Relevant bibliographies by topics / Vocational Education and Training (VET)

Contents

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

Academic literature on the topic 'Vocational Education and Training (VET)'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Vocational Education and Training (VET)"

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Zelloth, Helmot. "Career guidance for Vocational Education and Training (VET)." Journal of the National Institute for Career Education and Counselling 33, no. 1 (2014): 49–55. http://dx.doi.org/10.20856/jnicec.3308.

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This paper has been inspired by Tony Watts’ pioneering work which explored the relationship between VET and career guidance. This relationship features traditionally ambiguous and not very clearcut definitions. His helpful distinction between career guidance ‘prior to’ and ‘within’ VET opened new perspectives for analysis. Career guidance cannot only serve as an ‘eye opener’ to stimulate VET demand, but also as a ‘change agent’ to improve VET supply. However, career guidance has come under attack for being ‘VET-blind’ and has been criticised for being inadequately sensitive to VET. Similarly V
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Bohne, Christoph, Friedhelm Eicker, and Gesine Haseloff. "Competence-based vocational education and training (VET)." European Journal of Training and Development 41, no. 1 (2017): 28–38. http://dx.doi.org/10.1108/ejtd-07-2016-0052.

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Purpose The purpose of this paper is to develop a vocational scientific constructivist concept meant for shaping competence-based and networked teaching and learning in vocational education and training (VET). Design/methodology/approach VET must enable learners to shape work within the context of conceptions based on the development of society. Refresher trainings cannot realise this. Concepts need a shaping competence-based and networked approach. Teaching and learning networks, learning projects and digital media are the keys to this approach. Findings The focus of the planned concept lies
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Wiriadidjaja, Astrid, Lelly Andriasanti, and Andrea Jane. "Indonesia-Germany Cooperation in Vocational Education and Training." Journal of Local Government Issues 2, no. 2 (2019): 178. http://dx.doi.org/10.22219/logos.vol2.no2.178-192.

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To reduce the unemployment rate, Indonesia has focused since 2007 on the development of Vocational Education and Training (VET). VET is one of solutions that would enhance human resources quality in Indonesia, which has 262 million people. However, the number of unemployed graduates from vocational education is still high until 2019. It means there is something wrong in Indonesia’s current VET system. Meanwhile in Germany, VET is a pillar of national education which is based on a dual system. This system is successful in Germany. As one of the biggest donor countries in promoting VET, Germany
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Marhuenda-Fluixá, Fernando, María José Chisvert-Tarazona, and Alicia Alicia Ros-Garrido. "Initial VET in Spain." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 16 (December 7, 2018): 169–74. http://dx.doi.org/10.32835/2223-5752.2018.16.169-174.

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Initial vocational education in Spain was created within the formal education system in 1970. During the reform process, in 1990, it has been acquired modern architecture. During the period from 1990 to 2002, a series of reforms took place in the country, the most important of which was the adoption in 2002 of the national law on education, the main provisions of which were agreed upon with all stakeholders - the main political parties, social agents, employers and trade unions. The law introduced the following key features of the vocational education system in Spain: a mandatory curriculum mo
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Városi, Klára. "Dual training and adult education in agricultural vocational training." Acta Carolus Robertus 13, no. 2 (2023): 225–35. http://dx.doi.org/10.33032/acr.4679.

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The legal and legislative background dealing with vocational training and adult education has undergone several changes over the past almost sixty years. In addition to social policy and national economic effects, the changes were also strongly influenced by the vocational training policies of the countries around us. Through these changes, I would like to show how today's dual education system developed in agricultural vocational training, and what place adult education have been given in this model. It can be seen in the Hungarian VET culture that cooperation with dual internships is managed
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Mulder, Martin. "Researching vocational education and training: An international perspective." Journal of Vocational, Adult and Continuing Education and Training 1, no. 1 (2018): 35. http://dx.doi.org/10.14426/jovacet.v1i1.12.

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This article investigates a German initiative to fund a research programme on internationaldevelopment cooperation in vocational education and training (VET). It briefly describes the strandsof the programme and critically reflects on them. It is considered important that this programme beinitiated to stimulate research on international VET development cooperation because, while thereare institutes for and programmes on VET research, research on VET is modest in volume comparedwith that of educational research on elementary or secondary education. The article also considerspriority areas for V
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Karlsson, Tobias Lasse. "Being someone or doing something: How students in municipal adult education view their future vocation." Nordic Journal of Vocational Education and Training 12, no. 3 (2022): 71–94. http://dx.doi.org/10.3384/njvet.2242-458x.2212371.

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Being an adult, deciding what to do with your life, and trying to understand the consequences of educational choices can be difficult. Vocational education and training (VET) programmes within the Swedish municipal adult education (MAE) offer an opportunity to learn a vocation, and last 6–18 months. This study aims to explore how adult VET students perceive desirable vocational habitus and is based on 18 interviews comparing students from two vocational MAE programmes in assistant nursing and floor laying. Semi-structured interviews were conducted at the beginning of the students’ training and
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Mursyid, Andi Miftahul Maulidil, and Zulihi Zulihi. "Vocational Education and Training Policy between Indonesia and Tanzania." Jurnal Ilmiah Mandala Education 10, no. 3 (2024): 546. http://dx.doi.org/10.58258/jime.v10i3.7197.

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This article is a non-research-based article discussing vocational education and training (VET) between Indonesia and Training. The purpose of this article is to give comprehensive knowledge regarding the policy practices to the field of educational sectors particularly in vocational education and training between two countries (Indonesia and Tanzania). To begin, the writers give an overview regarding the VET policy between Indonesia and Tanzania. Both countries have in common when it comes to the objectives of VET programs. Furthermore, the writers discuss about the policy drivers which they
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Ahmed, Tutan, and Raghabendra Chattopadhyay. "Return to general education and vocational education & training in Indian context." International Journal of Educational Management 30, no. 3 (2016): 370–85. http://dx.doi.org/10.1108/ijem-10-2014-0135.

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Purpose – Measurement of returns to vocational education has always remained a matter of controversy (Psacharopoulos, 1994; Bennell and Segerstrom, 1998; Ziderman, 1997). Based upon the return evidence many World Bank projects were scrapped (Middleton and Ziderman, 1997, Bennell and Segerstrom, 1998). However, there is again a growing interest for Vocational Education in different countries as well as in international body like UNESCO (Debroy, 2009; King, 2009; McGrath, 2012). Unfortunately there is little justification for this growth from the returns to Vocational Education literature. India
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Maurice-Takerei, Lisa, and Helen Anderson. "Vocational education and training reform in Aotearoa New Zealand." New Zealand Annual Review of Education 27 (November 24, 2022): 116–30. http://dx.doi.org/10.26686/nzaroe.v27.8034.

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The Education and Training Act 2020 provides an opportunity to transform the Vocational Education and Training (VET) system in Aotearoa New Zealand to ensure participants are successfully prepared for participation in the current and future workforce. The authors of this paper discuss current reforms in the VET system beyond the changing of components and the assignation of requisite tasks. While change to processes and systems can have an impact on VET outcomes, the kind of change that transforms individual lives and life chances depends on the decision-making and approaches made possible onl
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Dissertations / Theses on the topic "Vocational Education and Training (VET)"

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Swan, Michelle Deanne. "Implementation and participation in vocational education and training in Catholic schools." Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/3377f5796936035a938c5ae571b49d70254ad31f603d5868a3f63429cb30af62/4350036/SWAN_2019_Implementation_and_participation_in_vocational_education.pdf.

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Vocational Education and Training in Schools (VETiS) is recognised in all Australian states’ and territories’ education systems in the senior secondary certificates of education. The federal government has researched the benefits of VETiS and promoted it as a subject area of worth through both policy and funding. System leadership in schools have also included VETiS in their strategic direction by establishing and resourcing Registered Training Organisations (RTOs) to manage the compliance issues associated with the national Vocational Education and Training (VET) system. VETiS is offered in t
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Ozaltan, Asli. "Sociological Analysis Of New Trends In Vocational Education And Training (vet) In Turkey." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12612014/index.pdf.

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The aim of this study is to put forth the relationship between the transformation of the labor market and the production process and the vocational education and training in Turkey. The Study will reflect the effects of transformation on the individual and society. The research is conducted through interviews with social partners. The study touches upon the reflection of the understanding of new vocationalism adopted in line with the flexibilisation in the organization of work on the vocational and technical education in Turkey. It tries to explain how this new educational approach is shaped o
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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 lon
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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 poli
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Volkoff, Veronica, and vvolkoff@unimelb edu au. "Changing drivers, shifting trends: a decade of equity research in Australian vocational education and training (VET) 1996-2006." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080603.095451.

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This integrating essay presents and discusses the findings of the research studies that Veronica Volkoff completed within the context of the shifts in the Australian vocational education and training landscape and resultant trends in vocational education and training policy, in particular equity policy, during the period of researching and writing the nominated works, 1995 to 2004. The research included analysis of vocational education and training in relation to: equity policy; provider inclusiveness strategies; and access, participation, completion and outcomes in relation to learners, in
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Nakar, Sonal. "Ethical Dilemmas Faced by VET Teachers in Times of Rapid Change." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/370433.

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Vocational education and training (VET) in Australia in recent decades has been subject to a range of major policy reforms in response to globalized pressures for it to become more effective, efficient, and competitive in its responsiveness to consumer demand. Those policy reforms have been noted to date as raising significant ethical challenges for teachers in the sector. There is, though, a dearth of research-based knowledge of how those challenges are being experienced, interpreted, explained, and responded to by the teachers themselves and how the teachers see the challenges as impacting o
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Rahimi, Mohammad Ali, and ma rahimi@gmail com. "Transfer of Australian Vocational Education and Training knowledge and practice in a global context." RMIT University. Global Studies, Social Science and Planning, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091218.144230.

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Educational services have become Australia's third largest export industry. Onshore delivery of higher education has been a major export for many years, and in recent years offshore delivery of vocational education and training has grown to become a major part of this industry. Different Australian educational institutions are involved in delivery of Australian VET programs in a wide range of cultural and socioeconomic contexts. Because of the strong demand for skills in an increasingly interconnected world, this growing industry, which at an international level encompasses a diverse range of
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Johnstone, Merryl L. "Early childhood education and care preservice teachers' experiences of articulation from vocational education and training to higher education." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122575/2/__qut.edu.au_Documents_StaffHome_StaffGroupH%24_halla_Desktop_Merryl_Johnstone_Thesis.pdf.

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Early Childhood Education and Care in Australia is at a watershed, with significant legislation and policy requiring additional four-year-qualified Early Childhood teachers. This phenomenographic study examined the experiences of 16 Early Childhood preservice teachers who had articulated from Diploma programs to university-based Early Childhood teacher education programs. It examined articulation from the perspective of the articulating preservice teachers themselves to reveal the qualitatively different ways in which the preservice teachers experienced articulation. By revealing the condition
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Nakar, Sonal Alpesh. "Understanding VET teachers' dilemmas in providing quality education to international students in Brisbane." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/64087/1/Sonal_Nakar_Thesis.pdf.

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In the past fifteen years, increasing attention has been given to the role of Vocational Education and Training (VET) in attracting large numbers of international students and its contribution to the economic development of Australia. This trend has given rise to many challenges in vocational education, especially with regard to providing quality education that ensures international students' stay in Australia is a satisfactory experience. Teaching and learning is continuously scrutinized, teaching quality and student assessment are subject to regular audit (Takerei, 2010). VET teachers are ke
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Gu, Chen Chen, Telma Gomes, and Victor Samuel Brizuela. "Technical and Vocational Education and Training in Support of Strategic Sustainable Development." Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5351.

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This thesis looks at how Technical and Vocational Education and Training (TVET) be carried out to help society move towards sustainability. It starts by introducing the reader into the essential concepts about Strategic Sustainable Development (SSD), Education for Sustainable Development (ESD), TVET, and the barriers to integrating ESD into TVET. It also provides information about the case study conducted in a TVET organization in Ireland which is integrating ESD into TVET. The thesis presents the key aspects that TVET organization need to have in order to successfully support SSD and it also
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Books on the topic "Vocational Education and Training (VET)"

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Great Britain. Further Education Unit. and European Institute of Education and Social Policy., eds. VET in Europe: Vocational education and training in Europe. FEU, 1992.

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Høst, Håkon. Continuity and change in Norwegian Vocational Education and Training (VET). NIFU STEP, 2008.

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Victoria. Department of Education. VET in schools: A study of post-schooling destinations : destinations of students enrolled in VET in schools programs in 1997. Dept. of Education, 1999.

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Seyfried, Erwin. Indicators for quality in VET: To enhance European cooperation. Office for Official Publications of the European Communities, 2007.

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Odekunle, S. O. A comparative analysis of the junior secondary school (JSS) in Osun State and vocational education and training (VET) in Germany. Nigerian Institute of Social and Economic Research (NISER), 1999.

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Reis, Fernanda Oliveira. Grundlagen eines "Gemeinsamen Bezugsrahmens für die Qualitätssicherung" für die berufliche Bildung in Europa: Fundamentals of a common quality assurance framework (CQAF) for VET in Europe = Principes fondamentaux d'un cadre commun pour l'assurance de la qualité (CCAQ) dans l'EFP en Europe. Office for Official Publications of the European Communities, 2007.

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Mouillour, Isabelle Le. European approaches to credit (transfer) systems in VET: An assessment of the applicability of existing credit systems to a European credit (transfer) system for vocational education and training (ECVET). Office for Official Publications of the European Communities, 2005.

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1948-, Bennett R. J., McCoshan Andrew, Sellgren John, London School of Economics and Political Science. Department of Geography., and Leverhulme Trust, eds. Training and Enterprise Councils (TECs) and Vocational Education and Training (VET): Conference papers on practical requirements : a research paper from a project funded by the Leverhulme Trust. Department of Geography, London School of Economics, 1989.

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Angela, Lumpkin, ed. Introduction to physical education, exercise science, and sport studies. 5th ed. McGraw-Hill, 2002.

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DANIDA and Denmark Udenrigsministeriet, eds. Vocational education and training. DANIDA, 1994.

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Book chapters on the topic "Vocational Education and Training (VET)"

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Sheth, Jagdish N., and Samik Shome. "VET in Scandinavia—Divergent Models of VET." In Handbook of Vocational Education and Training. Routledge, 2025. https://doi.org/10.4324/9781003616498-4.

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Pantea, Maria-Carmen. "The VET Project." In Precarity and Vocational Education and Training. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02689-9_3.

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Gregson, Maggie, and Brian Todd. "Realizing Standards of Practice in VET." In Handbook of Vocational Education and Training. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_16-1.

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Gregson, Maggie, and Brian Todd. "Realizing Standards of Practice in VET." In Handbook of Vocational Education and Training. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_16.

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Sheth, Jagdish N., and Samik Shome. "VET in Germany—The Gold Standard." In Handbook of Vocational Education and Training. Routledge, 2025. https://doi.org/10.4324/9781003616498-2.

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Sheth, Jagdish N., and Samik Shome. "VET in China—Promoting Skilled Talents." In Handbook of Vocational Education and Training. Routledge, 2025. https://doi.org/10.4324/9781003616498-7.

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Daffern, Tessa. "Spelling Assessment, Learning, and Instruction in VET." In Handbook of Vocational Education and Training. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_90-1.

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Daffern, Tessa. "Spelling Assessment, Learning, and Instruction in VET." In Handbook of Vocational Education and Training. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_90.

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Sheth, Jagdish N., and Samik Shome. "VET in South Korea—The Meister Schools." In Handbook of Vocational Education and Training. Routledge, 2025. https://doi.org/10.4324/9781003616498-9.

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Sheth, Jagdish N., and Samik Shome. "VET in India—Harnessing the Demographic Dividend." In Handbook of Vocational Education and Training. Routledge, 2025. https://doi.org/10.4324/9781003616498-8.

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Conference papers on the topic "Vocational Education and Training (VET)"

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Gómez Estrada, Laura, Luis Gómez Estrada, Luis Amaro Ribeiro Martins, et al. "TRAINING VOCATIONAL STUDENTS IN TECHNOLOGY-BASED COMPANIES." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1386.

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Tramonti, Michela, and Alden Meirzhanovich Dochshanov. "GREENTEACH: INTEGRATING SUSTAINABILITY INTO VOCATIONAL EDUCATION AND TRAINING." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0296.

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Mamrikishvili, Tatia. "TEACHING FOR TOMORROW: EMBEDDING INTO VOCATIONAL TRAINING IN GEORGIA." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0916.

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"Vocational Education and Training (VET) for Maritime Safety." In Maritime Safety International Conference. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/mastic.027.

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Susanti, Luqman Hakim, Irin Widayati, and Vivi Pratiwi. "Students’ Perspectives: ICT Usage in Vocational Education and Training (VET)." In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.33.

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Arthur, Riyan, Salma Maharani, Arris Maulana, and Ahmad Marzuq. "Vocational literacy: A new paradigm of vocational education and training (VET) in Indonesia." In THE 3RD INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION: Flexibility in Research and Innovation on Science, Mathematics, Environment, and education for sustainable development. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0105750.

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Silva, Paulino, José Luzia, and José Ribeiro. "E-LEARNING IN VOCATIONAL EDUCATION AND TRAINING (VET): CHALLENGES AND OPPORTUNITIES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2386.

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Nallasamy, Mani. "Vocational Education and Training (VET) System and Social Justice in Australia." In 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2023. http://dx.doi.org/10.1109/tale56641.2023.10398313.

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KITIASHVILI, ANASTASIA, and TAMAR ABASHIDZE. "Integrating Environmental Education in Vocational Education and Training VET The case of Georgia." In Third International Conference on Advances In Social Science, Management and Human Behaviour - SMHB 2015. Institute of Research Engineers and Doctors, 2015. http://dx.doi.org/10.15224/978-1-63248-067-5-62.

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Dimitrios, Kotsifakos, Bill Kostis, and Douligeris Christos. "A case study of a laboratory experimental process in Vocational Education Training (VET)." In 2018 South-Eastern European Design Automation, Computer Engineering, Computer Networks and Society Media Conference (SEEDA_CECNSM). IEEE, 2018. http://dx.doi.org/10.23919/seeda-cecnsm.2018.8544931.

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Reports on the topic "Vocational Education and Training (VET)"

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Kuczera, Małgorzata. Vocational education and training (VET) and the green transition. Organisation for Economic Co-Operation and Development (OECD), 2025. https://doi.org/10.1787/02b7fcb1-en.

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De Lucena, Thiago, Sammara Soares, Juliana Camargo, André Portela Souza, Amanda Arabage, and Lycia Lima. Vocational Education and Training in Brazil: Knowledge Sharing Forum on Development Experiences: Comparative Experiences of Korea and Latin America and the Caribbean. Inter-American Development Bank, 2015. http://dx.doi.org/10.18235/0006998.

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The past decade has witnessed an unprecedented surge in the emphasis given to the role of vocational education and training in Brazil. This has been characterized by an increasing flow of resources from the government to vocational education and training and a substantial increase in the number of enrollments. Particularly from 2011 onwards, with the launch of the PRONATEC program as one of the main flagship initiatives of President Dilma Roussef's government, VET has gained even more visibility.The coverage of vocational education and training in Brazil is low, but it has an increasing trend.
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Canto, Patricia, ed. The role of vocational training knowledge intensive business services. (Main conclusions). Universidad de Deusto, 2020. http://dx.doi.org/10.18543/vyqr9353.

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In the global economic model, the service sector continues to gain ground on the manufacturing sector and trends such as the integration of new technologies into production processes are advancing inexorably. Advanced economies are pushed to specialise, supported by their regional innovation systems, and cities are emerging as key and strategic centres of activity. In this context, Knowledge Intensive Business Services (KIBS) are presented as critical due to their capacity to promote innovation within the regional productive fabric and smart specialisation strategies, the promotion of advanced
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Allais, Stephanie, and Carmel Marock. What Problem Should Skills Solve? Interrogating Theories of Change Underpinning Strategies and Interventions in Vocational Education and Skills in LMICs. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/136.

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The aim of this paper is to understand the ‘theory of change’ underlying interventions to support vocationalisation of general education as well as vocational education and training (VET) and skills development. The focus is on interventions supported by development agencies and donors, although national policies are also considered, as the agencies work with governments and are both guided by, and influence, their priorities. The first aim is to interrogate what problem VET is seen as the answer to, and how VET is seen to solve that problem (their theory of change). The second aim is to under
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Ryu, Kirak, and Hanna Moon. Skills for Work: Knowledge Sharing Forum on Development Experiences: Comparative Experiences of Korea and Latin America and the Caribbean. Inter-American Development Bank, 2015. http://dx.doi.org/10.18235/0007000.

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This study investigates Korea's success in the area of skills development and what role the Korean government played during the stages of Korean economic development since the 1960s. Major achievements connected with the Korean skills development system over the last few decades are described and evaluated. However, it is worth noting that the Korean system has confronted challenges, arising from rapid changes in the economic and social environment that have put the sustainability of its current skills development system into question. In this regard, this study also analyzes the direction the
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Howden, Sarah, and Caroline S. Fawcett. Gender Issues in Technical Training and Vocational Education. Inter-American Development Bank, 1998. http://dx.doi.org/10.18235/0008895.

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The overall goal of the Bank's Women in Development (WID) Policy is to improve the socioeconomic situation of women in Latin America and the Caribbean and to improve the performance of Bank projects by enhancing women's contributions. To assist project officers in this task, gender guidelines, or resource books, are being prepared in specific sectors and economic structures and markets of Bank Activity. The information in this resource book is focused primarily on training issues regarding skills acquisition in the urban manufacturing and service sectors.
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Dave, Dhaval, Nancy Reichman, Hope Corman, and Dhiman Das. Effects of Welfare Reform on Vocational Education and Training. National Bureau of Economic Research, 2011. http://dx.doi.org/10.3386/w16659.

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Warren, Frederika. Spotlight on Technical and Vocational Education and Training (TVET). HundrED, 2019. http://dx.doi.org/10.58261/xpdk1549.

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HundrED was asked to research Technical and Vocational Education and Training (TVET) on an international scale. As part of this research ‘Spotlight’ on TVET, three surveys were carried out, eliciting the opinions of TVET institution leaders, employers and students in Finland.
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Avis, William Robert. Women's Participation in Higher Education and Technical and Vocational Education and Training. Institute of Development Studies, 2024. http://dx.doi.org/10.19088/k4dd.2024.002.

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This rapid evidence review collates available evidence on women’s participation in Technical and Vocational Education and Training (TVET) (focused on Middle East North Africa, Sub-Saharan Africa, and Southeast Asia regions) and impact on social and economic development. The review notes that overall, the existing literature on vocational training programs in the global south has important gaps. The limited evidence and variation of impacts found in available studies across the global south may partly be explained by differences in social, economic, and labour market conditions, existing skill
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Snel, Herman, and Herman Brouwer. Strengthening Myanmar’s agricultural technical and vocational education and training system. Wageningen Centre for Development Innovation, 2021. http://dx.doi.org/10.18174/543718.

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