Relevant bibliographies by topics / Vocational Education and Training System

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
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Academic literature on the topic 'Vocational Education and Training System'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Vocational Education and Training System"

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Stoychyk, Tetyana. "STANDARDIZATION IN THE SYSTEM OF VOCATIONAL EDUCATION AND TRAINING." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (7) (2018): 66–69. http://dx.doi.org/10.17721/2415-3699.2018.7.18.

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The question of standardization of education as a component of determining the level of its quality is considered on the basis of regulation mechanisms and evaluative technologies – state attestation and accreditation of educational institutions. The attempt to streamline the conceptual apparatus of the current legislation in the field of vocational education in accordance to the requirements of modernity in particular includes the terms "standard", "state social standards", "standard of education", "state standard of vocational (vocational) education", "service of education" ; certain objects of standardization (the content of vocational education and its formation system); forms and periodicity of checking the level of knowledge, skills and professional qualifications of students, students of vocational education institutions; means of qualification certification of graduates; educational and planning documentation. It is emphasized the importance of introducing into the system of vocational education such concepts as "state standard" and "professional standard". The author's vision of improvement of the current legislation is proposed by specifying the tasks of professional education in the light of the draft Law of Ukraine "About vocational education"; directing efforts to systematically support the image of an educational institution, ensuring high results of doing, adherence to the requirements of the implementation of the state plan and the placement of graduates; development of the state standards of vocational education for each working profession on the basis of a competent approach. It is determined that other components of educational activity - management, financial-economic and commercial-production – need to be standardized. The ways of further improvement of the professional world system are proposed: approximation of the content of the state standards of the VET to the requirements of employers, dynamic response to socio-demographic challenges, work on increasing the prestige of the workers 'professions, licensing of workers' professions and certification of UPTE.
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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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Mitra, Jay, and Harry Matlay. "Entrepreneurial and Vocational Education and Training." Industry and Higher Education 18, no. 1 (February 2004): 53–61. http://dx.doi.org/10.5367/000000004773040979.

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The social, economic and political systems of former communist countries have faced considerable changes since the late 1980s. Most countries in Eastern and Central Europe have undergone their own individual brand of transition from a centrally planned, command system to a more or less liberalized, Western-style market economy Many observers agree that in general there is still a great deal to be done to achieve the key goal of economic liberalization, but there is little agreement among academics as to what would constitute an effective and stabilizing transition in the region. In common with contemporary Western beliefs and attitudes, much of the new thinking and hopes for economic regeneration in Eastern and Central Europe have centred on entrepreneurship and small business development. In the early years of transition, the influx of international aid became a stumbling block to the establishment of the kind of support systems that had proved crucial for the survival and growth of small businesses in Western Europe. The demand for entrepreneurial skills and the deficiencies inherent in their new labour markets exposed post-communist economies to external shocks such as those caused by the termination of COMECON agreements and the Gulf War. The longitudinal research on which this paper is based was closely modelled on ongoing work by the authors, which involves an in-depth investigation of the ‘paradox of training’, the difference between attitude and practice, that exists in the small business sector of the UK economy. Following the results of a pilot study undertaken in the UK, the research was extended to include small business sectors across Eastern, Central and Western Europe.
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Aleshchenko, N. M. "Advanced training in industry education." Transport Technician: Education and Practice 2, no. 4 (November 24, 2021): 398–402. http://dx.doi.org/10.46684/2687-1033.2021.4.398-402.

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The experience of the Federal Agency for Railway Transport (Roszheldor) conducting annual training courses for the heads of educational institutions of secondary vocational education and heads of state universities of railways supervising their work, organized by the Training and Methodological Center for Education in Railway Transport, considered. The main issues and problems that were discussed from September 13 to 16, 2021 at the courses “Improving the quality of secondary vocational education in the field of railway transport: prospects and ways of development”, held on the basis of the Emperor Alexander I St. Petersburg State Transport University.The topical issues, the study of which is devoted to the event: the results of the work of educational institutions of secondary vocational education of Roszheldor; interaction of educational organizations of Roszheldor with the main employer — JSC Russian Railways; educational and methodological support of basic professional educational programs of secondary vocational education; new organizational and methodological mechanisms in the system of secondary vocational education through Federal educational and methodological association; introduction of technological innovations into secondary vocational education in railway transport through professional skill con-tests; WorldSkills championships; informational, organizational, scientific and methodological resources for solving problems of training mid-level specialists for railway transport.
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Feng, Zhixin, Shang Wang, and Xueyi Zheng. "Reflections on the Construction of the Key Elements of Vocational Education and Training System." Journal of Contemporary Educational Research 6, no. 12 (December 8, 2022): 16–22. http://dx.doi.org/10.26689/jcer.v6i12.4548.

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Campus education and social training are the two most important functions of vocational colleges. Attaching importance to campus education while neglecting social training is a long-standing problem in vocational colleges. Vigorously developing higher vocational education is an inevitable requirement for the high-quality development of education in China and the ardent expectation of the public. Only through the construction a scientific and efficient education and training system and the deep integration of campus education with social training can the design of complementary resources and the improvement of talent training quality take place. The vocational education and training system contains many elements. This study takes teaching resources, teaching staff, and management mechanism as the main research subject and carries out related research work. Firstly, this paper expounds the policy documents of the Chinese government and emphasizes the importance of vocational education. Secondly, the relevant research results of scholars are reviewed. Thirdly, this paper proposes several specific suggestions for the construction of key elements of the vocational education and training system. Then, the main conclusions and prospects are summarized.
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Tytova, Nataliya, Oksana Katsero, and Oksana Kondur. "System Analysis of the Future Educators’ Psychological and Pedagogical Training Experience." Journal of Vasyl Stefanyk Precarpathian National University 7, no. 1 (April 21, 2020): 199–206. http://dx.doi.org/10.15330/jpnu.7.1.199-206.

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It is established that the integration of the higher education of Ukraine to the European educational space is connected to the problems of vocational education system reformation in order with the international requirements. It was determined that an effective way to implement the requirements to the future specialists' professional qualities is to diversify their professional training as well as to create and provide conditions for a positive synergy with the aim to ensure scientific character, conformity to culture, fundamentals, humanization, consistency, innovation, accessibility, unity and accessibility, continuity and diversity training for applicants. The research work deals with the terminological aspects of future specialists’ psychological and pedagogical training in higher education institutions. The essential analysis of vocational training teachers’ psychological and pedagogical training is based on the unity of pedagogical theory and practice and considers contextual education and upbringing, based on the laws and mechanisms of pedagogical creativity. The analysis of scientific works, published up till now by domestic and foreign researchers, made us come to the conclusions that one of the reasons for the backwardness of the students' psychological and pedagogical training is a low level of pedagogical science development, inflexibility of educational programs, fragmented courses, lack of practical orientation. Development of requirements for the training of vocational teachers, with sectorial and integrated psychological and pedagogical components, is a priority now. The main task of higher vocational education is to prepare teachers who are ready for the organization and implementation of fundamental, technical and vocational training in practice at all levels of vocational education: vocational schools, technical schools, colleges, professional lyceums and gymnasiums, etc. The research work analyzes the terminology and clarifies the concepts “training”, “vocational teacher training”, “general pedagogical training” and “psycho-pedagogical training of future specialists in pedagogical institutions”.
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Федоров, В. А., and О. Г. Маскина. "Industrial training in teacher training for the system of vocational education: State, problems, prospects." Vocational education and labour market, no. 4(51) (December 2, 2022): 32–53. http://dx.doi.org/10.52944/port.2022.51.4.009.

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Введение. С увеличением потребности государства в квалифицированных рабочих кадрах и специалистах среднего звена меняются и требования к качеству подготовки педагога профессионального обучения, непосредственно отвечающего за результат образовательного процесса в системе профессионального образования. Учитывая интегративный характер деятельности педагога профессионального обучения, предполагающей освоение им в рамках профессионально-педагогического образования нескольких компонентов подготовки, особое внимание следует уделить производственному обучению, способствующему практическому освоению будущей предметной области педагога и непосредственно связанному с областью профессиональной деятельности будущих выпускников системы среднего профессионального образования. Цель. Определить возможные пути совершенствования производственного обучения как самостоятельного и полноценного компонента профессионально-педагогического образования, учитывающие его актуальные проблемы. Методы. Библиографический анализ научных публикаций, анализ нормативно-правовых актов, синтез полученной информации, использование индуктивного метода при изучении места производственного обучения в подготовке педагога профессионального обучения и формулировании выводов. Результаты и научная новизна. В контексте исследования конкретизированы понятия «производственное обучение» и «подготовка педагога профессионального обучения по профессии рабочего (должности служащего)». Определено актуальное состояние теории и практики производственного обучения. Выявлены требования к подготовке будущего педагога профессионального обучения по профессии рабочего (должности служащего) и недостатки производственного обучения. Предложены возможные пути совершенствования производственного обучения как компонента профессионально-педагогического образования. Практическая значимость. Результаты исследования могут быть использованы в практике образовательных организаций высшего образования при реализации программ подготовки педагогов профессионального обучения. Финансирование. Исследование выполнено в рамках государственного задания Министерства просвещения РФ «Теория и методология формирования системы обновления содержания в рамках подготовки педагогических кадров в условиях трансформации российской экономики» (фундаментальное исследование, № 073- 00104-22-01). Introduction. Taking into account the increasing need of the state for qualified workers and mid-level specialists, the requirements for the quality of training of a teacher of vocational education, who is directly responsible for the result of the educational process in the system of secondary vocational education, are also changing. Based on the integrative nature of the activity of a teacher of vocational education, which presupposes them mastering several components of training, special attention should be paid to industrial training. It can contribute to the practical development of the future subject area and is directly related to the field of professional activity of future graduates of secondary vocational education. Аim. To find possible ways to improve industrial training as an independent and fullfledged component of vocational pedagogical education, taking into account its current state and identified problems. Methods. Bibliographic analysis of scientific publications and the study of normative legal acts, synthesis of the information received, an inductive method for studying the place of industrial training in the preparation of a teacher of vocational training and the formulation of conclusions. Results and scientific novelty. The conducted research made it possible to concretise the concepts of “industrial training” and “training of a teacher of vocational education in the profession of a worker (position of an employee)”; to determine the essential characteristics and current state of industrial training; to provide a description of the requirements for the training of a teacher of vocational education in the profession of a worker (position of an employee), taking into account the existing deficits in their industrial training. Potential ways of improvement of industrial training as a part of training of a teacher of vocational and pedagogical education were developed. Practical significance. The results of the study can be used in the practice of educational institutions of higher education in the implementation of training programmes for teachers of vocational education. Funding. The research was carried out within the framework of the state task of the Ministry of Education of the Russian Federation “Theory and Methodology of the Formation of a Content Update System in the Framework of Teacher Training in the Conditions of Transformation of the Russian Economy” (fundamental research, No. 073- 00104-22-01).
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Minina, Veronika. "Historical and pedagogical analysis of the national vocational education system development." Man and Education, no. 1 (70) (2022): 64. http://dx.doi.org/10.54884/s181570410019925-2.

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The article analyzes the historical foundations of the creation and development of the vocational education system in Russia, the trends and risks of training middle-level specialists, and the institutional basis of the process. The theoretical foundation of the study of combining theoretical vocational training with practical training at the enterprise, the specificity of vocational education in the modern world, affecting the formation of the economy, production and the development of the structure of society are considered. Based on the historical analysis, the stages and periods of the formation of the professional training system are described. The results of the study are presented.
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Maricic, Sven, Donald Radolovic, Ivan Veljovic, and Roberta Raguz. "VR 3D Education for Vocational Training." MATEC Web of Conferences 299 (2019): 03006. http://dx.doi.org/10.1051/matecconf/201929903006.

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The progress and development in the fields of technologies in the past few decades are impressive. With so many innovations that have had an impact on human lives and have changed them so drastically, living in a time where new technologies are still making massive changes, and, unquestionably, it wil continue with that trend. As the techniques are continuously evolving, people are forced to prepare ourselves and our descendants to the new and upcoming technologies so that they would be able to understand them, use them, teach others about them and also make some improvements in the specific fields of applications. This article presents an overview of the principal results of research on the impact of Virtual Reality (VR) 3D education for students in industrial vocational training. They were introducedto the generated model and had to explore all elements to have personal experience in the virtual environment. After the training, a user experience survey has been conducted, and the results obtained after the use of the system were presented.
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Liu, Yuewei, Li Tao, and Chaoyu Xie. "Impetus, Policies and Education Law of School-Enterprise Cooperation in Vocational Education in China." Frontiers in Humanities and Social Sciences 2, no. 8 (August 20, 2022): 52–58. http://dx.doi.org/10.54691/fhss.v2i8.1656.

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Vocational education school-enterprise cooperation is a cooperative activity between vocational colleges and enterprises to improve the quality and efficiency of vocational school education or vocational training in terms of joint training, cooperative research, building institutions together and sharing resources. With the joint efforts of relevant stakeholders such as governments at all levels, various types of schools and enterprises, the system and mechanism of vocational education school-enterprise cooperation in China have made continuous breakthroughs and innovations. However, the effect of vocational education school-enterprise cooperation needs to be further improved. This paper analyzes the impetus of school-enterprise cooperation in vocational education in China and introduces the policy and legal system of school-enterprise cooperation. Suggestions for implementing school-enterprise cooperation are given. The analysis shows that there is uncertainty about the costs, benefits and risks of enterprises' participation in school-enterprise cooperation. It should start from strengthening the system of school-enterprise cooperation.
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Dissertations / Theses on the topic "Vocational Education and Training System"

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MacMahon, Rosaleen. "The Certificate of Pre-Vocational Education : a learning system?" Thesis, University of Nottingham, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293217.

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Ramanathan, Chettiar Palaniappan. "The development of the Malaysian vocational education and training system." Thesis, Federation University Australia, 2017. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/164428.

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The vocational education and training (VET) sector in Malaysia has experienced significant change over the last 10 years. This thesis aimed to identify the challenges facing VET development in Malaysia and consider the lessons that can be learnt from Australian and Singaporean VET experiences. This research explored the challenges using a mixed methods approach (qualitative and quantitative) to answer the research question from a multiple stakeholder perspective. The 42 respondents included policymakers, chief executive officers (CEOs) from industry, CEOs from registered training organisations (RTOs), VET instructors and trainees. There were 34 respondents from Malaysia involved in the interviews. Two policymakers and two CEOs of RTOs from Singapore and Australia were also involved in the interviews. An online survey was answered by 209 Malaysian respondents. Significantly, the literature review, including literature from Malaysia, Australia, Singapore, the United Kingdom, Europe and the United States, focused on the development of VET policy and the ideas associated with vocational education theory, human capital theory, systems theory and threshold theory, program theory, employability theory, collective skills formation, stakeholder engagement and the capability approach. The literature review provided an overview of the motivations behind government initiates to expand skills development initiatives using different models, the shifting of responsibility for employability to the employee and promoting inclusivity within the nation. While VET objectives were overt, the need for socially inclusive results were not. There is a need to consider economic, social and education contexts when developing VET systems, given the diversity of Malaysian society. The argument is made within the thesis that the development of VET policy has been largely led by government and legislation, rather than industry. The thesis suggests that challenges inherent in the development of a VET system arise from the gaps between VET policy and practice, rhetoric and implementation. While the presence of policy mechanisms for system efficiency was acknowledged by stakeholders, VET policy was characterised by respondents as incremental rather than long term. Most stakeholders acknowledged the importance of lifelong learning and for the need for Malaysia to become a learning nation. The lack of a single agency to monitor skills development was considered an obstacle for effective skills development within the country. Accordingly, this thesis proposes a set of recommendations to address these challenges and provides directions for future research.
Doctor of Philosophy
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Kaminskienė, Lina. "Social partnership in the school based vocational education and training system." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20081202_100208-13474.

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Social partnership, as interaction between the state, employees and employers, functions in all the democratic states. Social partnership became one of the important quality assurance factors in VET, which make influence on the change, innovation and renewal processes in the VET system. On the one hand, social partners have been involved into the identification of the curriculum aims, implementation and evaluation processes; on the other hand, they have been also involved into the VET policy-making. For Lithuania, with the dominating school-based VET model, it is characteristic that for a long time the interaction between the activity and education systems was influenced by the supply principle: training of specialists was organised according to the decisions and possibilities of the educational system not taking into consideration demands from the labour market. Social dialogue in Lithuania had to be born in extremely difficult situation. Initiatives of social partners were blocked by the centralised system; there was no culture and tradition of social dialogue, labour relations were affected by the soviet regime. The research problem is defined by still fragmented relations and interaction between the activity and education systems, vocational education and training sub-system, and vocational education and training quality assurance processes, influencing social partnership. The research focuses on the questions of social partnership forms in the school based VET system... [to full text]
Socialinė partnerystė darbdavių, darbuotojų ir valstybės institucijų sąveika – veikia visose demokratinėse valstybėse. Socialinė partnerystė tapo vienu iš svarbių profesinio rengimo kokybės užtikrinimo veiksnių, sąlygojančių kaitos ir atsinaujinimo procesus profesinio rengimo sistemoje. Socialiniai partneriai ne tik įtraukiami į profesinio rengimo turinio tikslų nustatymą, jų įgyvendinimą, pasiekimų ir rezultatų vertinimą, bet ir dalyvauja formuojant profesinio rengimo politiką, administruojant ir organizuojant profesinio rengimo veiklą. Lietuvoje, kur dominuoja mokyklinis profesinio rengimo modelis, švietimo sistemos ir veiklos pasaulio ryšiai ilgą laiką buvo veikiami pasiūlos principo: specialistai buvo rengiami neatsižvelgiant arba minimaliai atsižvelgiant į veiklos pasaulio poreikius. Socialinis dialogas Lietuvoje turėjo gimti ypatingai sudėtingomis sąlygomis. Viena vertus, socialinių partnerių iniciatyvą stabdė ne tik centralizuotai valdoma profesinio rengimo sistema, žemas profesinio mokymo prestižas, bet ir darbo santykiai, kurių formavimuisi įtakos turėjo sovietinė sistema. Antra vertus, socialinė partnerystė, kaip reiškinys, atsirado tik prasidėjus demokratizacijos procesams, todėl neturėjo nei tradicijos, nei partnerystei palaikyti reikiamos infrastruktūros, resursų ir kompetencijų, todėl dar ir šiandien socialinė partnerystė, kaip organizacinė forma, priimama be didelio pasitikėjimo, neaiškūs jos principai ir siekiai, neapsispręsta, kaip ir kokiu būdu ji turėtų... [toliau žr. visą tekstą]
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Mühlemann, Samuel. "The economics of vocational education and training from the perspective of the firm." Berlin dissertation.de, 2008. http://d-nb.info/999361589/04.

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Georg, Walter. "Learning from Japan? : On the Crisis of the German Vocational Education and Training System." 名古屋大学教育学部技術職業教育学研究室, 2000. http://hdl.handle.net/2237/2997.

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Houston, Tony. "Perspectives on the development and implementation of the quality assurance system for National Vocational Qualifications." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298028.

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Okapuu-von, Veh Alexander. "Sound and vision : audiovisual aspects of a virtual-reality personnel-training system." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23752.

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This thesis describes a prototype virtual reality (VR) training system. E scSOPE-VR, designed and implemented for Hydro-Quebec by graduate students at McGill University and Ecole Polytechnique de Montreal. The project was motivated by the necessity of providing a realistic training environment for substation operators, while ensuring their safety and the network's integrity at all times.
With the simulator, trainees can carry out all the switching operations necessary for their work in absolute safety, while staying in a realistic environment. A speech-recognition system controls the training session, while audio immersion adds a dimension of realism to the virtual world. An expert-system validates the trainee's operations at all times and a steady-state power-flow simulator recalculates network parameters. The automatic conversion of single-line diagrams enables the construction of three-dimensional models of substation equipment.
The present thesis focuses on the speech command, audio, video and network aspects of the system. A survey of current VR applications and an overview of VR technology are followed by a summary of the E scSOPE-VR project.
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Dempsey, Mairead. "Impacts of the changing nature of the Vocational Education and Training (VET) system on educators within the VET system in Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/586.

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Vocational Education and Training (VET) in Australia has experienced an unprecedented rate of change in recent times dominated by economic discourses that point to the need for the VET system to contribute to economic development. This discourse includes increasing the competence of the present and future workforce to meet the emerging needs of the economy so Australia can compete in the global market. The VET sector in Australia operates within a National Training Framework that has been constantly changing over the past decade. This study considered the impact of the changing nature VET policy on trainers of VET. The study explored the proposition that there is a link between VET trainer competency and a high level of non-compliance in the delivery and assessment aspects of the Australian regulatory standards. This study includes an environmental scan, a review of key literature, interviews, a survey and findings from focus groups that relate to the VET trainer profile, impacts of sector changes and benchmarks for trainers of VET. The study draws on both quantitative and qualitative data to determine some of the impacts of policy changes on trainers operating within the system, from regulatory to operational perspectives. This study identifies a basic profile of VET trainers in Australia. It found the pace of change of government policy, regulatory changes, expectations of industry and changes in learners had placed considerable strain on VET providers and their trainers. Some of the challenges identified by trainers included the capacity to reflect the requirements of National Training Packages and meets the needs of the diverse learner’s, and the use of new technology. They identified increased stress levels and pressure of time constraints to produce results. The evidence indicated the disparity of content, delivery and assessment and modes of the benchmark Certificate IV in Training and Assessment was not conducive to consistency in trainer competency and ability to meet the changing needs of the VET environment. An important conclusion was that the benchmark qualification for training and assessment within the VET sector does not provide sufficient skills and knowledge to enable trainers to confidently adjust to the speed of evolution within the VET sector. The findings led to recommendations that may help to inform government and policy makers who hold responsibility for the VET sector in Australia of possible future considerations in relation to trainers of VET.
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Lindqvist, Alexander. "A 'welfarist' political economy of skills? : A study of Sweden's vocational education and training system, as an arena för welfare policies, 1946-1991." Thesis, Umeå universitet, Ekonomisk historia, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-124288.

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This study takes its starting point in the problematic relationship between skills and welfare policies. It poses Sweden’s vocational education and training (VET) as a case which has seen the kind of tripartite efforts that might help us better understand the dynamics underlying a highly developed mixture of social citizenship and efficiency. To better approach this case the study also seeks to combine the theoretical insights provided by the Varieties of Capitalism (VoC) and Power Resources Theory (PRT) schools of thought, capitalizing on an ability to see “both sides of the coin” that such a combination may entail. But to avoid the presumptions that have formed around notions of stable “models” or “worlds”, the study also takes an inductive stance, forming a dialectic strategy that leans heavily on the work of historical institutionalism. Thus a general research question is posed: how can we explain the developments of Sweden's VET as an arena for welfare policies - during the period 1946-1991 - by combining an inductive approach with the insights gained from the theoretical frameworks represented by PRT and VoC? The study proceeds by tracing developments in Sweden’s VET during two sub-periods, taking into account both ideological and business-interest concerns. The aim is first to establish an account of “how” the institutions changed over time. The subsequent analysis brings back the theoretical framework to provide explanations. The study arrives at a number of conclusions: it first of all finds that Sweden’s school-based VET of 1971 itself rested on a firm “cross-class settlement”, which persisted through the reforms of 1991. But when seen as an arena for welfare policies, the foundation appears much weaker: while the reforms of 1971 were influenced by an ambitious welfare policy agenda, the ensuing changes arguably rolled back some of the comprehensiveness and universality previously associated with the labor movement’s education policy. Two underlying hypotheses are presented that focus on the strategic role played by “general skills”: the first hypothesis is that organized capital’s reliance on large firms played an important role in weakening its position vis-a-vis labor, thanks to its dependence on the kind of widely diffused general skills that the labor movement had strategic access to. The second hypothesis is that the same reliance on general skills created difficulties for the Social Democratic Party to create a new cross-class settlement, as circumstances changed. The conclusion suggests further studying the area of general skills as a power resource itself in a comparative perspective.
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Österman, Marcus. "Education, Stratification and Reform : Educational Institutions in Comparative Perspective." Doctoral thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-332622.

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The main argument of this thesis is that research has to take the institutional character of education seriously. Educational institutions carry considerable weight for outcomes of education and their design is a matter of intense political debate. This work focuses in particular on the institution of tracking that has wide-reaching consequences for the structure of education. The thesis consists of an introductory essay, together with three empirical essays. The empirical essays all acknowledge the main argument but study different outcomes and relationships connected to education. Essay I studies how the institutions of political economy and education together affect equality of income and equality of educational opportunity. This essay contributes to the literature by distinguishing the effects of the different institutions of political economy and education, as well as how they interact to affect the two contrasting conceptions of equality. The results reveal that tracking hinders equality of educational opportunity but is also related to better incomes for vocational education graduates in certain institutional settings. Wage bargaining coordination reinforces the more equal educational opportunities of weakly tracked contexts and improves the relative income of vocational graduates in these contexts. Essay II explores how education and tracking affect social trust. It makes two contributions. First, the empirical approach provides strong support for causal inference. Second, it is the first study to consider how tracking affects social trust. The empirical evidence finds no general effect of educational attainment on social trust, but decreasing tracking has a positive effect on social trust for individuals who come from weakly educated backgrounds. Essay III aims to explain cross-country differences in tracking by focusing on the impact of government partisanship. The study contributes to the literature by being the first comparative study to explore how partisan politics may explain differences in tracking and being one of few comparative studies there are on the topic at all. The results show that tracking is strongly related to a dominance of Christian democratic governments, whereas detracking reforms have mainly been carried out by social democratic governments.
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Books on the topic "Vocational Education and Training System"

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Franz, Jutta. Financing the Namibian vocational training system. Ausspannplatz, Windhoek, Namibia: Namibian Economic Policy Research Unit, 1995.

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Employment and Skills Formation Council (Australia). The Australian vocational certificate training system. [Canberra]: National Board of Employment, Education and Training, 1992.

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Ryan, R. J. Building a national vocational education and training system. Adelaide: Flinders University Institute of International Education, 2002.

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Nielsen, Søren P. New structure of the Danish vocational education and training system. Copenhagen: National Education Authority, Danish Ministry of Education, 1999.

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An appraisal of the Swiss vocational education and training system. Bern: hep, 2006.

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The " German system" of vocational education: History, organization, prospects. Baden-Baden: Nomos Verlagsgesellschaft, 1994.

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Schmidt, Hermann. The dual system of vocational education and training in Germany. London: National Commission on Education, 1995.

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Marhuenda-Fluixá, Fernando, ed. The School-Based Vocational Education and Training System in Spain. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8475-2.

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White, Roger. 14-19 education and training: Implementing a unified system of learning. 3rd ed. London: RSA, 1995.

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Teitel, Lee. Coordinating education and employment training: A study of JTPA-vocational education system coordination in Massachusetts. [Boston, MA]: The Council, 1989.

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Book chapters on the topic "Vocational Education and Training System"

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Venkatram, Rengan. "Vocational Education and Training System (VET) in India." In The Future of Vocational Education and Training in a Changing World, 171–78. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18757-0_11.

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Galbaatar, Sara. "TVET Teacher Education System in Mongolia." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 215–29. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-6474-8_13.

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Deissinger, Thomas. "The Sustainability of the Dual System Approach to VET." In The Wiley Handbook of Vocational Education and Training, 293–310. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2019. http://dx.doi.org/10.1002/9781119098713.ch15.

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Yanhui, Lu. "Vocational Teacher Training in the New Curriculum System." In Chinese Scholars on Western Ideas about Thinking, Leadership, Reform and Development in Education, 147–53. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-010-1_18.

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Heidegger, Gerald, and Wiebke Petersen. "Shaping Occupational Biography and Working Conditions: A Pedagogical Principle in Different VET Systems." In Handbook of Vocational Education and Training, 1–20. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_51-1.

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Heidegger, Gerald, and Wiebke Petersen. "Shaping Occupational Biography and Working Conditions: A Pedagogical Principle in Different VET Systems." In Handbook of Vocational Education and Training, 963–82. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_51.

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Jae-Cheol, Lee. "Past, Present, and Future of Vocational Training Teacher System." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 357–77. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-6474-8_22.

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Sarfo, Abraham, and Caroline Mutepfa. "Transformative technical and vocational training in tertiary agricultural education in Africa." In Transforming tertiary agricultural education in Africa, 212–26. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246544.0013.

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Abstract This chapter deals with the role of technical and vocation training in African tertiary agricultural education, pointing out the vital contribution of agricultural technical and vocational education and training (TVET) institutions in preparing youth both for employment and for further studies. The chapter discusses: the challenges to agricultural TVET; the current status of agricultural training centres; the goals identified for reforming agricultural TVET in Africa; innovative approaches for improving teaching and learning systems; the role of the private sector in the successful development of agricultural TVET; and the linkages between agricultural TVET and tertiary agricultural education.
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Kirkpatrick, Cho Tin Tun. "Myanmar Technical and Vocational Education Training System and Policy Reform." In Myanmar’s Integration with the World, 149–72. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5134-0_8.

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Hao, Rui-can, Zhi-xin Feng, Hua-gang Liu, Shang Wang, and Yu-hui Wei. "Study on Modular Curriculums in Vocational Education and Training System." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 23–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84383-0_3.

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Conference papers on the topic "Vocational Education and Training System"

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"The Curriculum System of Nursing Higher Vocational Education." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000927.

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Yan, Weidong, and Baobin Liu. "Interventional management for vocational skill training system." In 2015 10th International Conference on Computer Science & Education (ICCSE). IEEE, 2015. http://dx.doi.org/10.1109/iccse.2015.7250366.

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Barnová, Silvia, Slávka Krásna, and Gabriela Gabrhelová. "DUAL SYSTEM OF VOCATIONAL EDUCATION AND TRAINING IN SLOVAKIA." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1276.

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ZHANG, YUN-RUI, and KAI-LAI SUN. "THE CONSTRUCTION OF TALENT CULTIVATION MODE OF THE INTEGRATION BETWEEN INDUSTRY AND EDUCATION IN HIGHER VOCATIONAL EDUCATION FROM THE PERSPECTIVE OF “THREE EDUCATIONS” REFORM." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35669.

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With the ever-accelerated updating of higher vocational education reform, it is becoming more and more important to improve the system of vocational education and training, and promote integration between industry and education and cooperation between enterprises and colleges. And we must move faster to bring out the full potential of higher vocational education, and build higher vocational colleges into world-class colleges. In this new era, “Three Educations” reform has become the necessity for the higher vocational colleges to improve the quality of college management and talent cultivation. Aiming to provide a reference for the talent cultivation mode of the integration between industry and education, this article first analyzes the necessity of constructing such mode from the perspective of “Three Educations” reform, and then explores the existing problems, and finally put forwards the possible solutions.
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Jiao, Yuan-Yuan, Hui-Hui Fei, Mo Li, Jun Du, and Ying Wang. "A Customized Training Model Evaluation System of Higher Vocational Education." In 2010 International Conference on Management and Service Science (MASS 2010). IEEE, 2010. http://dx.doi.org/10.1109/icmss.2010.5577244.

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Sri Untari, Rahmania. "Conceptual Framework Of Double System Education (Psg) Evaluation Using Cipp Model." In 1st International Conference on Vocational Education And Training (ICOVET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icovet-17.2017.24.

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Hadi, Mokh Sholihul, Pradipta Adi Nugraha, I. Made Wirawan, Ilham Ari Elbaith Zaeni, Muhammad Alfian Mizar, and Mhd Irvan. "IoT Based Smart Garden Irrigation System." In 2020 4th International Conference on Vocational Education and Training (ICOVET). IEEE, 2020. http://dx.doi.org/10.1109/icovet50258.2020.9230197.

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Sholihul Hadi, Mokh, Mukhammad Samsul Huda, Ilham Ari Elbaith Zaeni, Muhammad Alfian Mizar, and Mhd Irvan. "IoT Embedded System for Automatic Tissue Processor Machine." In 2020 4th International Conference on Vocational Education and Training (ICOVET). IEEE, 2020. http://dx.doi.org/10.1109/icovet50258.2020.9230048.

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Muladi, Muladi, Marji Marji, Heru Wayhu, and Samsul Hidayat. "Open Source Wireless Sensor Network Classroom Monitoring System." In 1st International Conference on Vocational Education And Training (ICOVET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icovet-17.2017.33.

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Handayani, Anik Nur, Muladi Muladi, Ilham A. E. Zaeni, Aripriharta, Wendy Cahya Kurniawan, and Anie Yulistyorini. "Design and Improvement of e-Collab Classroom as Learning Support System on Intelligent System Subject Electrical Department, Universitas Negeri Malang." In 2020 4th International Conference on Vocational Education and Training (ICOVET). IEEE, 2020. http://dx.doi.org/10.1109/icovet50258.2020.9229896.

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Reports on the topic "Vocational Education and Training System"

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

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Communicology is the science of human communication. The purpose of this work is to share the experience of the Department of Ukrainian Kryvyi Rih State Pedagogical University in the field of communication studies, in particular, in organizing the practical work of students at bachelor’s degree, master’s Degree and PhD Degree. The activity of the teachers of our department is aimed at ensuring that students and postgraduate students acquire communicative competences, which allow the modern teacher to get to a high level of realization of professional functions based on national and world standards. The focus of this work is an analysis of compliance of the State standards in speciality “Philology” and the content of the programs of disciplines of the department, which ensure the quality of higher education. In this context, the author talks about the three stages of communicative education. We draw attention to our own practical experience in teaching the course in Ukrainian Communology for PhD students. The article also discusses the prospects for communication education in Ukraine, which today has not yet become a mandatory humanitarian component of vocational training.
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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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Obiakor, Thelma, and Kirsty Newman. Education and Employability: The Critical Role of Foundational Skills. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/048.

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A great deal of policy attention is paid to the role that education plays in driving employment outcomes. Most of this attention has focused on post-primary education— particularly Technical and Vocational Education and Training (TVET). This paper sets out the less-discussed role that foundational skills, typically built through basic primary education, play in driving employability; how foundational skills affect TVET provision; and what implications this body of evidence has for education policy. We acknowledge the need to consider how education systems build skills which will contribute to countries’ economic aspirations. However, we suggest that the dominant discourse which focuses specifically on TVET and how it can be linked to employer demands is unlikely to be successful for several reasons. Firstly, we show that foundational skills are themselves associated with economic gains for individuals and societies. This, together with the evidence showing extremely low levels of foundational skills in many countries, suggests that focusing on improving foundational skills may be a more cost-effective approach to driving employability than has been previously acknowledged. Furthermore, we show that TVET (and other later forms of education) may struggle to add value where foundational skills are not in place. Focusing large amounts of energy and resources on reforming TVET may not achieve hoped-for impacts if TVET entrants don’t have the necessary foundations to learn. We discuss the popular policy prescription of linking TVET provision to employer needs. As well as noting our concern that this focus fails to acknowledge the binding constraint of low foundational skills, we also set out why employer demand for skills may not be a good indication of actual future skills needs. We therefore suggest a more nuanced discussion on skills for employability which acknowledges economic development goals; the skills that will be needed to achieve them; and, crucially, a country’s starting point. We end the paper by highlighting the fact that unemployment and underemployment are generally caused by a lack of jobs, not a lack of skills. We therefore urge policymakers to be realistic about the extent to which any education policy—whether focusing on foundations, technical, and vocation skills or any other type of skills—can affect employment outcomes. Considering the evidence presented in this paper, we suggest that policymakers in many low- and lower-middle income countries may want to consider a stronger focus on foundational skills. The major reason for focusing on foundational skills is that a quality education is a fundamental right for all children which will allow them to experience lifelong learning. This paper sets out that foundational skills will also be the first step towards achieving a more employable workforce—but also that policymakers should consider the full range of policies that need to be in place to deliver productive employment and economic growth.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Lavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys, and Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3244.

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In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non-formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.
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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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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, July 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
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Striuk, Andrii M. Software engineering: first 50 years of formation and development. [б. в.], December 2018. http://dx.doi.org/10.31812/123456789/2880.

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The article analyzes the main stages of software engineering (SE) development. Based on the analysis of materials from the first SE conferences (1968-1969), it was determined how the software crisis prompted scientists and practitioners to join forces to form an engineering approach to programming. Differences in professional training for SE are identified. The fundamental components of the training of future software engineers are highlighted. The evolution of approaches to the design, implementation, testing and documentation of software is considered. The system scientific, technological approaches and methods for the design and construction of computer programs are highlighted. Analysis of the historical stages of the development of SE showed that despite the universal recognition of the importance of using the mathematical apparatus of logic, automata theory and linguistics when developing software, it was created empirically without its use. The factor that led practitioners to turn to the mathematical foundations of an SE is the increasing complexity of software and the inability of empirical approaches to its development and management to cope with it. The training of software engineers highlighted the problem of the rapid obsolescence of the technological content of education, the solution of which lies in its fundamentalization through the identification of the basic foundations of the industry. It is determined that mastering the basics of computer science is the foundation of vocational training in SE.
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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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