. As an implication, considering the contribution of the skill tests, the investment in skill tests in each of the vocational training is considered valuable and useful not only for the domestic workers including the migrants and returnees. Similarly, skills gained in the form of prior learning through informal and non-formal means can be tested, certified and recognized. Moreover, why the contribution of the skill tests varied according to the graduates’ marital status and geographic origin, a finding of the study, remains an area for further research.
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Ali, Asghar, Iqbal Ahmad, and M. Anees-ul-Husnain Shah. "Exploring Factors Influencing Employability of Vocational Training Graduates in Pakistan: A Factor Analysis." Global Regional Review II, no. I (December 30, 2017): 389–404. http://dx.doi.org/10.31703/grr.2017(ii-i).28.
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This study was conducted to explore factors influencing the employability of vocational education graduates in Pakistan. Data were collected from 141 teachers. The data were analyzed using factor analysis approach. The principal component analysis method was applied to exploring influencing factors. The following six factors were found influencing the employability of vocational graduates such as education mismatch, market need, relevant experience, job creation, policy and skills training. Based on the findings it is recommended that the vocational training curriculum needs to be updated and students need to be provided practical experiences through field-based learning. There is a need to link the curriculum of the vocational training institutions with industry. There is a need to provide skill-based training rather than theoretical teaching to the students before they enter the job market. Last but not least, demandbased policies need to be made and implemented for promoting skill development of the graduates.
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Ali, Asghar, Iqbal Ahmad, and Anees-ul-Husnain Shah. "Exploring Factors Influencing Employability of Vocational Training Graduates in Pakistan: A Factor Analysis." Global Regional Review II, no. I (December 30, 2017): 431–47. http://dx.doi.org/10.31703/grr.2017(ii-i).31.
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This study was conducted to explore factors influencing the employability of vocational education graduates in Pakistan. Data were collected from 141 teachers. The data were analyzed using factor analysis approach. The principal component analysis method was applied to exploring influencing factors. The following six factors were found influencing the employability of vocational graduates such as education mismatch, market need, relevant experience, job creation, policy and skills training. Based on the findings it is recommended that the vocational training curriculum needs to be updated and students need to be provided practical experiences through field-based learning. There is a need to link the curriculum of the vocational training institutions with industry. There is a need to provide skill-based training rather than theoretical teaching to the students before they enter the job market. Last but not least, demandbased policies need to be made and implemented for promoting skill development of the graduates.
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Okolo, Cynthia M., and Patricia Sitlington. "The Role of Special Education in LD Adolescents' Transition from School to Work." Learning Disability Quarterly 9, no. 2 (May 1986): 141–55. http://dx.doi.org/10.2307/1510363.
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Despite increasing interest in the transition of handicapped youth from school to postsecondary training and employment, available data indicate that few secondary-school special education programs provide relevant services. This article gives a rationale for and a delineation of the types of services which can facilitate the transition process for learning disabled (LD) adolescents. First, the authors review recent studies of LD individuals' vocational adjustment and identify the skills needed for successful transition to the world of work. Current practices in secondary special education and vocational education are then discussed. The authors conclude that secondary special education programs should provide six types of vocationally relevant activities: (a) occupational awareness, exploration, and basic work experience; (b) indepth career/vocational assessment; (c) instruction in job-related academic skills; (d) instruction in job-related interpersonal skills; (e) support services to other disciplines involved in vocational programming; and (f) post-school placement and follow-up. Finally, recommendations for personnel preparation and future research are suggested.
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Okolo, Cynthia M., and Patricia Sitlington. "The Role of Special Education in LD Adolescents' Transition from School to Work." Learning Disability Quarterly 11, no. 3 (August 1988): 292–306. http://dx.doi.org/10.2307/1510774.
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Despite increasing interest in the transition of handicapped youth from school to postsecondary training and employment, available data indicate that few secondary-school special education programs provide relevant services. This article gives a rationale for and a delineation of the types of services which can facilitate the transition process for learning disabled (LD) adolescents. First, the authors review recent studies of LD individuals' vocational adjustment and identify the skills needed for successful transition to the world of work. Current practices in secondary special education and vocational education are then discussed. The authors conclude that secondary special education programs should provide six types of vocationally relevant activities: (a) occupational awareness, exploration, and basic work experience; (b) indepth career/vocational assessment; (c) instruction in job-related academic skills; (d) instruction in job-related interpersonal skills; (e) support services to other disciplines involved in vocational programming; and (f) post-school placement and follow-up. Finally, recommendations for personnel preparation and future research are suggested.
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Kasman, Zeti, Affero Ismail, Nadzri Siron, and Noorazman Abd Samad. "A Review of Continuing Professional Development (CPD) of Training Competencies for Malaysian Mechanical Industries." MATEC Web of Conferences 150 (2018): 05017. http://dx.doi.org/10.1051/matecconf/201815005017.
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The aim of this paper is to review issues in continuing professional development of vocational training to the mechanical industries. The spectacle of individuals entering the labour market without relevant qualifications is common in Malaysia. There are many who choose to work instead of pursuing further education after secondary school. In the labour market, these individuals are considered to be low-skilled workers because they had no training prior to employment. The role of employers in providing training and education to employees is vital in establishing career development of employees. Employers who contributed to their employees' training funds through Human Resources Development Council would provide opportunities to increase the skills of workers. Based on the Malaysia's Development Plan of Occupational Skill, the issues and challenges that have been identified in producing skilled workers in interpersonal and technical skills. This paper provided an opportunity to examine an enterprise-based approach to skill formation for workers with basic academic qualifications. It presents an alternative scenario to institution-based Technical and Vocational Education and Training (TVET), which many Malaysians are familiar with. A structured curriculum development of human resources learning needs according to the job profile of the typical individual and group work which will provide a clearer perspective on knowledge, competence and skill levels of employee behavior in performing tasks will be discussed. The biggest impact on this study is to produce high skill employees concerning customer satisfaction and increased organizational productivity towards high income nations.
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Sancak, Merve. "Partisan politics of skills in middle-income countries: Insiders, outsiders and the vocational education system of Turkey." Competition & Change 24, no. 3-4 (November 25, 2019): 291–314. http://dx.doi.org/10.1177/1024529419888430.
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The literature on the political economy of development argues that many middle-income countries could not develop strong vocational education and training systems because of the lack of political coalitions that would support such systems. However, these researchers have overlooked the role of partisan politics, domain of political competition and the links of insiders and outsiders with political parties. This article addresses this gap by studying the case of Turkey in the 2000s, when the country was governed by the Justice and Development Party and experienced important changes in its vocational education and training system. It investigates the political shifts in these years and the impact of these shifts on vocational education and training policies. The article argues that the governing Justice and Development Party played a key role in the changes in the Turkish vocational education and training system. Small and medium enterprises and labour market outsiders, which were the outsiders of the political and economic system, formed Justice and Development Party’s main constituents. Different from the previous parties, Justice and Development Party focused on the economic interests of outsiders and vocational education and training became an important tool to address such interests of both groups. The Justice and Development Party governments integrated the interests of both small and medium enterprises and workers into the vocational education and training policies in the 2000s, which has led to a vocational education and training system with high state commitment, higher firm involvement and higher permeability between vocational and general education. This research is based on process-tracing of the political dynamics and vocational education and training system developments in Turkey in 2002–2011. The data comprise primary and secondary documents, as well as interviews with several stakeholders.
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Dimitrova, Emiliyana. "Development of Vocational Education and Training to 2025 in the Context of the European Skills Agenda." Vocational Education 23, no. 4 (August 20, 2021): 335–43. http://dx.doi.org/10.53656/voc21-4.1razv.
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The article presents the requirements for the development of vocational education and training until 2025 in the light of the Osnabruck Declaration. The Declaration describes the objectives to be achieved at European and national level in the following areas of development: resilience and excellence through quality, inclusive, and flexible vocational education and training; establishing a new lifelong learning culture – relevance of CVET and digitalisation; sustainability – a green link in VET European Education and Training Area and international dimension of vocational education and training.
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Idris, Abubakar, Umar Buba, Lukman Suleiman, and Adamu Ladan Adamu. "Relevance of Vocational Skill Acquisition Programmes for Employment in an Era of Dwindling Economy in Bauchi Metropolis." American Economic & Social Review 1, no. 1 (October 4, 2017): 45–49. http://dx.doi.org/10.46281/aesr.v1i1.147.
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The study was conducted to find out the relevance of vocational skill acquisition programmes for employment in an era of dwindling economy in Bauchi metropolis. Two research questions were formulated for the study. An 11 items questionnaire was developed and used to get responses from the trainees. A descriptive survey was employed for the study. The questionnaire was validated by two experts from Vocational and Technology Education Department. Mean statistical tool was used to analyze the data collected. The result of the study indicated that the most important objectives of vocational skill acquisition programmes were to enable youth to acquire vocational skills that would provide gainful employment as well as raise their standards of living. Also the trainees perceived the relevance of skill acquisition programmesas centers for imparting marketable skills that focus more on practical aspect than theory. It was recommended that training courses should be relevant to the need of the sectors and target group. Those training centers should serve as places for providing employment opportunities to the public since our economy is declining and government opportunities are less because of scarce resources.
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Gleeson, Denis. "Life Skills Training and the Politics of Personal Effectiveness." Sociological Review 34, no. 2 (May 1986): 381–95. http://dx.doi.org/10.1111/j.1467-954x.1986.tb02707.x.
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In recent years social and life skills curriculum has emerged to occupy an important place in new training initiatives, particularly those associated with YTS and pre-vocational courses such as TVEI, CPVE and City and Guids 365. one level the attraction of ‘life skills’ training is that it is relevant and address, in ways that traditional Liberal and General Studies could not, the practical problems likely to affect young people as adults, as parents and as employees. another, ambiguity surrounds the criteria upon which such skills for living are constructed and appraised, not least because of their close behavioural connection with altering young peoples’ attitudes toward authority, industry and society. Despite recent concern about the dangers of bias and indoctrination elsewhere in mainstream education, this controversial aspect of government intervention in vocational training (DEP 1981; MSC 1981; DEP 1984) has escaped the critical attention of those who currently express concern about standards in education (Scrution et al 1985). For this reason the paper seeks to examine the kind of ‘official’ thinking which lies behind life skills training, and the skills which are thought necessary to enhance the ‘personal effectiveness’ of young people. This would seem all the more important in view of the government's contention that technical and vocational education (14–18) now constitutes a viable alternative for those who fail to succeed in mainstream education. (DEP 1981, 1984; MSC 1981, 1982a).
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Thapa, Binayak Krishna, and Aishwarya Rani Singh. "TVET Approaches: A Diagnosis through the Lens of Human Capital, Right Based and Capability Approach." Journal of Training and Development 4 (December 24, 2019): 12–23. http://dx.doi.org/10.3126/jtd.v4i0.26830.
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The key approaches utilised for the understanding and implementation of a Technical and Vocational Education and Training (TVET) are primarily human capital and human rights approaches. While human capital approach advocates enhanced skills for the productivity, human rights approach systematically demands distributed enhancement of skills through short- or long-term trainings for all. The former approach connotes economic growth through better employment and income opportunity, whereas the latter situates itself for distributive opportunity, social inclusion and social justice. Both approaches target increasing employment and enhancing chances for better livelihood and well-being. These two approaches, however, are not the ultimate and only approaches for understanding the technical and vocational education and training. The major limitations of these approaches are that they conceptualize employment, income, better opportunity and even distribution to be ends or goals, while in this paper, the authors argue that the mentioned concepts are just means to a general end that is human development. Given this context, this paper offers an alternative lens to look at technical and vocational education and training. This alternative lens is arguably capability approach. The capability lens potentially explains how skill enhancement improves the ‘being’ and ‘doing’ of a person who engages in taking training and how the trained person can implement the learned skills to improve his/her well-being. In this regard, this approach helps understand how TVET can directly be linked with human development. This paper finally argues that TVET is also a tool for human development, albeit it is primarily, still concerned with productivity, employment and better incomes.
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Umam, Aguswan Khotibul. "Perberdayaan Santri Melalui Pendidikan Kecakapan Hidup." Tarbawiyah Jurnal Ilmiah Pendidikan 1, no. 01 (January 7, 2018): 163. http://dx.doi.org/10.32332/tarbawiyah.v1i01.1015.
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Pesantren’s roles include providing life skill and internalizing Islamic principles in real life contexts. This research was focused on the empowerment of students’ life skill: personal skill,thinking skill, social skill, academic skill, and vocational skill at Pondok Pesantren Darul A’mal Metro Lampung. The students were trained on life skills through several trainings: reciting Islamic classical book,computer and IT, fahmil Qur’an, tilwatil Qur’an, public speaking skills, calligraphy, tahkfid nadzom, hadroh, syaril Qur’an; and the students also have opportunity to follow shalawat singing training and pencak silat sport such as Persaudaraan Setia Hati and Pagar Nusa. In order to succeed these programs, all stakeholders should cooperate to develop students’ life skills according to teaching vision and mission of the Pondok Pesantren.
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Nguyen, Phuong Lan, and Cong Du Huynh. "SKILLS TRAINING MODEL FOR STUDENTS AS REQUIREMENTS OF INDUSTRIAL REVOLUTION." International Journal of Innovation and Industrial Revolution 2, no. 3 (June 10, 2020): 01–14. http://dx.doi.org/10.35631/ijirev.23001.
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The study has two objectives: 1) to provide an overview of the impact of the fourth industrial revolution and 2). Based on the overview, to propose a training model of skills to help students adapt to future work that machines and technology cannot replace people in this revolution. The proposed model includes three skills for students: Complex problem solving, critical thinking, and creativity skills. The model consists of 2 modules with 6 sessions. Each session is expected to last in 60-90 minutes. This study is significant for students, lecturers, and vocational instructors in particular as well as universities, colleges, and vocational training centers in general.
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Ridha, Andi Ahmad. "Efektivitas Pelatihan Komunikasi Untuk Meningkatkan Keterampilan Komunikasi Siswa Kejuruan Jurusan Akomodasi Perhotelan." ANALITIKA 10, no. 1 (June 30, 2018): 14. http://dx.doi.org/10.31289/analitika.v10i1.1504.
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<p>This study aims to determine the effectiveness of effective communication training on communication skills of vocational students in hospitality accommodation. This research uses quantitative experimental method with one group pretest posttest design. The subjects consisted of 6 students of vocational schools majoring in hospitality accommodation with poor communication skills. Intervention given to the subject is in the form of effective communication training. The research instrument used is learning evaluation and rating scale observation sheet. Data analysis was done descriptively and using statistical analysis of wilcoxon test. The results showed that there was an increase in knowledge and communication skills possessed before and after students were given effective communication training. The findings of this research can be used as a reference in developing communication skills of vocational students in hospitality accommodation.</p><p> </p>
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Abrassart, Aurélien, and Stefan C. Wolter. "Investigating the image deficit of vocational education and training: Occupational prestige ranking depending on the educational requirements and the skill content of occupations." Journal of European Social Policy 30, no. 2 (August 24, 2019): 225–40. http://dx.doi.org/10.1177/0958928719855298.
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Vocational education and training (VET) often suffers from a lack of social standing among students and their families. Parents have been shown to discard vocational education because of social status maintenance considerations. How adults perceive the social prestige of occupations might therefore be key in understanding the reasons of the image deficit of VET. While the existing literature on occupational prestige ranking stresses the role of the salience in science or the training intensiveness of occupations for the perception of their social prestige, it fails at accounting for the distinct types of knowledge involved and the variety of the skill content of occupations. More precisely, differences in the salience of physical tasks and cognitive skills should be particularly relevant. We contribute to the literature by analysing a unique data set in Switzerland, a country characterized by a well-established and well-functioning vocational education and system, based on a survey of adults’ perception of the social prestige of occupations requiring academic or vocational education. Using several dimensions of the skill content of occupations, we find that the sophistication of skills performed within occupations, whether manual or intellectual, clearly improves the social prestige of the occupations investigated. However, the negative or positive effect of the previous dimensions of the skill content of occupations is small to inexistent at lower levels of educational requirements and becomes stronger as occupations become more training intensive. The desirability of occupations requiring vocational education depends therefore less on the skill content of occupations than on the level of education that is required.
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Rudenko, Larisa, and Natalia Overko. "DEVELOPMENT OF PEDAGOGICAL SKILLS OF SPECIAL SUBJECTS’ TEACHERS WHILE ADVANCED TRAINING." Aesthetics and Ethics of Pedagogical Action, no. 14 (September 9, 2016): 152–63. http://dx.doi.org/10.33989/2226-4051.2016.14.171608.
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The article highlights the basic theoretical principles of the author's technique of pedagogical skills development of special subjects’ teachers at vocational schools in the process of advanced training. A prerequisite for its development is the fact that the majority of special subjects’ teachers at vocational schools in various fields have professional experience in various industries and the service sector; however, they do not have pedagogical education. The quality update of training in the vocational education system requires that teachers have basic professional knowledge as well as pedagogical one, creative approach to the development of specific educational problems, implementation of innovative techniques into the training process. Taking it into consideration, the development of pedagogical skills of special subjects’ teachers can be achieved in the process of advanced training.For that purpose, the technique of pedagogical skills development of special subjects’ teachers, which offers to carry out this process step by step, was designed and implemented on the advanced training courses for teachers of vocational education system. Each stage of the technique is consistent with one of the pedagogical conditions that insure the achievement of a certain level of pedagogical skills formation. The gradual build-up of components provides a consistent and systematic process, and promotes teachers’ awareness of the need for constant professional and personal self-development, development of pedagogical techniques, and formation of readiness for creative educational activities in accordance with modern requirements for the training of qualified specialists in different fields.
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Kamaliah, Sharifah, Samsilah Roslan, Ab Rahim Bakar, and Zeinab Ghiami. "The effect of supervised work experience on the acquisition of employability skills among Malaysian students." Higher Education, Skills and Work-Based Learning 8, no. 4 (November 12, 2018): 354–64. http://dx.doi.org/10.1108/heswbl-05-2016-0028.
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Purpose The vocational education and training (VET) system needs a future change in order to be more accountable to employers (and their associations) for training outcomes that match employer expectations. As part of this, an important focus is employability skills that go beyond work-related technical and interpersonal skills to include employer-preferred values, attitudes and personality dimensions. The purpose of this paper is to determine the effect of supervised work experiences (SWEs), among other factors, on undergraduate vocational trainees’ acquisition of employability skills. Design/methodology/approach A total of 138 respondents ranging in age from 17 to 24 years who successfully completed their two years program awarded with Malaysian Skill Certificate were included. They were divided into two sub-populations, trainees participating and trainees not participating in the SWE. Descriptive analysis, Correlation and ANCOVA were applied for data analysis. Findings The results showed that participating students achieved a moderately higher level of employability skills compared to students not participating in the SWE. The findings also revealed other factors contributing to the acquisition of employability skills, including gender, age, work experience, self-concept and achievement motivation. However, achievement motivation was found to be significantly related to the acquisition of employability skills. Therefore, participation of vocational trainees in the SWE influences the acquisition of employability skills which are identified as career success skills and could facilitate youth in transition from school to work. Research limitations/implications Although the research has reached the aims, there were a few limitations which may effect on generalization of the findings. Because of the limit access to students from all majors in vocational training, this study focused on six types of skills. In addition, the number of participants from different courses was not equal. Practical implications The research findings also imply several practical implications. First, based on the finding, it can be suggested that industries provide students’ vocational training under supervision of expert in their course area in order to enrich the level of trainees’ acquisition of employability skills. Second, referring to the finding, focusing on the key aspects of employability skills, industries can improve the trainees learning process and producing workers with abilities to allow them to interact with job duties in the organization of workplace. Originality/value This study can serve as a model for evaluation when implementing school to work programs.
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Wulandari, Anastasia, Sri Maslihah, and Asep Setiadi. "PENGUATAN ORIENTASI KARIR BIDANG OTOMOTIF ANAK DIDIK LEMBAGA PEMBINAAN KHUSUS ANAK." JURNAL PSIKOLOGI INSIGHT 4, no. 1 (April 30, 2020): 45–52. http://dx.doi.org/10.17509/insight.v4i1.24637.
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This service program is one of life skills education for LPKA students which is expected to be their provision for a career and build economic independence while living a free period and returning to the community (rer-entry). Life skills education provided in the form of vocational training in the field of automotive motorbikes with the aim to improve the career orientation of students of the Special Child Development Institute (LPKA). To test the effect of automotive training on the career orientation of LPKA students, an evaluation of the results of training for LPKA students using the design of one group pretest posttest to 29 LPKA students who will undergo a free period. The evaluation results show the career orientation of LPKA students can be developed through the provision of vocational training in the automotive field, namely the provision of knowledge and skills in pioneering motorcycle entrepreneurship. For future programs, especially related to the provision of vocational training, it is expected to increase the types of skills provided to facilitate the interests of different LPKA students.
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Bhurtel, Anup. "Technical and Vocational Education and Training in Workforce Development." Journal of Training and Development 1 (July 31, 2015): 77–84. http://dx.doi.org/10.3126/jtd.v1i0.13094.
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There are many contributions of Technical and Vocational Education and Training (TVET) on a nation’s economy. TVET has been proved as the key for skill development. With its feature focused on specific occupation, it has allowed individuals to find skill related jobs or start own employment. TVET stands a major player in economic growth of a nation through development of workforce and rise in employment rate. On one hand, TVET’s role stands on employment generation in the job market while on the other hand, TVET is regarded more significant to promote self employment where employment opportunities are scare and individuals are enrolled in informal or agricultural sector. This paper tries to explore different contributions of TVET on employment in the labour market and in uplifting self employment through the development of relevant skills and the different kinds of contributions it gives and importance it holds depending upon the economic development of the nations.DOI: http://dx.doi.org/10.3126/jtd.v1i0.13094 Journal of Training and Development Vol.1 2015: 77-84
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Hamilton, Stephen F., and Paul Ryan. "International Comparisons of Vocational Education and Training for Intermediate Skills." Contemporary Sociology 22, no. 2 (March 1993): 258. http://dx.doi.org/10.2307/2075796.
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Miles, Curtis. "International comparisons of vocational education and training for intermediate skills." Economics of Education Review 12, no. 3 (September 1993): 278. http://dx.doi.org/10.1016/0272-7757(93)90019-d.
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Stern, David. "Skills for productivity: Vocational education and training in developing countries." Economics of Education Review 14, no. 3 (September 1995): 320–21. http://dx.doi.org/10.1016/0272-7757(95)90047-0.
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