Academic literature on the topic 'Vocational education Skilled labor Agricultural education'
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Journal articles on the topic "Vocational education Skilled labor Agricultural education"
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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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., Sahirman. "REVITALISASI PENDIDIKAN KEJURUAN AGRIBISNIS PENGOLAHAN HASIL PERTANIAN MELALUI PENGEMBANGAN KURIKULUM BERBASIS INDUSTRI, TEACHING FACTORY DAN SERTIFIKASI KOMPETENSI." JURNAL REKAYASA DAN MANAJEMEN AGROINDUSTRI 7, no. 2 (May 23, 2019): 279. http://dx.doi.org/10.24843/jrma.2019.v07.i02.p11.
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Indonesia entered the ASEAN Economic Community (MEA) as of December 31, 2015. In essence the purpose of the establishment of the MEA is to improve the stability of the economy in the ASEAN region, and is expected to overcome the problems in the economic field among ASEAN countries. The consequences of the MEA deal are the free flow of goods and services, free flow of capital and investment, and free flow of skilled labor for ASEAN countries. Free flow of labor is seen as a threat as well as an opportunity for the state of Indonesia. Therefore the Government of Indonesia through the Education and Culture Ministry, especially the Directorate of Vocational Secondary Education implemented a policy strategy of SMK revitalization. The aim of Vocational Revitalization is to realize the school Link and Match with the Business / Industry World (DuDi) thus eliminating the gap between vocational education and DuDi's needs. Three important activities in the implementation strategy of SMK revitalization are the development of industry-based curriculum, teaching factory, and graduate competency certification. Activity is applied to a variety of expertise programs one of which is a program Agribusiness of Agricultural Product Processing (Agroindustry).
Keywords: MEA, free flow of labor, teaching factory, competency certification.
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Mohammed Al-Saadi, Mohammed Jassim, and Abdel Fattah Hassan Abdel Sayed. "Adapting The Outputs Of Education And Training To The Actual Needs Of Reality And Aspirations." Iraqi Administrative Sciences Journal 2, no. 3 (September 30, 2018): 94–109. http://dx.doi.org/10.33013/iqasj.v2n3y2018.pp94-109.
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The human element is the main pillar in the implementation of economic development programs, and therefore the countries have been keen to take care of its rehabilitation within the human resources development progress programs focused mainly on educational curricula.
Education and training has become an effective and influential tool in the science of development, since the human element is the means and purpose of the movement of progress and development. Countries are comparing and measuring their progress not with their natural resources and wealth in the ground or outside, but measured by their ability to exploit these resources to meet the requirements Its population. As an example, a country like Japan does not possess natural resources such as oil, gas or gold, and it does not have important agricultural resources, but possesses the educated and qualified human element that enabled it to be one of the most advanced countries. Despite its natural wealth, its human wealth and quality have been at the core of its growth and progress. Our country is characterized by a wealth of human resources and, in particular, a high proportion of young people compared to direct countries, It puts pressure on resources to productive energy by developing their productive capacities and competencies and providing them with the skills, expertise and renewable knowledge through continuous training.
The lack of coordination between the quality of the outputs of education and vocational and technical training and the skilled requirements of the labor market, and the lack of attention and awareness among graduates towards self-employment through the establishment of small enterprises due to the lack of guidance and guidance, the low levels of skills and lack of funding, And to activate and activate the role of the private sector in terms of effective partnership in the effective governance of the system of vocational and technical education and training or in the management of the vocational training system.
Today, we face a great challenge to adapt ourselves in the face of the urgent and imminent economic changes represented by the fall of customs barriers, borders and the ease of labor mobility. Recent global developments, developments in the economic arena, and the global markets have caused serious disruptions and severe recession, Change the economic outlook and keen attention to local economic conditions and self-reliance to the maximum degree to get out of the cycle of loss between the welfare of the major countries.
It has been proven from the practical reality that relying solely on education is not enough for the graduates to meet the requirements of the jobs and professions that the labor market needs. This requires training as a means to meet the skills required to practice professions and jobs, especially if it is planned and designed by closely linking to the reality of the market the work .
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Mohammed Al Saadi, Mohammed Jassim, and Abdul Fattah Hassan Abdul Sayed. "A Correlation Between the Outputs of Education and Training and the Actual Needs of Reality and Aspirations." Iraqi Administrative Sciences Journal 2, no. 2 (June 30, 2018): 102–14. http://dx.doi.org/10.33013/iqasj.v2n2y2018.pp102-114.
Full textAbstract:
The human element is the main pillar in the implementation of economic development programs, and therefore the countries have been keen to take care of its rehabilitation within the human resources development progress programs focused mainly on educational curricula.
Education and training has become an effective and influential tool in the science of development, since the human element is the means and purpose of the movement of progress and development. Countries are comparing and measuring their progress not with their natural resources and wealth in the ground or outside, but measured by their ability to exploit these resources to meet the requirements Its population. As an example, a country like Japan does not possess natural resources such as oil, gas or gold, and it does not have important agricultural resources, but possesses the educated and qualified human element that enabled it to be one of the most advanced countries. Despite its natural wealth, its human wealth and quality have been at the core of its growth and progress. Our country is characterized by a wealth of human resources and, in particular, a high proportion of young people compared to direct countries, It puts pressure on resources to productive energy by developing their productive capacities and competencies and providing them with the skills, expertise and renewable knowledge through continuous training.
The lack of coordination between the quality of the outputs of education and vocational and technical training and the skilled requirements of the labor market, and the lack of attention and awareness among graduates towards self-employment through the establishment of small enterprises due to the lack of guidance and guidance, the low levels of skills and lack of funding, And to activate and activate the role of the private sector in terms of effective partnership in the effective governance of the system of vocational and technical education and training or in the management of the vocational training system.
Today, we face a great challenge to adapt ourselves in the face of the urgent and imminent economic changes represented by the fall of customs barriers, borders and the ease of labor mobility. Recent global developments, developments in the economic arena, and the global markets have caused serious disruptions and severe recession, Change the economic outlook and keen attention to local economic conditions and self-reliance to the maximum degree to get out of the cycle of loss between the welfare of the major countries.
It has been proven from the practical reality that relying solely on education is not enough for the graduates to meet the requirements of the jobs and professions that the labor market needs. This requires training as a means to meet the skills required to practice professions and jobs, especially if it is planned and designed by closely linking to the reality of the market the work
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Borodin, V. A., and O. A. Shunina. "Regional Market of Education Services: Development Problems." Vestnik of the Plekhanov Russian University of Economics, no. 4 (July 29, 2018): 173–83. http://dx.doi.org/10.21686/2413-2829-2018-4-173-183.
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Economy of the Altay territory is a diversified complex, where key types of economic activity are manufacturing industry, agriculture, wholesale and retail trade. A specific feather of the territory is a high proportion of the rural population – 39.3% of the total number of employed people (23% in Russia) and a low number of students of primary, secondary vocational and higher education as compared with all – Russian figures. According to the strategy of social and economic development of the Altay territory up to 2025 the priority lines in the territory economy are bio-technology, pharmaceutics, certain branches of machine building and food industry, tourismrecreation and transportation complexes, high-profit services of the service sector, including finance services, as well as services in the field of high technologies. The level of training specialists and skilled workers for this diversified labour market in general is sufficient, training is conducted by more than 200 specializations in all priority lines however, the training in the vocational education system fell down by 20% during the last 5 years. The demographic situation in the territory seriously influenced these figures. Changes in the structure of the GRP of the Altay territory caused the reduction in the proportion of manufacturing industry and agriculture, which affected negatively the level of population employment in production industries. The authors studied the key trends of the system of vocational education development in the territory in 2012–2016 and showed that the misbalance of education service supply with the real need in them on the labour market was caused both by the absence of reliable methods of labour market forecasting by quantity and structure and the impact of population preferences assessing subjectively the demand for labour resources proceeding from personal ideas about the demand for this or that profession. It can lead to the excess number of specialists of ‘popular’ professions and difficulties with their employment and, on the other hand – to the shortage of needed professional staff.
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Atik, Ilhan. "Science, technology, engineering and mathematics (stem) education in effective vocational education for skilled labor." Journal of Higher Education and Science 8, no. 2 (2018): 254. http://dx.doi.org/10.5961/jhes.2018.268.
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Saribiyik, Mehmet. "3 +1 Education Model for Cultivate Skilled Labor in Vocational High School." Academic Platform Journal of Engineering and Science 1, no. 1 (2013): 39–41. http://dx.doi.org/10.5505/apjes.2013.32042.
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Esteves, Armando, and Maria Luísa Frazão Branco. "O ensino profissional na escola secundária pública portuguesa: Percepções dos seus principais agentes educativos." education policy analysis archives 26 (July 2, 2018): 78. http://dx.doi.org/10.14507/epaa.26.2791.
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Vocational education was officially introduced in Portuguese public secondary schools in 2004, within the framework of the Europeanization of national educational policies. The main goals of this initiative were the increase of skilled labor and the diversification of the dual certification training, posing several challenges to schools. In this context, the main objective of the present study is to verify the perception held by the main educational actors of vocational courses in the public secondary school. To achieve this aim, a descriptive study was done using questionnaire surveys at a public secondary school that has offered vocational courses since its inception in 2004. Among the obtained results, it should be highlighted that according to the teachers and the directors, the vocational courses have been an asset to the consolidation of the goals of the educational project of the school, reinforcing its role in the training of qualified young people to the labor market and enhancing their identity, not to mention the remarkable improvement in student’s marks. In the students’ point of view, we must take into account the practical nature of the courses and orientation to the labor market, the quality of training, and the promotion of their educational success.
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Herliand, Tetiana. "PROFESSIONAL TRAINING OF FUTURE SKILLED WORKERS IN PROFESSIONAL (VOCATIONAL) EDUCATION SCHOOLS BASED ON MODULAR ÀND COMPETENCE APPROACH." Науковий вісник Інституту професійно-технічної освіти НАПН України Професійна педагогіка, no. 2(19) (November 25, 2019): 18–23. http://dx.doi.org/10.32835/2223-5752.2019.19.18-23.
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Relevance: in order to implement the effective personal self-realization of the future skilled worker, there is a need for the system of professional (vocational) education to follow the changes in the sphere of work, respond to the economic situation in the country, the structure of the market of professions, the demand for new competences. All this requires a significant increase in the degree of flexibility of this education system, creation of fundamentally new forms of its interaction with the labor market, employers and their active participation in its further and future development.
Purpose: to carry out theoretical and methodological substantiation of the system of professional training of future skilled workers in the professional (vocational) education schools on the basis of modular competence approach.
Methods: theoretical analysis, study of regulatory documents, analysis of curricula – to find out the state of development of the problem and determine the directions of research; comparison – to study different scientific perspectives on the problem; analysis and synthesis – to develop criteria and indicators of the readiness of future skilled workers to carry out professional activities on a modular basis; systematization and generalization – to formulate conclusions.
Results: the essential characteristics of module competence training are revealed, its peculiarities and main aspects are characterized, which create the proper conditions for the formation of key competences and suc- cessful training of future skilled workers, the development of their creative cognitive activity and independence in terms of modular mastery of professional activity.
Conclusions: in the implemented professional training of future skilled workers, based on modular com- petence, there is a complex development of skills and knowledge within the framework of formation of the specific competence of the individual, which ensures the fulfillment of the specific labor function and reflects the requirements of the modern labor market.
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Spoettl, Georg, and Vidmantas Tūtlys. "Education and Training for the Fourth Industrial Revolution." Jurnal Pendidikan Teknologi dan Kejuruan 26, no. 1 (April 23, 2020): 83–93. http://dx.doi.org/10.21831/jptk.v26i1.29848.
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Within the context of the 4th Industrial Revolution as an overall paradigm change, organization and work processes must switch together with automation following and real-time control. This applies to the contents of labor and to the interaction and connection between human and technology. Up to this point, there are only a few empirical studies about how digitized, decentralized and closely connected production system with "Cyber-Physical-Systems" change the task and and competence profiles in the workplace. One outcome will be that intelligent workpieces will manage their way into production themselves. Depending on the implementation level of Industry 4.0 in companies, vocational education and training for the workforce is highly relevant and the vocational systems have to respond to the needs and expectations of the new technological challenges. Successful reactions of the vocational systems towards the 4th Industrial Revolution have to focus on curriculum development, teacher training and training of highly skilled workers. Approaches to fulfill these requirements will be discussed in this paper.
Dissertations / Theses on the topic "Vocational education Skilled labor Agricultural education"
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Takei, Keiko. "The production of skills for the agricultural sector in Tanzania : the alignment of technical, vocational education and training with the demand for workforce skills and knowledge for rice production." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/60644/.
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The general objective of this study is to identify skills required by employers relevant to the agricultural sector especially in cash crop rice farming and to explore how to increase the contribution of new entrants to the labour market leading to increased production, socio-economic development and the reduction of income-poverty in Tanzania. Productivity gains in the agriculture sector have been modest and have had a limited effect on economic growth in Tanzania. Although the country has considerable agricultural potential, making the most of this depends on the availability of a labour force that has the skills to support a shift to greater productivity. This study profiles, analyses and examines the reality of skills provision and the emerging opportunities to find out how skills development and employability should be improved. The research questions focus on (i) identifying the existing skills gaps between employers' needs and employees' capabilities; (ii) identifying the skills which TVET programs impart to enhance performance in the agriculture subsector; and (iii) identifying the skills required by employers and analysing the employability of TVET graduates entering work in the agricultural sector, especially for paddy production. The study concludes by outlining policy implications for improving TVET programs for workforce development. Among the key research findings was the identification of the high degree of irrelevance of most TVET courses for the targeted labour market as overall 89 % of employers claim that the skills possessed by graduates were not applicable to their intended jobs. Moreover, there is a gap in perception between employers and employees about the value of their training. Serious concerns need to be addressed. This can be done by creating an effective system of knowledge dissemination and training building on the current cascade training system involving both the TVET institutions and the visitation of extension workers in the field responsible for enhancing the transfer of modern farming practices. Findings also indicate that very few TVET graduates who enter the agriculture sector have actually studied agriculture, and only seven percent out of the entire TVET graduating cohort have studied the agricultural track. These research findings, drawn largely from a case study analysis as well as analysis of secondary sources, were formed during my professional experience working in the TVET sub-sector in Tanzania. The findings lead to the conclusion that the nature and structure of the curriculum as well as the teaching methodology mean the skills of the TVET graduates are inadequate to meet the demand from the labour market, especially in the paddy production sector. In addition, the study findings lead to a number of critical policy options to reduce skills gaps by refining the curriculum and pedagogy to ensure it is more demand driven and by ensuring that a mechanism is created linking supply and demand. Critical policy options include the need for a clearer and more systemic occupational analysis of the skills needed in paddy production -- such as the analysis provided in the Developing A Curriculum (DACUM) approach in order to ensure that the TVET curriculum is in alignment with the demanded occupational skills. To enhance the scientific and technological foundation of TVET, a strong focus will be required on high-order literacy and numeracy skills. The study also suggests that to establish a “knock-on effect”, youth who obtain skills from TVET institutions also need to be provided with appropriate leadership training during their TVET programs in preparation for disseminating knowledge and skills to other farmers in the field and leading change in agricultural practice. The training system needs to be more closely linked with employers and work places where knowledge and skill can be utilised.
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Wilson, Timothy N. "Tennessee Colleges of Applied Technology: Student Demographics and Completion Rates." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3189.
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The purpose of this quantitative study was to examine relationships between gender and race, disability status, single parent status, and economically disadvantaged status of students enrolled in Tennessee Colleges of Applied Technology advanced manufacturing skills programs. Furthermore, this study determined if there were significant relationships between race and disability status, single parent status, and economically disadvantaged status of students enrolled in Tennessee Colleges of Applied Technology advanced manufacturing skills programs. Finally, differences in completion rates between female and male students as well as differences in completion rates between white and nonwhite students enrolled in Tennessee Colleges of Applied Technology advanced manufacturing skills programs.
Archival data from Fall 2014 were collected from the Office of Research and Assessment at the Tennessee Board of Regents for each student at the point of enrollment. Chi-square tests of independence were used to determine if significant relationships existed between demographic variables and completion rates.
Significant relationships were found between gender and race where there more white females and males than nonwhite females and males. Significant relationships between gender and disability status were discovered where there were more students of both genders who were not disabled than were disabled. Significant relationships between race and single parent status were found in that more nonwhite students were single parents than white students. Significant relationships between race and economically disadvantaged status indicated more nonwhite students were economically disadvantaged than white students. Significant differences between gender and program completion rate were realized in that more males completed their programs of study than females. Finally, significant differences were discovered between race and program completion rate revealing more white students completed their programs of study than nonwhite students. However, there were no significant differences found between race and disability, between gender and economically disadvantaged status, and gender and single parent status.
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Lekhelebana, Letlatsa George. "Learnership program's effectiveness at an FET college." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1020314.
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High levels of unemployment and skills shortages in key parts of the South African economy are well documented. The failure of the South African economy to absorb new entrants to the job market is also well documented. The paradox of an economy that was growing for over a decade during the late nineties and early 2000s creating a lot of vacancies and yet at the same time seeing ever growing levels of unemployment numbers also makes for interesting reading. Learnership programs are intended to address this situation by reducing the problem of skills shortages and leading in the human capital development that is aligned to industry needs. Thus is the purpose of this study to determine whether the beneficiaries of the learnership programs, the graduates, find benefit from having completed these learnership programs. It is to evaluate whether they find the program to have been effective in either equipping them sufficiently to improve prospects of finding permanent employment or successfully starting their own businesses. An extensive literature study of the history of the FET and its development, the concept of learnership and legislation and statutes applicable to the sector in South Africa was undertaken so that the skills development initiatives in the country are contextualised. The empirical part of the study involved a self-constructed questionnaire designed to illicit perspectives of the FET training and learnership within the FET graduate population that have completed their studies at an FET institution within Nelson Mandela Bay. The data collected indicate that a substantial majority of the sample find The data collected indicate that a substantial majority of the sample find the training to be effective and confirm the literature findings that learnerships can improve the issue of skills shortage in industry. The study makes recommendations that encompass work-based strategies and training based strategies to further improve the program. The recommendations are targeted at the FET college, the work-place training providers and the MERSETA and are meant solely to assist the organisations in overcoming the identified challenges emanating from learnership implementation.
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Ngetich, Willy Kiprotich. "An investigation of industry expectations on industrial engineering graduates: a case study of development programmes in South African universities." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1233.
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Submitted in fulfilment of the requirement for the degree
MAGISTER TECHNOLOGIAE
in
Quality
Faculty of Engineering
CAPE PENINSULA UNIVERSITY OF TECHNOLOGY, 2012Post apartheid South Africa experienced major economic turbulence with poverty, unemployment and skills shortage, with most manufacturing and other key economic sectors affected by poor productivity and a subsequent downsizing of their labour work force. At the same time, many economic opportunities arose, including the full impact of globalisation, the emergence of China and Africa as economic partners and becoming a full member of the Brazil, Russia, India, China and South Africa (BRICS) economic development group by the year 2010. The government and business communities at large realised the necessity for skills augmentation in order to expedite economic development and alleviate the scarcity of employment opportunities and growth across the major economic sectors. The backdrop of the economic upheaval of 2008 and 2009 placed manufacturing firms under pressure to reconsider their current operational strategies by streamlining their organisations and adopting aggressive lean and cost saving approaches in order to remain competitive. There is a perceived lack of alignment between industry and institutions alike, sometimes resulting in a perception that graduating industrial engineers do not entirely match industry expectations. Thus, it is imperative to explore the articulation and relationship between those industries that rely on the skills of industrial engineering technologists and the graduate industrial engineers with emphasis on the skills expectations as stressed by the national priorities and the academic capacity to meet these skills expectation in today’s competitive professional arena. This perceived lack of alignment between end user requirements and the service provided falls within the ambit of the field of quality management. This study focuses on two main sample groups within two areas of interest: • The industrial engineering student community and their respective academic environments; and • the relevant industrial engineering industry and its working environment. A self-administered questionnaire coupled with a number of interviews is employed in order to gather the required data. Grouped samples, involve the relevant industry employers, students and academic institutions. The research explores the pertinent roles and responsibilities expected of industrial engineers and industrial engineering technologists on entry into the working environment, as compared to the current level of training offered by various institutional bodies as expressed by the South African qualifications authority (SAQA) and the national qualifications framework (NQF). The validation of the analysis and outcomes of the study culminates through the exploration of the following: • The influence of skills levels on productivity within the relevant industrial engineering industries. • The demand and supply of industrial engineering skills. • Skilling industrial engineering graduates for their required roles and responsibilities. • Governing bodies responsible for the curriculation of industrial engineering programmes, offered by institutions of higher learning. The study aims to proffer valuable knowledge by identifying better opportunities for employment in the industrial engineering field, the addition of value towards better industrial engineering schooling and output quality of students emerging from institutions, and lastly superseding earlier misconceived perceptions of industrial engineering.
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Alphonsus, Naomi Sumangala. "The DHET's approach to establishing a credible mechanism for skills planning in South Africa." Thesis, 2016. http://hdl.handle.net/10539/20762.
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Thesis (Master of Education), University of the Witwatersrand, Faculty of Humanities, School of Education, 2016Skills in South Africa are seen as essential for building the economy. This is why the Department of Higher Education and Training (DHET) sees developing a skills planning mechanism as important in the current context. The 2013 White Paper on the Post-School Education and Training System says that the function of skills planning should be centralized in DHET, with support from universities and/or other national research institutes. More specifically, DHET (2013) suggests that skills planning is required in the short, medium, and long term in order to shape the education system accordingly to meet the demand for skills. The literature on skills planning is full of debates on the kinds of skills planning that are possible in different contexts of economic and education systems. There are different notions of what skills planning is, how possible it is to predict skills demand, and how this should be done. There are also differences in ways in which economies are managed which have direct implications for skills planning. However imperfect, skills planning is needed as it provides an indication of what skills are needed to enable development in the country and provide guidance for the state to support initiatives. This study investigates the emerging skills planning mechanism in South Africa, the views of different stakeholders in this process and the projects that form part of skills planning. It argues that in the South African environment, skills planning has focused on the elements potentially needed to plan skills, however it is unclear how these elements will work together in a skills planning mechanism
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Schnobel, Lucy Elizabeth Wanjugu. "The relevance of qualifications offered at a selected Technical and Vocational Education and Training (TVET) college in Mpumalanga." Diss., 2019. http://hdl.handle.net/10500/26568.
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Considering that Mpumalanga province has a large petrochemical plant owned by a multinational company that runs and owns mines, the province should abound with employment opportunities for Technical and Vocational Education and Training (TVET) college graduates, especially those from the local Gert Sibande TVET College. However, students with TVET college qualifications struggle to attract employment. Therefore, this study explored the question, “What can TVET providers in Mpumalanga do to enhance students’ employability?” The research was conducted in a selected TVET college in the province. The study employed a qualitative approach and an interpretive paradigm. Data were collected using semi-structured interviews, focus groups and document analysis. The identities of all respondents were protected. Upon analysis of the results, several measures that the TVET college, stakeholders and employers could employ, emerged. There was a lack of proper skills for graduates, qualifications without relevance and employers hardly acknowledging the TVET college qualifications. Some of the recommendations made include collaboration, relationship building between stakeholders and revision of the National Certificate (Vocational) [NC-(V)] curriculum. Topics for future research are also suggested.Educational Management and Leadership
M. Ed. (Education Management)
Books on the topic "Vocational education Skilled labor Agricultural education"
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Ryan, R. J. Building a national vocational education and training system. Adelaide: Flinders University Institute of International Education, 2002.
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Vocational and professional capability: An epistemological and ontological study of occupational expertise. New York: Continuum International, 2009.
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Working in the middle: Strengthening education and training for the mid-skilled labor force. San Francisco: Jossey-Bass Inc., 1996.
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Biffl, Gudrun. Die Zukunft der österreichischen Berufs- und Qualifikationslandschaft bis 2005. Wien: WIFO, 2001.
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Sellin, Burkart. The EC programme "Comparability of vocational training qualifications": Aims, working methods, evaluation. Berlin: CEDEFOP--European Centre for the Development of Vocational Training, 1991.
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Smith, Dorothy E. The job/skills-training nexus: Changing context and managerial practices. Toronto, Ont: Ontario Institute for Studies in Education, 1988.
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David, Finegold, and Sako Mari, eds. Are skills the answer?: The political economy of skill creation in advanced industrial countries. Oxford: Oxford University Press, 1999.
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Schüssler, Reinhard. Quantitative Projektion des Qualifikationsbedarfs bis 2010. Nürnberg: Bundesinstitut für Arbeit, 1999.
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Biffl, Gudrun. Die Zukunft der österreichischen Berufs- und Qualifikationslandschaft. Wien: Österreichisches Institut für Wirtschaftsforschung, 1998.
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Council, Ontario Premier's. People and skills in the new global economy. Toronto, Ont: Queen's Printer, 1990.
Find full textBook chapters on the topic "Vocational education Skilled labor Agricultural education"
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Sharma, Harshil. "Skill Development, Skill Premium, and Technological Change." In Gender Issues in Technical and Vocational Education Programs, 200–217. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8443-8.ch010.
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This chapter looks to analyze three aspects skill: premium or wage incentive, existence of skill-biased technical change, and problems with current vocational training programs prevailing in India. All these three aspects will be analyzed with a gender-based approach specifically looking at female outcomes in comparison to male outcomes. This study would also throw some light on why labor force participation rate has been low in the case of females in India. Using NSSO data, it is found that skill premium was falling for women in labor-intensive sectors and rising in capital-intensive sectors, but it had no major effect on skill premium of total workforce due to low female labor force participation rate. Overall skill premium is stagnant for total workforce, and capital skill complementarity is not present in case of Indian economy. Movement of labor in Indian economy has been from one unskilled sector (agriculture) to another unskilled sector (construction). The study also finds that the major reason behind skill development system being supply driven is lack of involvement of the private sector financially.
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Singh, Disha. "Gender Issues in Vocational Education and Training in India." In Gender Issues in Technical and Vocational Education Programs, 70–94. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8443-8.ch004.
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The data unveils that India's workforce productivity is lower than that of many other developing countries. At the same time, India is also facing skill gap challenge because of the non-availability of skilled labor force in different sectors. There are very few adequately skilled workers in the employment system. Thus, multiple mismatches emerge, where on one side the sectors like manufacturing, crafts, etc. are desperately looking for skilled workers while on the other side the young job starters cannot find adequate employment. Also, India has a huge informal sector that employs more than 90% of all workers of the labor force and contributes in 60% of the country's economic output. If India is to become a major manufacturing power, then there should be the development of a network which can promote and reward skills and productivity. There should also be equal representation of gender in terms of participation in works and skill development. In 2011, out of a total workforce of 481.7 million, 149.9 million or 31% are women.
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Faulkner, Paula E., Shahana Begum, and Chastity Warren English. "How Bangladesh Is Increasing the Employability of Females With Technical Training Programs." In Gender Issues in Technical and Vocational Education Programs, 158–82. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8443-8.ch008.
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The authors of this chapter provide the background for Bangladeshi women's plight to achieve gender equality in the labor force. To be educated and trained as their male counterparts, many factors must be taken into consideration. While poverty and vulnerability continue to be faced by many Bangladeshi citizens, the government has initiated policies and programs to address the need for more trained skilled workers, including females. In recent years, the population growth has reduced, and health and education has improved. In the past, women were employed in typical trades such as sewing, typing, and hazardous and exploitative jobs. Today, government policies and procedures, such as the National Education Policy, have implemented training programs to address gender inequality to employ more women in various trades, with some owning their own businesses, such as the three success stories presented in this study of women whose economic status has benefited greatly from training programs.
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Webb, Marietta A. "Federal Funding for Career and Technical Education." In Handbook of Research on E-Learning Applications for Career and Technical Education, 214–24. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-739-3.ch017.
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Federal funding for Career Technical Education (CTE) programs is critical to the expansion and success of training a skilled workforce to meet the needs of labor markets. The Morrill Act of 1862 was the first federal law to provide support to build agricultural and mechanical colleges and universities. Federal support continued through the decades with Perkins IV being the current legislation with funding guidelines for CTE programs. Today’s educational systems are faced with the task of providing rigorous and relevant educational programs with the mission of developing productive citizens capable of competing in a global society. This mission cannot be accomplished without continued federal funding support.
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Boateng, Fred K., and Kingsley Nyarko. "Community College Adaptation in Ghana." In Global Adaptations of Community College Infrastructure, 155–67. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5861-3.ch011.
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Community colleges are institutions dedicated to the mission of providing skilled manpower and labor in technical and vocational areas. There are many community college models in the world. In Ghana, polytechnics and technical institutes are adapted models of community colleges. The objective of this chapter is to examine the polytechnic system as practiced in Ghana using the American community college system as a perspective. Community colleges with their provenance in the early 20th century have undergone vicissitudes in their bid to carry out their functions. The polytechnics have also experienced evolving historical circumstances as second cycle technical institutes, then upgraded to tertiary education institutions, and then recently converted to technical universities. In spite of all these developments, the technical universities are believed to be inferior to the traditional public universities.
Conference papers on the topic "Vocational education Skilled labor Agricultural education"
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Yoto. "Preparing skilled labor in industry through production-based curriculum approach in vocational high school." In GREEN CONSTRUCTION AND ENGINEERING EDUCATION FOR SUSTAINABLE FUTURE: Proceedings of the Green Construction and Engineering Education (GCEE) Conference 2017. Author(s), 2017. http://dx.doi.org/10.1063/1.5003485.
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Yoto, Yoto. "Production-Based Curriculum Development in Vocational High Schools for Preparing Skilled Labor in Industry." In International Conference on Indonesian Technical Vocational Education and Association (APTEKINDO 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aptekindo-18.2018.38.
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Wahyuni, Wiwik. "The Role of Vocational Education in the Acceleration Preparation of Skilled Labor and Government Policy Standardizing Indonesian Labor in the Framework of ASEAN Economic Community Application." In 2nd International Conference on Social, Applied Science, and Technology in Home Economics (ICONHOMECS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200218.035.
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