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Fejzulla, Pano Enkeleda. "Increasing Youth Employability in Albania by Enhancing Skills through Vocational Education." European Journal of Economics and Business Studies 7, no. 2 (April 15, 2021): 12. http://dx.doi.org/10.26417/685lur76k.
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Since the 1990s, Albania has experienced structural changes in education and the labour market as a result of increased globalization, the trend toward deindustrialization, and the increasing outflow of foreign direct investment, particularly from European countries such as Italy, Greece, and Turkey. Youth unemployment has increased drastically due to the transition of the economy from agricultural and public sector sectors into open market economy. This article through in-depth literature review aim to analyse the various variables and causes of youth unemployment, to analyse also the vocational education and training framework in Albania. Three research questions were raised: What are the factors that have contributed to the youth unemployment in Albania? What technical skills required the labour market in Albania? Can vocation education system in Albania enhance skills required by the labour market? This article suggests some discussions on how to increase youth employment by knowing what skills the labour market request especially in private sector and how we can improve them through vocational education and training.
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ÇOLAK, Mehmet, Tahsin ÇETİN, and Serdar ÜNALDI. "A RESEARCH ON VOCATIONAL EDUCATION AND YACHT BUILDING SECTOR IN BODRUM." Euroasia Journal of Mathematics, Engineering, Natural & Medical Sciences 8, no. 18 (November 25, 2021): 39–48. http://dx.doi.org/10.38065/euroasiaorg.750.
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Yacht and boat manufacturing industry is a sector that has a great added value, can provide employment and has a high export rate. This industry machinery, iron-steel, wood, paint, chemistry, electricity-electronics, textile, decoration, rubber-plastic etc. It is an industry branch that produces as a result of combining the products of many industrial branches in shipyards and receives service from various service sectors. In the world rankings, Turkey has shown a steady rise since 2007, especially in the construction of superyachts (24 m and above), and continued to be the third in total length in 2010 - 2017. Educational institutions that train personnel for the yacht building sector in our country are only at the level of vocational high schools. Students who graduate after high school cannot continue an education on yacht building, which is a continuation of high school education in vocational college or faculty programs. The results and suggestions to come out of this study are very important in order to maintain the success of the sector in the international platform and to move it to better points. Attention will be drawn to the training on Yacht Building and opinions will be taken about the necessity of the training, its problems and the dimension of the university. Within the scope of the study, the
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Sangita, Seema. "Higher Education, Vocational Training and Performance of Firms." Margin: The Journal of Applied Economic Research 15, no. 1 (February 2021): 122–48. http://dx.doi.org/10.1177/0973801020976605.
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This article contributes to the debate on the efficacy of traditional forms of education versus vocational training. The effects of technical education (leading to an engineering degree or diploma) and vocational training in engineering on the performance of Indian firms are analysed using regression models based on the Cobb–Douglas production function, enhanced to incorporate education and training. Instrumental variable approach is used to establish the direction of causality. It is found that that when a larger share of workers in a particular sector has a college or university-level technical education or vocational education in technical fields, there is a positive impact on firm performance in those sectors. Further, higher education in a general field seems to consistently benefit the organised manufacturing sector, while some levels of school education appear to benefit the unorganised sectors. JEL codes: I-23; L-60; M-53
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Sekwati, L., and N. Narayana. "Stimulating informal sector through vocational education in Botswana." International Journal of Education Economics and Development 2, no. 1 (2011): 81. http://dx.doi.org/10.1504/ijeed.2011.037967.
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Puhovska, Liudmyla, and Snizhana Leu-Severynenko. "EU AND UKRAINIAN INNOVATIVE EXPERIENCE IN EDUCATION: THE ORIENTATION POINT FOR VET OF UKRAINE." Education: Modern Discourses, no. 3 (December 25, 2020): 42–49. http://dx.doi.org/10.37472/2617-3107-2020-3-04.
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The article analyses the EU policy for innovations in the sector of vocational education and training (VET). It reveals the activity results of the European network “Innovations in vocational education and training” leading by the European Centre for the Development of Vocational Training (Cedefop). The paper identifies main development directions in VET systems and reviews its best practices of the EU countries based on the analysis of the experience of Campus of Occupations and Qualifications (France), Centre for Management, Training and Employment of Youth (Italy) and Centres of (Vocational) Excellence (Great Britain). Additionally, the following research covers some best practices in public and private educational sectors of Ukraine e.g. two university-based models of innovations eco-system realised via innovation hubs and startup schools, STEM-centres and Fabrication Laboratories. Therefore, the main ideas of positive European experience are identified being the valuable tool for developing the modern policy for innovations and VET in Ukraine. The identified local practices in education sector can be adapted to the capacity and needs of VET sector after additional and more detailed study.
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Natia Gorgadze, Natia Gorgadze. "The Role of Vocational Education in the Development of The Viticulture and Oenology Sector of Georgia." Economics 104, no. 6-9 (October 15, 2021): 102–15. http://dx.doi.org/10.36962/104/6-9/202169102.
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Today, the viticulture and oenology sector in Georgia has a fair potential for development. According to the statistical data, the income from the wine production is growing year by year for the country. Maintaining the growing potential of productivity in the viticulture and oenology sector is linked to the stable quality of grape and wine. The skilled workforce represents one of the essential components for ensuring production of high-quality products. Vocational trainings can provide both, the prospective and existing employees of the viticulture and oenology sector with the possibility to develop necessary skills. Moreover, each country has its own unique cultural, economic and social aspects that have to be taken into consideration in the process of assessing and reforming the country's educational potential. Numerous countries rely on the "mixed systems" that combine different types of work-based learning, including school-based vocational education and dual vocational education programs. However, in view of international best practice, dual programs are considered to be the best mode of instruction for vocational programs in the direction of viticulture and oenology. Introduction of work-based learning with the so called dual vocational education programs by the state in recent years, can be considered as a step forward in this direction. Also, the state offers short-term vocational education programs within the framework of close cooperation with the private sector. The viticulture and oenology sector is the first, together with the tourism sector, to be recognized as a priority by the state, therefore the training of students with dual vocational education programs has been piloted. In summary, for a vocational student, dual vocational education programs involve pursuing studies at a vocational education institution, where a student takes a theoretical course on a future profession, as well as a practical course necessary for acquiring practical and technical skills for the profession. This form of teaching provides more opportunities for deepening the public-private partnerships in education. On the one hand, it helps to reduce budgetary expenditures of the state and, on the other hand, allows the system to receive additional financial as well as intangible benefits. The interest of the private sector to participate in the educational process is multifaceted. However, one of the main reasons for the interest is possibility to hire experienced workforce in the future. Increasing the private sector involvement and delegating responsibilities to the private sector by the state represents a good opportunity to train/retrain qualified staff. This factor can be considered as a prerequisite for matching workforce demand and supply on the labor market. Training of highly qualified staff guarantees reduction of unemployment and poverty and ensures sustainable economic development of the country. Keywords: vocational education, dual vocational education programs, work-based learning, viticulture and oenology sector.
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Lesnikova, M. V. "Analysis of International Experiences in Constructing the Information System of Education Management in the Field of Technical and Vocational Education and Training." Statistics of Ukraine 85, no. 2 (August 22, 2019): 49–60. http://dx.doi.org/10.31767/su.2(85)2019.02.06.
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Education Management Information System (EMIS) is an organized group of information and documentation services that collects, stores, processes, analyzes and disseminates information on the planning and management of the education system. Each country tend to have own EMIS because of the differences in local systems of education and training. EMIS in the field of Technical and Vocational Education and Training (TVET), or TVET-MIS, is a consolidated EMIS for timely access to high quality information. The analysis showed that in all the countries under study the owner of EMIS in the field of vocational education is the Ministry of Education. Data is collected in the vast majority of countries, with exception of Brazil and Pakistan, from public vocational education institutions, and cover the formal education sector.
Indicators contained in EMIS for professional (vocational) education provide the possibility of international comparisons, methodological soundness and simplicity of making statistical reports; they provide the user with the opportunity to generate the necessary information independently (an example is Open EMIS Core – TVET-MIS), form the extended database of registers with wide possibilities for searching the necessary information, tracing the trajectory of employment of graduates of professional (vocational) education institutions. These systems are characterized by: the availability of indicators of the effectiveness of the system of professional (vocational) education (examples are MLDS, Maryland and TVET-MIS – Career Tech, Ohio, USA), the coverage of professional (vocational) education institutions in public and private sectors, the successful coordination of the system of professional (vocational) education with the stakeholders (an example is NEMIS system in Pakistan), a comprehensive electronic system for collecting, managing and analyzing data from the system of professional (vocational ) education, despite economic instability in a country (an example is TAALIM system, Afghanistan), coverage of the informal professional (vocational) education sector, self-contained computerized data collection system that uses a centralized procedure for extracting primary data on one date for all institutions (an example is SISTEC system, Brazil).
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Laih, Hueih-Lirng, and Ian Westbury. "Transformation of Taiwan's Upper Secondary Education System." education policy analysis archives 6 (September 8, 1998): 18. http://dx.doi.org/10.14507/epaa.v6n18.1998.
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This paper explores the policy issues circling around the structural "transition" in upper secondary education implicit in the twenty-year increase in secondary and third-level school enrollment rates in Taiwan. This expansion has taken place within a secondary school system which is rigidly divided into both general, i.e., academic, and vocational tracks and into public and private sectors: the majority of students are enrolled in the private vocational sector which is only loosely articulated with the university sector. These features of the school system are analysed against the background of social and economic developments in Taiwan as well as public opinion. The analysis suggests that the present structures of school must be "reformed" in ways that will result in a more unified secondary system with both greater public funding and better articulation of all school types with the third level. The policy options that circle around the possibility of such reforms in the areas of curriculum, examination structures and second level-third level articulation are discussed and a policy framework for the reform of the Taiwan secondary education sector is outlined.
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Irawati, Diwi Acita, Ravik Karsidi, Widodo Muktiyo, and Sutrisno Hadi Saputro. "The Development of Vocational Higher Education in Livestock Sector." Advanced Science Letters 24, no. 12 (December 1, 2018): 9599–601. http://dx.doi.org/10.1166/asl.2018.13086.
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Honingh, Marlies, and Sjoerd Karsten. "Marketization in the Dutch vocational education and training sector." Public Management Review 9, no. 1 (March 2007): 135–43. http://dx.doi.org/10.1080/14719030601181274.
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Kredenets, Nadiya. "Forming Social Partnership Policy in Vocational Training of Service Sector Specialists in Germany and Austria." Comparative Professional Pedagogy 6, no. 4 (December 1, 2016): 55–61. http://dx.doi.org/10.1515/rpp-2016-0048.
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Abstract The article deals with the problem of forming social partnership policy in vocational training of service sector specialists in Germany and Austria. The foreign and domestic pedagogical experience in establishing an effective system of social partnership in vocational education has been analyzed. The author has considered main factors of social partnership development in vocational education that influence the forming of normative and legal support; a multilevel structure of government management, powers of employers and trade unions, regional economic development authorities of local government (industrial, commercial, trade, agricultural units), professional orientation of future specialists vocational education institutions and enterprises where specialists are trained; continuous monitoring of labour market needs and dynamic response to its changes; mechanisms of multivariate and multilevel approach to vocational education funding. Based on the analysis of scientific and reference sources the author has concluded that the main feature of vocational education in Germany and Austria is the participation of social partners who make common decisions and bear responsibility for normative and legal support; a multilevel management structure; monitoring of labour market needs and dynamic response to its changes; an optimal combination of theoretical and practical vocational training of future specialists.
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Chuka, Ebodili, and Joan Eze. "VOCATIONAL EDUCATION IN NIGERIA: A RECAPITULATION OF THE PROSPECTS AND CHALLENGES FOR SUSTAINABLE DEVELOPMENT." International Journal of Development Strategies in Humanities, Management and Social Sciences 12, no. 2 (March 12, 2022): 1–11. http://dx.doi.org/10.48028/iiprds/ijdshmss.v12.i2.01.
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Over the years, vocational education has been a vital part of man and has been demonstrated to be a means for sustainable economic growth and development. It has been used in many societies of the world to provide skills for work. This study employed the qualitative research method using an interview guide and participant observation to identify how vocational training impacts the necessary practical proficiencies for the growth of a nation’s formal and informal sectors. This paper attempts to examine the prospects of vocational training by highlighting the likely skills and employment opportunities in the sector. It also discussed the challenges facing vocational education in Nigeria. The study identifies skills acquisition as a means for sustainable development. It recommended among others that vocational training should focus more on the aspects of skill acquisition and feasible business opportunities for economic empowerment.
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Flek, M. B., and E. A. Ugnich. "Formation of human capital in the real economy sector: ecosystem approach." MIR (Modernization. Innovation. Research) 13, no. 2 (June 25, 2022): 154–71. http://dx.doi.org/10.18184/2079-4665.2022.13.2.154-171.
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Purpose: the purpose of the article is to substantiate the ecosystem approach to managing the interaction of an enterprise with educational and other organizations to provide it with the necessary human capital.Methods: this article is based on an ecosystem approach. A resource approach was used to substantiate the advantages of the professional and educational ecosystem. The method of situational analysis is used. The questionnaire method made it possible to evaluate the results of the ecosystem of a particular enterprise based on the expert`s opinion. The assessment of the structural model of management of the professional and educational ecosystem was carried out using correlation analysis.Results: the possibilities of an ecosystem approach to the formation of new organizational forms of interaction between subjects of the real sector of the economy and the education system in a dynamically changing external environment are shown. The content of the vocational education ecosystem is revealed as a kind of socio-economic, the key features of which are the specific composition of subjects and a special goal (creation of joint value) – reproduction of the enterprise human capital. The key objects of management of the vocational education ecosystem are highlighted: resources, processes, results and interaction of participants. An algorithm for evaluating the management system of the vocational education ecosystem of the enterprise is presented. The experience of the vocational education ecosystem of a knowledge-intensive enterprise is analyzed and practical recommendations for its development are given.Conclusions and Relevance: the approach to the management of the vocational education ecosystem through the analysis of key objects considered in the article has practical significance and allows us to give concrete practical recommendations for its improvement. Based on the results of the analysis of the objects of management of the vocational education ecosystem of the machine-building enterprise, the need to strengthen the relationship of enterprises with educational organizations that form the basis of human capital has been established. The key advantage of the vocational education ecosystem of the enterprise is the unhindered accessibility for employees of the enterprise in advanced training, the implementation of the principle of lifelong learning.
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Bhattarai, Prakash C. "Technical and Vocational Education and Training (TVET): What Next?" International Journal of Multidisciplinary Perspectives in Higher Education 5, no. 1 (January 24, 2021): 106–12. http://dx.doi.org/10.32674/jimphe.v5i1.2505.
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Employment sector has been invariably affected in the current crisis resulted from the global pandemic of COVID-19. This demands a paradigm shift in the present way of intervention in the TVET sector of Nepal through short- and long-term strategies.
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Alhajeri, Ghanim. "Achieving Youth Empowerment in UAE through Incorporating Entrepreneurial Skills in Technical Vocational Education and Training." International Business Research 14, no. 4 (March 29, 2021): 101. http://dx.doi.org/10.5539/ibr.v14n4p101.
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UAE government can stimulate the development of innovations by giving due emphasis on the promotion of entrepreneurship education in youth. Technical and Vocational Education and Training (TVET) would only succeed in UAE, when young individuals devise new technologies by using available resources, recruit and train the locals and manufactures products for both domestic and international consumption. This study emphasizes on the efforts made by the UAE government, particularly the government of Abu Dhabi for upgrading and expanding vocational education in collaboration with the private sector. An explorative study design is employed to review the need of the growth of vocational education in UAE with specific reference to Abu Dhabi. It also examines the recent efforts, undertaken in the vocational education sector in UAE and Abu Dhabi. Apparently, there is minimal evidence that technical and vocational education and training interventions are effective to provide employment for young people. The perception behind support and benefits, shared concepts of significance to offer entrepreneurship education.
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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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Schmidt, Teressa. "Reformed and reduced: Vocational education and structural oppression." Power and Education 12, no. 3 (October 22, 2020): 276–91. http://dx.doi.org/10.1177/1757743820967027.
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Internationally, vocational education and training (VET) is intended to fulfil important economic and social objectives. There is, however, a concerning discourse relating to funding, esteem, reputation and quality, and questions have been raised about whether social mobility aspirations of the sector’s students are achieved or achievable. This paper argues that rather than resulting from deficiency or fault of VET, these issues are, instead, manifestations of the sector’s structural oppression. Further, unless this oppression is recognised and addressed as an underlying cause, VET’s troubles will remain. While acknowledging the claim may be contentious, the paper applies Freirean philosophy and contemporary critical social theory to examine the case of Australian VET, identifying the oppressive structures and policies which have progressively rendered the sector powerless and lacking the autonomy needed to enact positive and necessary change. It expounds upon Australian VET’s vulnerability to neoliberal educational reform along with the impact of competency based education and training (CBE/T), its reductionist curriculum, and the de-professionalisation of VET, its teachers and the vocations it serves, before proposing that any further reforms must be led from within the sector itself. While the paper focuses on Australian VET, its examination will likely hold meaning elsewhere.
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McIlwain, James, Owen McIIwain, and Stanislaw Paul Maj. "Facilitating Network Technology Training in the Australian Vocational Education Sector." Modern Applied Science 11, no. 1 (November 24, 2016): 242. http://dx.doi.org/10.5539/mas.v11n1p242.
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Within the Australian Further Education sector for lecturers in the IT field it is not uncommon to use vendor based curriculum. The advantages to this approach are that students can graduate not only with a national award (Certificate or Diploma) and also an internationally recognized vendor qualification. Furthermore, the larger vendors supply comprehensive course materials, resources and assessment tools all of which have been extensively tested. In effect lecturers do not have to write their own course materials. Whilst it is recognized that lecturers may well facilitate student learning the quality of the educational outcomes is highly dependent on the quality of the vendor based materials. In the case of the Cisco Network Academy Program (CNAP) course materials did not provide a consistent diagrammatic representation of networking devices and protocols. Educational theory strongly suggests that such a model is the basis of quality teaching and learning. In this study student learning was evaluated using the State Model Diagram (SMD) method and the interpreted using the SOLO taxonomy. The results clearly demonstrate that there are considerable advantages to using the SMD method.
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Smak, Magdalena. "Models of private sector involvement in vocational education and training." European Journal of Teaching and Education 4, no. 1 (April 20, 2022): 37–47. http://dx.doi.org/10.33422/ejte.v4i1.746.
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Since 2008 youth unemployment and poverty have been a challenge for many countries. In order to equip young people in practical knowledge and skills and help them in transition to labour market governments started to invest in vocation education and training (VET). However effective VET is hard to build. In the text I analyse qualitatively data from 23 national reports covering VET systems prepared during Torino Process for European Training Foundation (ETF). The analysis shows that there are many obstacles to overcome: low prestige and attractiveness of VET for youngsters and their parents, aging work force, pending reforms on school management, ability to form partnerships between public and private sector. The text describes successes and challenges connected to private sector involvement in VET and builds on a theory of partnerships from Marriot and Goyder (2009) and Hands (2005). Additionally the paper provides examples of good practices, such as: clear division of responsibilities between schools and employers, tax incentives for employers, cooperation between state, university and companies.
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Dang, Vi Hoang. "Parental Perspectives towards the Vocational Education Training Sector in Vietnam." Journal of Education and Vocational Research 6, no. 1 (March 30, 2015): 37–51. http://dx.doi.org/10.22610/jevr.v6i1.178.
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The main purpose of this study is to explore the parental perspectives of the vocational education and training (VET) sector in Vietnam. The data were collected from 32 parents in the Northern and Southern regions using six open-ended interview questions focussing on the vocational education training system. Several techniques, namely word repetitions, keywords in context, and similarities and differences were applied to discover the common emerging themes and sub-themes. The issues which corresponded with the six questions were (1) quality and types of VET input, (2) VET teachers’ ability, (3) facilities and equipment, (4) the relationship between VET providers and industries, (5) recognition of VET qualifications and (6) job potential. The results indicated two main positive and negative themes emerging in five of the issues, the exception being the relationship between VET providers and industries. The issue of job potential was evaluated positively by parents. However, the findings indicate wastage of trained manpower due to the weak relationship between VET providers and industries. The recommendations are that Government agencies should be more involved in the VET sector by providing teaching protocols and implementing policy concerning two-way collaboration between VET providers and enterprises, making the sector more attractive to parents, students, industries and other key stakeholders with the primary aim of changing perceptions of the VET sector positively.
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Mutula, Stephen M., Chedza Molefe, and Shadrack Rathapo. "Information for the Vocational Education and Training Sector in Botswana." Information Development 20, no. 1 (March 2004): 51–60. http://dx.doi.org/10.1177/0266666904043801.
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Teke, Abdullahi Muhammad. "Delivery and Challenges of Vocational Teacher Education at Ahmadu Bello University, Zaria." International Journal of Vocational and Technical Education Research 8, no. 1 (January 15, 2022): 39–54. http://dx.doi.org/10.37745/ijvter.15/vol8n1pp3954.
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The paper is meant to examine delivery and challenges of Vocational Teacher Education programme of Ahmadu Bello University (ABU) Zaria. The popularity of ABU goes beyond Nigeria and West Africa. It is among the three first generation universities in Nigeria. It has a Faculty of Education which is generally concerned with teacher education in the university. Under it, there is a section that is primarily concerned with Vocational Teacher Education in the university. For better understanding of the nature of the study the paper conceptualizes the major concepts in the study which include; concepts of vocational education and vocational teacher education. It was observed that, the vocational teacher education in the university follows some strategies in the process of delivery these include; theoretical aspects of the training which is done through various courses offered in the departments and general education, this use to be accompanied by Teaching Practice (TP), Students’ Industrial Work Experience Scheme (SIWES), Industrial Attachment, Field Trip and Practical. The vocational teacher education is run by two departments viz; Business Studies, Vocational and Technical Education and Home Economics. The Programme in the university is faced with some challenges which include; problem of funding, learning facilities, shortage of qualified vocational education lecturers, poor public perception and apathy, low information and technology compliance curriculum. It is therefore suggested that, Ahmadu Bello University should supply adequate resources to the technical and vocational education unit of the university. alongside with a budgetary allocation to the sector in order to cater for its recurrent expenditure in the training processes. The curriculum taught in other vocational education sector should be reviewed to meet the demands of the labour market as done by the Home Economics unit and be able to incorporate computer competence.
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Al-Ali, Salah. "How successful is the Industrial Institutes, Kuwait, in reducing dependence on expatriates?" Technium Social Sciences Journal 23 (September 9, 2021): 78–102. http://dx.doi.org/10.47577/tssj.v23i1.4532.
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Nowadays, no one can deny the role played by technical and vocational education in reducing the rate of youth unemployment, low rate of poverty, high wages, and livelihood for workers, particularly younger workers. Technical and vocational education is a dual type of educational system that permit students to acquire the necessary knowledge, skills, and attitudes mostly needed by industries and business. The quality of technical and vocational educations would facilitate the transformation of students from classrooms, workshops, and laboratories into real work environment. The success of technical and vocational education in achieving the its objectives would depend on the quality of management in forging a strong linkage with industries and business. The concept of working in a “black box” would not apply in technical and vocational education since industries and business are the main contributors in shaping students’ knowledge, skills, and attitudes. Kuwait, as one of the gulf states, the shortage of indigenous skilled and semi-skilled manpower in noted in essential sectors of the economy (e.g., electricity and water and the oil sector). Key figures have appreciated the significant role of technical and vocational institutions in providing essential sectors of the economy with the skilled and semi-skilled national manpower in order to reduce, to great extent, the dependence on expatriates. The Sabah Al-Salem Industrial Institute, SSII, and Shuwaikh Industrial Institute, SII, was forged between 1992-1993, by the Kuwaiti Government with the aim to equipped local manpower with the know-how and know-why that are applied in local industries and business. The research is focus on measuring the perception of a sample of heads of supervisors at the Ministry of Electricity and Water and at the oil sector towards the quality of the graduates from the Sabah Al-Salem Industrial Institute, SSII, and Shuwaikh Industrial Institute, SII. The research is based on extensive field work that encompasses a review of the related literature, interviews with a sample of heads of supervisors at the Ministry of Electricity and Water and at the oil sector to assess the quality of SSII & SII, graduates. Finally, the research will argue that unless the Sabah Al-Salem Industrial Institute, SSII, and the Shuwaikh Industrial Institute, SII, recognize and appreciate the value of building a strong linkage with local industries, its contribution in tackling the shortage of skilled and semi-skilled indigenous in essential sectors on the economy will be below the government expectations, thus continuing relaying on expatriates for years ahead.
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Al-Ali, Salah. "How Successful is the Management of Technical and Vocational Institutions, Kuwait, in Reducing Dependence on Expatriates?" Technium Social Sciences Journal 23 (September 9, 2021): 256–84. http://dx.doi.org/10.47577/tssj.v23i1.4575.
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There is a common perception that technical and vocational education is the ultimate solution for providing industries and business with skilled and semi-skilled manpower. It is considered as a dual type of education system that would allow students to transfer what they have learned in their schools and colleges into real work environment. It is a combination of education that encompasses theory and practice where students spend a certain time in industrial and business premises to acquire the needed knowledge, skills and attitudes. Due to the shortage of skilled and semi-skilled indigenous manpower, the gulf states (e.g., Kuwait, Qatar, United Arab Emirates) have forged technical and vocational education colleges and institutions with the aim to supply essential sectors of their economy (e.g., oil, electricity and water, health sector, infrastructure), with qualified national manpower able to manage, maintain, and adapt the imported technology to suite local environments. However, the success of technical and vocational institution in achieving an acceptable outcome would, to great extent, depend on the quality of the management of technical and vocational institutions. The fact is managing technical and vocational education is completely different from managing a formal education (e.g., formal colleges and universities). This research paper examines how successful is the management of technical and vocational colleges and institutions in providing local industries with indigenous skilled and semi-skilled qualified manpower. The research is based on extensive field work that encompasses a review of the related literature, interviews with sample of heads of supervisors/heads of departments at the Ministry of Health, Ministry of Communications, Ministry of Electricity and Water, and the oil sector in order to assess the quality of graduates from technical and vocational colleges and institutions. Finally, the research will argue that unless the management of technical and vocational colleges and institutions recognize and appreciate the value of building a strong linkage with local industries, its contribution in tackling the shortage of skilled and semi-skilled indigenous in essential sectors on the economy will be below the government expectations, thus continuing relaying on expatriates for years ahead.
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Kagara, A. B., Dauda Ibrahim, and Kareem, W. B. "Bridging the Missing Links in The Implementation of Technical Vocational Education and Training Curriculum in Nigeria." Open Journal of Science and Technology 3, no. 2 (August 4, 2020): 110–17. http://dx.doi.org/10.31580/ojst.v3i2.1471.
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The implementation of Technical Vocational Education and Training (TVET) curriculum requires some level of government commitment because of it nature and important towards reducing unemployment. Technical vocational education is a skill acquisition intervention programmes that target about learning wisdom which would make people appropriate and productive in designated areas of economic and technological activities. In order to meet the demand of this 21st century implementation of technical vocational education curriculum in Nigeria must in totality be overhauled by ensuring that what is needed to achieve its goal is put in place for positive outcome. This paper discusses the concept of technical vocational education and training and it’s important towards job creation, the nature of technical vocational education curriculum in technical vocational education institutions, technical vocational education curriculum implementation and the impediments of Technical vocational education curriculum implementation in Nigeria. It was concluded that TVET curriculum implementation faced a lots of challenges. Therefore, all stakeholders in the technical vocational education sub-sector should put hands in deck in order to improve the quality of technical vocational education programmes implementation in Nigeria for better outcome.
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Kagara, Abdul Bello, Dauda Ibrahim, and Kareem Wahab Bamidele. "BRIDGING THE MISSING LINKS IN THE IMPLEMENTATION OF TECHNICAL VOCATIONAL EDUCATION AND TRAINING CURRICULUM IN NIGERIA." Asia Proceedings of Social Sciences 6, no. 2 (April 25, 2020): 159–63. http://dx.doi.org/10.31580/apss.v6i2.1302.
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The implementation of Technical Vocational Education and Training (TVET) curriculum requires some level of government commitment because of it nature and important towards reducing unemployment. Technical vocational education is a skill acquisition intervention programs that target about learning wisdom which would make people appropriate and productive in designated areas of economic and technological activities. In order to meet the demand of this 21st century implementation of technical vocational education curriculum in Nigeria must in totality be overhauled by ensuring that what is needed to achieve its goal is put in place for positive outcome. This paper discusses the concept of technical vocational education and training and it’s important towards job creation, the nature of technical vocational education curriculum in technical vocational education institutions, technical vocational education curriculum implementation and the impediments of Technical vocational education curriculum implementation in Nigeria. It was concluded that TVET curriculum implementation faced a lots of challenges. Therefore, all stakeholders in the technical vocational education sub-sector should put hands in deck in order to improve the quality of technical vocational education programs implementation in Nigeria for better outcome
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Domina, Iuliana. "CURRENT SITUATION AND PROBLEMS OF GENDER EQUALITY IN THE EDUCATIONAL SECTOR OF UKRAINE: EU4SKILLS PROJECT." Scientific journal of Khortytsia National Academy, no. 2021-4 (December 4, 2021): 7–16. http://dx.doi.org/10.51706/2707-3076-2021-4-1.
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Research articlepresents the results of the analytical stage of the expert gender audit of vocational education and its reform in the framework of the main tasks of the program «EU4Skills: Best Skills of Modern Ukraine», which is implemented in seven pilot regions of Ukraine with the support of the EU and its member states: Germany, Finland, Poland, Estonia. Leading aspects for the expert gender audit of vocational education were the following: what framework conditions and hindering/promoting factors regarding gender equality exist in the vocational education system and in the selected pilot institutions; what are appropriate measures to address the gender disparities; which indicators are suitable for measuring progress in the gender-responsive/transformative implementation of the project; how to reduce the gender gap in sectorial employment; what kind of support is needed to help the vocational education system to develop and implement their gender policy; which gender trainings and other capacity development measures should be organised for employees.
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Al-Ali, Salah. "How Successful is the College of Nursing, Kuwait, in Reducing Dependence on Expatriates?" Technium Social Sciences Journal 22 (August 9, 2021): 123–42. http://dx.doi.org/10.47577/tssj.v22i1.4060.
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Technical and vocational education is a dual system that is important for life-long learning and training and play a vital role in providing students with an opportunity for the world of work. It is completely different from formal learning and allow students to transfer what they have learned in class room into real work practice. However, technical and vocational education is experiencing a great challenge to cope with the rapid change in science and technology in industries and business. This was worsening by the social images that technical and vocational education is design for those students who come from the back gate of a university. It is highly significant to promote the role of technical and vocational education in increasing economic competitiveness and social and education inclusion. In developing countries (e.g., Kuwait, United Arab Emirates), governments have exerted efforts to enhance indigenous capabilities by forging technical and vocational education institutions. The aim is to enhance local capabilities in vital sectors (e.g., oil, electricity and water, health care), and reduce dependence on expatriates. The research paper focuses on identifying and examining the perception of students at the College of Nursing, CN, towards the quality of teaching and learning. In addition to, examining the perception of the CN graduate’s heads of nurses at the health sector towards the standard of the field training program, and the quality CN graduates. The research is based on extensive field work that encompasses a review of the related literature, questionnaires, and interviews with a sample of heads of departments at the CN. Interviews were also conducted with the heads of nurses in four major hospitals in four districts at the health sector. Finally, the research will argue that unless the CN recognize and appreciate the value of building a strong linkage with the health sector, its contribution in tackling the shortage of skilled and semi-skilled indigenous health care specialist will be below the government expectations, thus continuing relaying on expatriates for years ahead.
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Fan, Jing Jing. "Vocational Education on Environmental Protection in China: A Case Study of Changsha Environmental Protection Vocational College." Advanced Materials Research 518-523 (May 2012): 5209–12. http://dx.doi.org/10.4028/www.scientific.net/amr.518-523.5209.
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During the last decades, especially the Eleventh Five-Year Plan period, China vocational education on environmental protection has made remarkable progresses. The vocational education on environmental protection has developed fast and spread widely, and formed an integrity system with various kinds of types. On the basis of analyzing the development status of vocational education in the field of China environmental protection and the cooperative mechanism and operative mode of production, teaching, research and application of partial higher vocational environmental education and environmental majors at home, this paper describes the history and development of vocational education on environmental protection in China and conducted a case study of vocational education on Changsha Environmental Protection Vocational College (CEPVC). The purpose is to identify lessons from past experience in vocational education to inform future development. The retrospective nature of this paper focuses attention on what has been done in the past, and to a lesser extent on the nature of current state. There are significant issues in vocational education, for example, the contribution of training to informal sector employment, that fall largely outside of vocational education experience, this is important for the future.
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Martina, Cecily, and Bradley Jones. "Employing Evidence: Does it Have a Job in Vocational Libraries?" Evidence Based Library and Information Practice 1, no. 1 (March 15, 2006): 26. http://dx.doi.org/10.18438/b83w2d.
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Objective - Evidence based librarianship (EBL) springs from medical and academic origins. As librarians are tertiary educated (only occasionally with supplementary qualifications covering research and statistics) EBL has had an academic focus. The EBL literature has significant content from school and university perspectives, but has had little, if any, vocational content. This paper suggests a possible Evidence Based Librarianship context for vocational libraries.
Methods - A multidisciplinary scan of evidence based literature was undertaken, covering medicine and allied health, librarianship, law, science and education. National and international vocational education developments were examined. The concept and use of evidence in vocational libraries was considered.
Results - Library practice can generally benefit from generic empirical science methodologies used elsewhere. Different areas, however, may have different concepts of what constitutes evidence and appropriate methodologies. Libraries also need to reflect the evidence used in their host organisations. The Australian vocational librarian has been functioning in an evidence based educational sector: national, transportable, prescriptive, competency based and outcome driven Training Packages. These require a qualitatively different concept of evidence compared to other educational sectors as they reflect pragmatic, economic, employability outcomes.
Conclusions - Vocational and other librarians have been doing research but need to be more systematic about design and analysis. Librarians need to develop ‘evidence literacy’ as one of their professional evaluation skills. Libraries will need to utilise evidence relevant to their host organisations to establish and maintain credibility, and in the vocational sector this is set in a competency based framework. Competency based measures are becoming increasingly relevant in school and university (including medical) education.
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Moroshkina, M. V., and L. V. Murashkina. "DEVELOPMENT OF ADDIMAL PROFESSIONAL EDUCATION ACCORDANCE WITH MODERN LABOR MARKET REQUIREMENTS." Economics Profession Business, no. 4 (December 10, 2020): 90–97. http://dx.doi.org/10.14258/epb2019105.
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The presented article considers topical issues of functioning and development of the system of additional vocational education, as an element of continuing vocational education, in ensuring breakthrough socio-economic development of the country in modern conditions. As part of the analysis of statistical data, priority areas of development of the DPO system were considered and the main possible consumers of this service sector, as well as the age distribution of potential consumers, were investigated. The information base of the study is the statistical data of Rosstat and the information provided by the Internet sources on the functioning of the system of additional vocational education. Within the framework of the study, the main problems and key contradictions that inhibit the development of the DPO system in the conditions of constant modernization of the education system and significant changes in the demands of the labor market for a competitive labor force were analyzed and highlighted. The results obtained in the study can be used in the development of strategic and policy documents, as well as the formation of measures for the development of the education sector, in particular the system of additional vocational education.
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Rudman, Neville, and Leslie Meiring. "Transforming vocational education: One lecturer at a time." Journal of Vocational, Adult and Continuing Education and Training 1, no. 1 (November 13, 2018): 88. http://dx.doi.org/10.14426/jovacet.v1i1.15.
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The South African technical and vocational education and training (TVET) college sector faces amyriad development needs, including the academic, professional and motivational preparednessof college lecturers.1 While attention is being paid to dealing with challenges at colleges at themacro-level or systemic level, there appears to be less focus on the micro- level, that is, on lecturersor teachers and their day-to-day classroom challenges. This article reflects on a case study involvingTVET college lecturers who participated in a professional development programme that attemptedto incorporate principles of a humanising pedagogy in its design and delivery. Feedback wasobtained about the influence of the course on classroom practice shortly after the programme,and, again, two years later, it was elicited through a small-scale study of participant self-reflections.Qualitative data revealed that the participants had perceived a positive and potentiallytransformative influence on their practice, which they related to their exposure to the principles ofhumanising pedagogy. By revisiting and sharing what was learned in a study that preceded a newlecturer development policy and bringing into focus the principles of humanising pedagogy, wehope to inspire those in our university faculties who are currently designing qualifications forcollege lecturers. Our contention is that infusing these principles into new curricula could possiblycontribute to transforming this sector – one lecturer at a time.
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Marchante, Andrés J., Bienvenido Ortega, and Ricardo Pagán. "Educational Mismatch and Wages in the Hospitality Sector." Tourism Economics 11, no. 1 (March 2005): 103–17. http://dx.doi.org/10.5367/0000000053297149.
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The authors estimate the impact on wages of educational mismatch and other components of workers' human capital for a cross-section of 3,314 wage earners in 181 hotels and 121 restaurants in Andalusia. The estimated results show that there is a positive wage premium to over-education in the sector, but also that particular types of education – specific vocational education, languages and computer skills – reap rewards for workers in the marketplace.
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Pearson, Matthew. "A meta-analysis of COVID-19: Challenging Australias’ Vocational Education sector." Journal of Vocational Education Studies 3, no. 2 (November 28, 2020): 53. http://dx.doi.org/10.12928/joves.v3i2.2547.
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With the advent of the digital age, vocational education and associated policy documents can create an awkward marriage for the student and educator. For the student, the move to an online platform of learning containing digital tools is more than just mastery of a program but requires support, to resolve the financial costs and connectivity issues associated with learning in isolation. For the educator, online platforms provide a challenge not only will they became a student to learn the new platform. The educator confronted with new or unfamiliar pedagogical practices vastly different from their past learning experiences. However, the digital divide is complexing with no one issue attributing or resolving the digital divide.
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Al-Ali, Salah. "Technical and Vocational Education in Kuwait." Industry and Higher Education 13, no. 3 (June 1999): 215–24. http://dx.doi.org/10.5367/000000099101294555.
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This paper is based on a study designed to evaluate industry's perception of the standard of graduates from Kuwait's Public Authority for Applied Education and Training (PAAE&T). The College of Technological Studies, the College of Business Studies, and the Electricity and Water Training Centre were selected as representative institutions of the PAAE&T. The oil sector, the Ministry of Electricity and Water, and local commercial and industrial banks were chosen as representative of the recipients of PAAE&T graduates. The study was based on extensive field work which encompassed a review of related literature, questionnaires and personal interviews with the General Director of the PAAE&T, selected deans, heads of departments, heads of industrial placement, lecturers, and final-year students. In addition, to evaluate the industrial perspective, questionnaires and personal interviews with key figures in industry, as well as with PAAE&T graduates and their direct supervisors, were conducted. The paper argues that unless the PAAE&T recognizes the value of building strong links with industry, its contribution in tackling the shortage of skilled and semi-skilled Kuwaiti manpower will be below expectations, thus increasing dependence on expatriate workers for years to come.
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Sandika, I. Kadek Budi, Slamet Slamet, and Husaini Usman. "Partnership model of vocational education with the business sector in civil engineering expertise program of Vocational Secondary Schools." Jurnal Pendidikan Vokasi 7, no. 3 (January 19, 2018): 247. http://dx.doi.org/10.21831/jpv.v7i3.9383.
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This study aims to: (1) develop a partnership model of vocational education with business sectors in civil engineering expertise program of vocational secondary schools in Bali and (2)testing the effectiveness and efficiency of partnership model developed. The study used the design and development model of Richey & Klein (2009), which consists of three main phases, namely the phase of model development, model validation, and model testing. The phase of model development used the qualitative approach, through literature review, observation and interview. Expert review techniques were used in the model validation phase. The model testing used pre-experimental design with one-shot case study. The study found that the partnership model of vocational education with the business sector in civil engineering expertise program of vocational secondary schools in Bali involves several components, such as key stakeholders, the underlying principle of partnership, orientation/common goal, the management of educational resources (teachers and facilities), curriculum development, implementation of learning/training and work practices, competency test of graduates, distribution of learning outcomes/output, as well as monitoring, evaluation and feedback of partnership program. Experimental results show that the partnership model developed has met all of the criteria (effective, practical and efficient).
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Al-Ali, Salah. "How successful is the Higher Institute of Energy, Kuwait, in reducing dependence on expatriates?" Technium Social Sciences Journal 22 (August 9, 2021): 187–208. http://dx.doi.org/10.47577/tssj.v22i1.4285.
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The role of technical and vocational education in enhancing indigenous capabilities is highly discussed by authors, observers, and academics. In fact, there is a common understanding that technical and vocational education is a dual educational system that allow students to transfer what they have been learned in classroom, laboratories and workshops into real work environment. The success of technical and vocational education would depend on the management mentality in the ability in forging and effective and fruitful linkage with industries and business. It is a management responsibility to identify and determine the level of knowledge, skills, and attitudes that are mostly required by the recipients of technical and vocational graduates. Kuwait, as one of the gulf states, the shortage of indigenous skilled and semi-skilled manpower in noted in essential sectors of the economy (e.g., electricity and water and the oil sector). Decision makers have realized the significant role of technical and vocational institutions in providing essential sectors of the economy with the skilled and semi-skilled national manpower in order to reduce, to great extent, the dependence on expatriates. The Higher Institute of Energy, HIE, was forged by the Kuwaiti Government with the aim to equipped local manpower with the know-how and know-why that are applied in local industries. The research is focus on measuring the perception of a sample of heads of supervisors at the Ministry of Electricity and Water and at the oil sector towards the quality of HIE graduates. The research is based on extensive field work that encompasses a review of the related literature, interviews with a sample of heads of supervisors at the Ministry of Electricity and Water and at the oil sector to assess the quality of field training program and the standard of the HIE graduates. Finally, the research will argue that unless the HIE recognize and appreciate the value of building a strong linkage with local industries, its contribution in tackling the shortage of skilled and semi-skilled indigenous in essential sectors on the economy will be below the government expectations, thus continuing relaying on expatriates for years ahead.
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Ahmed Alnaqbi, Saif Khamis. "Attitudes towards Vocational Education and Training in the Context of United Arab Emirates: A Proposed Framework." International Journal of Business and Management 11, no. 1 (December 18, 2015): 31. http://dx.doi.org/10.5539/ijbm.v11n1p31.
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<p>The main goal of this study is to investigate the effect of parents and students’ attitude towards the intention to enter the vocational education in the UAE through examining the impact of different factors of attitude such as individual, organization, social, and demographic. Due to the inconsistent results, a new research has established for further investigation through introducing new variables that may better explain the nature of that relationships. In the literature, many theories have suggested that link between variables such as The Theory of Reasoned Action (TRA), Theory of Planned Behavior (TPB) and Social Cognitive Theory (SCT). The scope of the study is limited to the students who involved and non-involved in vocational education and along with their parents in the UAE. The importance of this study has many sides in both theoretical and managerial contribution. Theoretically, however, the variables of this study before studied separately in different counties especially in developed countries, but not studied in developing countries such as the UAE. In addition, this study will investigate the integrated variables in one of the developing countries, which fill the gaps in the existing body of knowledge. Therefore, the effects of attitude of students and parents on students’ intention to VET program will be study. The target of sample will be the students in grade 12 from the vocational and technical schools and institutions in the UAE and also another students who are not in the VET program which were from grade eight, the grade which before the grade that accept student to enter VET program. After all the relevant interviews are complete, the answers for all of the questions will then be analyzed. The process of analyzing will has three major stages. Firstly, to obtain the correct knowledge and realize the profound meanings from the answers given, the investigators have to re-read the answers a few times. Second stage will be categorizing the answers into different groups. In the third stage, analyzing the answers according to these groups and defines them in a qualitative manner; this is to ascertain the main themes and applied meanings behind the answers given.<br />Statistical Package for the Social Sciences 18.0 software (SPSS) was used in order to test the quantitative questions of this research. The data will analyze in four ways: Descriptive statistics, independent, samples (t) test, one-Way ANOVA test and scheffe’ test. <br />In case of finding the results, the parents’ questionnaire will distribute the three domains: Vocational education importance, Vocational education future and Social perception of vocational education. Whereas the students’ questionnaire will distribute the four domains: vocational education attitudes, social perception of vocational education, vocational education future and vocational education importance. <br />Furthermore, this study will help UAE government to plan, implement, enhance the vocation education within students to motivate them and develops their skills to find jobs for sustainable future. The increasing amount of technical education and vocational training resembles to a lowering capacity by business owners in the private industries, reflecting the negative effects of the basic operating sector of the production of technical education and vocational training. The significance of the study is prevail in being one of the first studies dealing with the connection between the schools of technical education and vocational training schools and the private sector (as a business) market.</p>
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Imrie, Bradford W. "Evolving Role of Private Sector TVET." Industry and Higher Education 10, no. 5 (October 1996): 300–304. http://dx.doi.org/10.1177/095042229601000506.
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Competency-based technical and vocational education and training (TVET) is described and the role of the private sector outlined. The changing role of the private sector in different socio-economic contexts is stressed. The article points to the need for a national policy which integrates public and private initiatives. Finally an agenda for action for TVET in the 21st century is proposed.
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Flannery, Sinead, Karen Keaveney, and Frank Murphy. "An Exploration of the Professional Development Needs of Agricultural Educators within the VET Sector: A Mixed Methods Study." International Journal of Agricultural Extension 7, no. 3 (January 11, 2020): 247–56. http://dx.doi.org/10.33687/ijae.007.03.2988.
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Recent studies have highlighted the contribution of education to the productivity and viability of the Irish agricultural sector. This paper explores the training needs of agricultural educators within the vocational education and training sector by examining educators’ experience in their role based on educator qualification, availability of continuous professional development and opportunities for development. The study was conducted in Ireland using a mixed methods explanatory sequential design. The study sample consisted of the national population of agricultural educators within the vocational education and training sector, i.e. agricultural colleges. Data collection methods included a national survey and three focus groups. The findings highlight a challenge across Irish agricultural colleges in how educators are trained to teach, in their motivations for the role, and their long-term desire to remain teaching. It also demonstrates the importance of continuous professional development and the need to enhance training, particularly, pedagogical training, to agricultural educators. It can be concluded that stronger supports are required at both recruitment and throughout an educator’s career for development and progression. This study is one of the first studies in Ireland to investigate the continuous professional development needs of agricultural educators within the vocational education and training sector. The paper explores the pedagogical underpinnings of agricultural education, with the aim of developing teaching and learning needs in parallel to technical expertise.
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Qurniawan, Rizqi. "Evaluation of Vocational High School Dual System Education (DSE) in Improving the Competitiveness of Manpower in the Manufacturing Industry Sector in East Java Province." East Java Economic Journal 4, no. 1 (March 30, 2020): 116–44. http://dx.doi.org/10.53572/ejavec.v4i1.26.
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The increase in Indonesia’s competitiveness ranking in 2018 is one indicator of improving the quality of industry and vocational education in Indonesia. However, the quality of the Indonesian workforce is still not good enough, even declining. The Dual System Education Program at the Vocational High School level is an important factor in solving unemployment problems and improving the quality and competitiveness of human resources in Indonesia. This study uses the correlation of the DSE cost index with the competitiveness index of the manufacturing industry in the provinces of Indonesia. The significant positive correlation between the two variables indicates that an increase in the budget for training and certification costs in Dual System Education in Vocational High Schools will increase business competitiveness in the manufacturing industry sector. In addition, this study also looks at the correlation between the DSE cost index and the open unemployment rate for vocational high school graduates in East Java Province. Both variables show a negative correlation, but not significant. This means that the dual system education budget does not significantly affect the open unemployment rate for vocational high school graduates between districts/cities in East Java Province. Improvements in budget allocations, training, apprenticeship systems, certification, curriculum, and collaboration with the business world in the Dual System Education system (DSE) of Vocational High Schools in East Java Province are expected to be able to make vocational education graduates have competencies that are in line with market demand and are ready to work. work so as to increase the competitiveness of the manufacturing industry.
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Madileng, Mary Mmatsatsi. "An examination of the English curriculum in Technical and Vocational Education and Training colleges." Journal of Vocational, Adult and Continuing Education and Training 5, no. 1 (November 17, 2022): 19. http://dx.doi.org/10.14426/jovacet.v5i1.247.
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This article is premised on the notion that the perceived lack of quality of curriculum delivery in the vocational education sector is probably due in part to a lack of understanding of the nature of knowledge in vocational education. The article outlines the nature of knowledge specified in the subject English offered in the Technical and Vocational Education and Training (TVET) colleges. The study followed the English curriculum message as it starts from the production field, where new ideas are created and modified to the recontextualisation field, where curriculum designers produce written curriculum documents. The findings indicate that the designers of the National Certificate (Vocational) English curriculum followed an outcomes-based approach in its design but that the content knowledge indicated is vague and unspecified. The curriculum cannot provide a basis against which content knowledge can be selected, as it does not give prominence to grounded content knowledge of the subject. Instead, it is more concerned with the competencies of the students. An analysis of this curriculum identifies its strengths and weaknesses and helps to identify gaps in the curriculum design in at least one curriculum in the TVET sector.
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Wheelahan, Leesa. "Global Trends and Local Bends: Australian Vet Developments." Journal of Adult and Continuing Education 9, no. 1 (July 2003): 32–50. http://dx.doi.org/10.7227/jace.9.1.4.
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This article explores how Australian governments have responded to global trends for reform of vocational education and training and the pressures for change. Australian VET policy is changing as a consequence of three interrelated factors: the need for VET to develop a sectoral identity in relation to the school and higher education sectors; the interplay of state and federal government relations; and, challenges to the current ‘industry-driven’ paradigm for the sector. There is pressure for VET to move beyond the current framework where VET is regarded principally as an instrument of micro-economic reform, to a broader and more inclusive role. The extent to which change is possible is limited however, by the mandated requirement that all VET qualifications remain within the framework of competency-based, industry-derived national training packages, which are similar to the National Vocational Qualifications in the UK.
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Bowden, Mark P., Subhash Abhayawansa, and John Bahtsevanoglou. "Overconfidence of vocational education students when entering higher education." Education + Training 57, no. 4 (May 11, 2015): 429–47. http://dx.doi.org/10.1108/et-02-2014-0012.
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Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.
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Глотов, О. А., and О. А. Грибова. "Training specialists of agricultural sector in secondary vocational in Russian Federation: modern tendencies." Kartofel` i ovoshi, no. 8() (August 7, 2020): 3–7. http://dx.doi.org/10.25630/pav.2020.46.76.001.
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Профессиональное образование – одна из систем подготовки кадров работников для с.-х. отрасли. Среднее профессиональное образование располагает громадным педагогическим и материально-техническим потенциалом. Сегодня встает острая необходимость модифицировать подходы к подготовке персонала с учетом инновационного развития отрасли, осуществить переход от количественных характеристик трудовых ресурсов к качественным, увеличить производительность труда через модернизацию производства и повышение квалификации работников. Представлены данные о подготовке специалистов с.-х. профиля в учебных заведениях среднего профессионального образования Российской Федерации, затронуты основные тенденции развития среднего профессионального образования. Проанализирован состав укрупненных групп 35.00.00 «Сельское, лесное и рыбное хозяйство», 36.00.00 «Ветеринария и зоотехния» в системе среднего профессионального образования. Изучена система конкурсов профессионального мастерства, направленных на улучшение качества образования путем гармонизации лучших практик и профессиональных стандартов во всем мире, включая чемпионаты Worldskills и AgroSkills. Представлен перечень наиболее востребованных рабочих профессий и специальностей, по которым обучают государственные профессиональные образовательные учреждения. Показано значение сетевого и социального партнерства и возможность интеграции профессионального образования, науки и сельхозтоваропроизводителей. Акцентировано внимание на роли компетентностного подхода в этом процессе. На примере государственного профессионального образовательного учреждения «Тульский сельскохозяйственный колледж имени И.С. Ефанова» продемонстрирован опыт подготовки квалифицированных рабочих и специалистов с.-х. профиля в рамках одного учреждения среднего профессионального учреждения. Отмечена роль взаимодействия с сельхозтоваропроизводителями и социальными партнерами в этом процессе, при организации дуального обучения, а также учебных и производственных практик. Подробно проанализирован учебный план для студентов, обучающихся по рабочей профессии 35.01.10 (овощевод защищенного грунта), как демонстрация компетентностного подхода, включая основные виды деятельности: обслуживание культивационных сооружений; выращивание овощных декоративных культур в защищенном грунте. В статье рассмотрено содержание образовательной программы по этой рабочей профессии, в том числе базовые образовательные дисциплины, профильные общеобразовательные дисциплины, общепрофессиональные дисциплины и профессиональные модули. Vocational education is a system of training workers for the agricultural industry. Secondary vocational education has a huge pedagogical and material and technical potential. Now there is an urgent need to modify approaches to staff training, taking into account the innovative development of the industry. To make the transition from quantitative characteristics of labor resources to qualitative ones. To increase labor productivity through the modernization of production and advanced training of workers. The article presents data on the training specialists of agricultural sector in secondary vocational education of the Russian Federation and shows the main tendencies of secondary vocational education development. The composition of consolidates groups 35.00.00 «Agriculture, forestry and fishery», 36.00.00 «Veterinary, zootechny» in the secondary vocational education system was analyzed. It was studied the system of professional skills, aimed for mastering the quality of education by means of best practices harmonization, including the Worldskills and AgroSkills championships. In this article it was described the set of the most demanded professions and specialties, in which secondary vocational schools train. It was shown the meating of the nenwork and social parthership and the possibility of vocational education, science and agricultural producers cooperation. It was pointed the role of the skilled approach in this process. On the example of Tula State Agricultural College by I.S. Efanov the experience of training skilled workers and agricultural specialists in one institution of a secondary professional institution is demonstrated. The role of interaction with agricultural producers and social partners in this process, in the organization of dual training, as well as training and production practices, is noted. The education curriculum for the students taking studies in labour occupation in detail 35.01.10 «Protected vegetable farming» was analyzed, including main activities: maintenance of cultivation facilities; cultivation of vegetable ornamental crops in greenhouses. The article discusses the content of the educational program for this working profession, including basic educational disciplines, specialized general educational disciplines, general professional disciplines and professional modules.
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Rahmawati, Yulia, Lelly Alhapip, Mokhammad Syaom Barliana, Ana A., and Vina Dwiyanti. "Adaptive Curriculum Development on Tourism Vocational Secondary Education." Applied Science and Innovative Research 5, no. 1 (January 25, 2021): p39. http://dx.doi.org/10.22158/asir.v5n1p39.
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The presence of industrial revolution 4.0 brought various changes and shifts that occurred in industry and had an impact on vocational secondary education which was closely related to industry. This study aims to analyze the curriculum for vocational secondary education in middle of industrial revolution 4.0 era. The method used is literature review through scientific articles indexed in the last 10 years and focus group discussions with teachers, practitioners in tourism sector and curriculum experts. The findings of this study indicate the adaptive curricula as a modified curriculum model that adapts to situations, conditions, and needs in the field. It is necessary to reconstruct curriculum content in Vocational Secondary Education by optimizing cooperation with industry and the world of work. In addition, strengthening the ability of Literacy, Language and Numerical (LLN), Employability Skills (ES), transferable skills (TS) that are integrated in a comprehensive range of subjects are the main assets for vocational secondary education students to be more adaptive in facing and winning the competition for various changes, shifts that occur in the industry and world of work that a very massive.
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Masuda, Tomoko, and Hiromitsu Muta. "Vocational Education and Training in Japan — From Industry's Perspective." Industry and Higher Education 10, no. 1 (February 1996): 43–52. http://dx.doi.org/10.1177/095042229601000107.
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Higher education in Japan is now at a turning point. The decrease in the 18 year-old population will make it difficult for some universities to survive, while the stagnated economy will require the private sector to seek fewer, excellent employees. The authors focus on vocational education, and first analyse how higher education responds to such changes. They then discuss what industry expects from formal education under these circumstances and how it evaluates that education. The article draws on primary data collected through a questionnaire sent out to Japanese companies.
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Dang, Vi Hoang. "Vietnamese Students’ Perception and Loyalty towards an Image of Vocational Education and Training." Journal of Education and Vocational Research 5, no. 4 (December 30, 2014): 228–38. http://dx.doi.org/10.22610/jevr.v5i4.172.
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Stakeholders’ perceptions towards a career in vocational education and training (VET) in Vietnam negate the country’s industrial development plan. During the last 15 years, the Vietnamese Governments investment in to the sector increased annually. However, parents and their children still pursue the goal of higher education via the mainstream rather than a career path way using the vocational education and training system. Although stereotypical views of vocational students are being challenged, Confucian ideology maintains some influence over stakeholders’ educational decisions leading to the sustained popularity of higher education. This study explores the perceptions of students on the image of and their loyalty towards vocational education and training. A sample of 300 lower secondary school, 300 upper secondary school, and 300 vocational students was drawn from across the Northern and Southern regions of Vietnam. A survey questionnaire was used to collect data and mean analysis conducted to explore the data. The findings indicate that agreement with statements about facilities and equipment, teacher’s ability, curriculum, and soft skills are the clearest indicators of enhanced perceptions about the image of vocational education and training. Encouragement from parents appears most influential to positively affecting lower secondary students’ loyalty. Unexpected was that vocational students had less interesting continuing in vocational education and training compared to lower and upper secondary school students inclination towards a career in VET. First-hand experience seemingly leads to diminished perceptions and loyalty towards vocational education.
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Redziuk, Nataliia, and Viacheslav Riznyk. "Theoretical Aspects of the Formation of Digital Competence of Future Vocational Training (Service Sector) Pedagogues in the Process of Professional Training." Professional Education: Methodology, Theory and Technologies, no. 13 (June 25, 2021): 218–31. http://dx.doi.org/10.31470/2415-3729-2021-13-218-231.
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The article analyzes the European standards for the evaluating digital competence, which are an important tool for increasing the level of digital competence of specialists in the field of education. The purpose of the article is to substantiate the essence and importance of forming the digital competence of future vocational training (service sphere) teachers in the process of professional training. Methods. The authors use general scientific research methods as analysis, synthesis, generalization and systematization of scientific literature. The results. To define the concept of digital competence, the various approaches and terminology used in modern scientific and pedagogical literature have been studied. The semantic content of the concept of digital competence is a leading sign of digital literacy, and characterizes the skills of working in the information and communication environment, and its socio-cultural component (relevant values and personal experience). The effectiveness of information and communication technologies (ICT) is positively influenced by the informatization of the education system, which contributes to the formation of professional competencies of future teachers. One of the defining components of professional competence is the vocational training (service sector) teacher’s digital competence, interpreted as one of the key qualities and skills for effective, informative and systematic use of ICT in their activities, indicating the teacher’s mobility, modernity and competitiveness. Currently, there is a growing demand for education professionals with non-standard thinking and the ability to promote modern content in education. Conclusions. The main attention in the article is focused on the prospects of development of this competence in future specialists in the specialty «Vocational education (Service secrtor)». The authors highlight the structure of the formation of digital competence of future vocational training (service sector) teachers in the process of professional training, namely: digitalization of the educational process, improving efficiency and transformation of interpersonal communication.
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Alam, Gazi Mahabubul, Aishath Farhath, Abdul Jalil Othman, and Abul Quasem Al-Amin. "Fisheries Sector and Development of Maldives: Can Vocational and Technical Education Help?" Asian Journal of Animal and Veterinary Advances 8, no. 1 (December 15, 2012): 82–90. http://dx.doi.org/10.3923/ajava.2013.82.90.
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