Journal articles: 'Vocational integration'

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MacCaul, Charlotte V. "Vocational integration: Dream or reality?" Work 5, no. 1 (1995): 3–9. http://dx.doi.org/10.3233/wor-1995-5103.

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Trottier, Claude, Renée Cloutier, and Louise Laforce. "Vocational Integration of University Graduates." International Sociology 11, no. 1 (March 1996): 91–108. http://dx.doi.org/10.1177/026858096011001007.

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Lang, Susan K., and Elizabeth Cara. "Vocational Integration for the Psychiatrically Disabled." Psychiatric Services 40, no. 9 (September 1989): 890–92. http://dx.doi.org/10.1176/ps.40.9.890.

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Weis, Joachim, Uwe Koch, Peter Kruck, and Andreas Beck. "Problems of vocational integration after cancer." Clinical Rehabilitation 8, no. 3 (August 1994): 219–25. http://dx.doi.org/10.1177/026921559400800306.

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Nuruddin, Mochammad, and Rahmat Agus Santoso. "Model of Integrated Vocational School (SMK) Products in Gresik Regency." Engineering Management Research 5, no. 2 (June 30, 2016): 8. http://dx.doi.org/10.5539/emr.v5n2p8.

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The main goal of this study is to do needs and potential analysis of products in each vocational school in Gresik regency that is expected to create products integration based on the excellence of vocational secondary schools, thus it is necessary to sustain ably design an identification concept of potency and integration model. By using the design of Research and Development some necessary steps taken into account: a) identification of vocational high schools (SMK), b) SWOT analysis, c) cluster analysis, d) mapping of vocational high schools (SMK). The second stage (consolidation and integration), consists of the following activities: a) vocational high schools (SMK) grouping, b) designing a model of integration, c) conducting consolidation among related parties, d) implementing synergistic product integration. The results of the identification of Vocational High School (SMK) potency in Gresik based on the clusters that are formed in the effort of realizing a model design of integration products in Vocational High School (SMK) which refers to the spectrum of field, program and science package, hence two kinds of alternative product integration, namely 1) The product integration of Technology and Engineering field spectrum, Automotive Engineering program and Light Vehicle Engineering science package. 2) Product integration of the spectrum of Information and Communication Technology science field, Computer Engineering and Informatics science program and Computer Engineering and Network science package, so that the integration model of product which is formed needs synergetic a pattern of integration by the (3) related parties in order to produce excellent local product of Gresik regency, the synergetic integration model pattern will run optimally when each party has a high commitment to the creation of local superior products generated by Vocational High School in Gresik regency in order to face the era of global markets which can be realized through the integration of Vocational High School products.

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Prabyai, Suebpong, and Khukrit Silalaiy. "A study of STEM education’s integration in vocational school teacher’s instruction guidelines." E3S Web of Conferences 210 (2020): 18057. http://dx.doi.org/10.1051/e3sconf/202021018057.

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This research aims to (1) study the problems with integrating Science, Technology, Engineering and Mathematics (STEM) education into teaching by vocational college teachers and (2) to determine the most appropriate method for applying STEM education to teaching by vocational college teachers. The sample for this study was 400 vocational college teachers affiliated with the Office of the Vocational Education Commission, Bangkok, chosen using the technique of simple random sampling. The research instruments included a questionnaire on the problems with integrating STEM education into teaching by vocational college teachers and the demands of such integration, with a reliability of .945. The statistical methods included mean, standard deviation, and content analyses of focus group discussions. The results showed that (1) the problems with integrating STEM education into teaching by vocational college teachers related to four aspects: content, operational skills, learning activities, and an application of practical knowledge at high levels and (2) the most appropriate method of applying STEM education to teaching by vocational college teachers should include encouraging teachers to incorporate lesson content of STEM education which allows the learners to think reasonably and logically, while improving their ability to seek knowledge and solve problems systematically. Teaching and learning activities should also focus on 21st century skills and how to integrate those skills into knowledge gained from STEM education so that it benefits society in practical ways.

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Романченко, М., M. Romanchenko, Б. Филиппов, and B. Filippov. "Innovative Approach to the Integration of Federal State Standard and Professional Standard." Profession-Oriented School 6, no. 1 (March 5, 2018): 51–58. http://dx.doi.org/10.12737/psh_1_2018_6.

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The article presents a study of the problems of integrating Federal state and professional standards in the training of specialists with secondary vocational education institutions. Federal state standard of new generation set up for the teachers of special disciplines of secondary vocational education institutions the problem of creating conditions to ensure the implementation of standard requirements to results of education, and the formation of professional competencies with the purpose of achievement of the standard of professional education. The process of implementing these requirements is complicated by the diff erent approaches to FSS and professional standard. The study is based on a practical methodology that focuses on solving practical problems and purposeful transformation of vocational training programmes, to ensure integration of FSS and professional standards in the training of specialists. The article provides an example of integration of requirements of the FSS and professional standards on the basis of professional educational organizations. The results consist in the description of the experience of the competence approach to organization of educational process, integration of standards by the example of one educational institution. This experience is applicable in any professional educational organization, regardless of the provisioning profile. The authors observed the diff erential nature of the main types of professional competencies of the FSS and the integrative nature of job functions of the professional standard, the necessity of designing professional modules having leading nature. The article describes the experience of integrating the standards applicable in any professional educational organization, regardless of the provisioning profile.

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Bektas, Burcu, and Erdogan Kose. "Integration and vocational course suggestions for migrants." Pressacademia 4, no. 1 (June 30, 2017): 375–78. http://dx.doi.org/10.17261/pressacademia.2017.557.

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Neimeyer, Greg J. "Cognitive Integration and Differentiation in Vocational Behavior." Counseling Psychologist 16, no. 3 (July 1988): 440–75. http://dx.doi.org/10.1177/0011000088163009.

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Berulava, M. N. "The Integration of General and Vocational Education." Russian Education & Society 34, no. 6 (June 1992): 7–13. http://dx.doi.org/10.2753/res1060-939334067.

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Neimeyer, Greg J., and April E. Metzler. "Sex differences in vocational integration and differentiation." Journal of Vocational Behavior 30, no. 2 (April 1987): 167–74. http://dx.doi.org/10.1016/0001-8791(87)90016-9.

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Sucipto, Sucipto, Ervin Kusuma Dewi, Nalsa Cintya Resti, and Indyah Hartami Santi. "Improving The Performance of Alumni Achievement Assessment by Integrating Website-Based Tracer Study Information Systems and Telegram API." TEKNIK 41, no. 1 (May 4, 2020): 72–77. http://dx.doi.org/10.14710/teknik.v41i1.25307.

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It is the mission of Vocational High School (SMK) education in Indonesia to produce highly competitive and skilled graduates. One standard for evaluating the success of vocational education is assessing the achievements of alumni. The evaluation process can be carried out with programmed alumni tracking activities or commonly known as tracer studies. However, the implementations of tracer studies that have been carried out by vocational schools in Kediri are still using the manual method. These conditions make the school find many obstacles in the implementation of tracer studies. Some schools have used technology with e-mail applications but have financial constraints. This research aims to improve the performance of assessing the alumni achievement of Vocational Schools in Kediri by integrating the website-based tracer study information system with social media Telegram API. Usability testing that gave 4.83 of 5 scales has shown that the integration can improve the performance and benefits of an application compared to the application before integration

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Korshunov, Ilya A., Tatiana A. Meshkova, Maxim S. Miroshnikov, and Mikhail N. Sverchkov. "Russian Universities’ Further Education: Integration with International Markets." Integration of Education, no. 4 (December 28, 2018): 612–31. http://dx.doi.org/10.15507/1991-9468.093.022.201804.612-631.

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Introduction. The paper describes the role of Russian transnational corporations in the development and implementation of the Adults’ Education and Vocational Education and Trainings programs in foreign countries as the promotion of Russian technologies. As the competition between the universities in the international educational markets rises, they see the increasing need for the fixation of the programs they offer onto the needs of the global companies, broadening the possibilities for the students to obtain relevant qualifications and skills, and corresponding diversification of educational programs. Among the possible directions for the increase in the educational services that are offered for export could be adults’ educational programs, vocational education and trainings. Materials and Methods. The study of the additional vocational education programs for foreign students was carried out with specialized questionnaire. 180 higher education institutions took part in the survey. The analysis of the corporate segment of additional professional education services for foreign markets was carried out on the basis of semi-formalized in-depth expert interviews. Results. Based on the collected empirical data we were able to identify main participants of the Adults’ Education and Vocational Education and Trainings export and structure and spheres of the programs as well as target countries in this market in three years’ time. It was revealed that the most successful providers of the educational programs are the universities that on the one hand offer already well developed and sought-after educational programs on the Russian Adults’ Education and Vocational Education and Trainings market, and on the other hand – already have stable partnership ties with countries that send students to undergraduate programs. Discussion and Conclusion. This study elaborates on the role of universities in promoting competitive technologies through the distribution of Adults’ Education and Vocational Education and Trainings. Mechanisms for formation and implementation of corporate training programs by universities for Russian industrial corporations are structured. Barriers for the attraction of foreign students are discussed to increase the scope of training. Results of the study can be recommended for the universities concerned with the development of the Adults’ Education and Vocational Education and Trainings sector in the international context. Keywords: export education, university, adults educational programs and vocational education and trainings, structure of the market for educational programs, promotion of technologies, corporate education

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Terentyeva, Irina Vasilyevna, Olga Kirillova, Tatyana Kirillova, Natalya Pugacheva, Aleksandr Lunev, Irina Chemerilova, and Anastasia Luchinina. "Arrangement of cooperation between labour market and regional vocational education system." International Journal of Educational Management 32, no. 6 (August 13, 2018): 1041–55. http://dx.doi.org/10.1108/ijem-10-2017-0296.

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Purpose Modern educational environment in the system of vocational education focuses on the requirements of labour market and those of employers to the content of graduates’ professional competencies. Thus, the purpose of this paper is to develop practical guidance on the arrangement of cooperation between labour market and regional vocational education system. Design/methodology/approach Participative approach allowed considering the cooperation between labour market and regional system of vocational education as the process aimed at creating management tools for formation, use, development of human resources. The research involved 300 teachers, 400 students, 100 employers, who found out the effectiveness criteria for the cooperation between labour market and vocational education system. Findings The findings reveal national models characteristics and universal tools for cooperation between vocational education institutions and enterprise. National models characteristics allow identifying the most advantageous cooperation tools; comparing suggested tools with the experience of others and thereby assessing their relevance and implementation risks. Research limitations/implications The research results allow us to plan strategies for further studies of this problem, which are related to the development of models for cooperation between labour market and vocational education system. Practical implications The identification of universal tools for cooperation between vocational education institutions and enterprise promotes the integration of national vocational education systems into national educational space. The materials of the paper can be useful for university leaders and professors; employees of centres for professional advancement and retraining in selecting and structuring the content of academic and teaching staff’s advanced training. Social implications The revealed criteria contribute to vocational education programmes integration, connection between professional and educational standards, students’ professional identity. Originality/value The effectiveness of the cooperation between labour market and vocational education system will be improved by studying national models and identifying the most advantageous cooperation tools (modular training, voluntary social/ecological year, educational resources integration, state and public management, clustering vocational education institutions and industry companies). This will allow comparing the suggested tools for collaboration between labour market and vocational education system with the experience of others and thereby assess their relevance and implementation risks. Improving the cooperation between labour market and vocational education system will be successful provided that universal tools for cooperation (socio-economic, educational, practical, innovative and technological) are identified, which promotes the integration of national vocational education systems into national educational space. The effectiveness of cooperation between labour market and vocational education system will increase on condition of criterion assessment (clustering, subjectivity, transdisciplinarity), promoting vocational education programmes integration, connection between professional and educational standards, students’ professional identity, students’ engagement in the development and implementation of research and production projects, stepped formation of professional competencies.

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Ginanjar, Muhammad Hidayat. "Learning Integration of Islamic Education for ex-prison Children at SMK Istimewa Tangerang Banten." Jurnal Pendidikan Islam 8, no. 2 (April 23, 2020): 223–38. http://dx.doi.org/10.14421/jpi.2019.82.223-238.

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The phenomenon of adolescents that cause crime is quite alarming in a child's social environment. Vocational High School (SMK) Istimewa Tangerang is part of the education at the Institute for Child Special Development (LPKA). This study aims to describe the learning model of the integration of Islamic Education (PAI) for students of Vocational High School in Tangerang. The method used is qualitative with descriptive analysis. The results showed that the learning model integrating Islamic Education (PAI) improved moral morals and personality effectively. Appropriate learning methods become the main instrument in the development of the PAI integration learning model. Moral changes in moral attitudes are the leading indicators of Learning Success Attitudes. In the future, the need for developing learning integration models is in line with the development of pesantren. The pesantren model is a participant for participants.

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Vidanova, E. A. "ILLUSTRATION AS AN INTEGRATIVE COMPONENT OF VOCATIONAL TRAINING OF TEACHERS OF ART." Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, no. 4 (2020): 7–14. http://dx.doi.org/10.18323/2221-5662-2020-4-7-14.

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The paper considers the role of academic and creative work on illustration as an integrative component of learning and teaching activity (vocational training) in the process of vocational training of a future teacher of art (painter-teacher). The relevance of the study is caused by insufficient information about the potential of teaching illustration as a part of the vocational training of future teachers. The author considers the integration of learning and vocational activity in several aspects, which allows defining the essence and highlighting the significant elements of this process. In each aspect of integration, the author emphasizes the functional components of the teacher’s activity aimed at the formation of general professional and vocational competencies or their parts. In this respect, the paper considers the academic and creative work on illustration as an overall process where all elements are interdependent. The characteristic of the suggested approach to teaching illustration as an integrative component of vocational training of future teachers is the systemizing and improvement in the practice of the complex of knowledge, skills, and experience of activity obtained in the process of learning disciplines of vocational and general professional training throughout the training period. The academic and creative work on illustration expands the instruments of a student necessary for a future practical experience both for the development of artistic and creative skills and aesthetic education of students. An intending teacher being keen on illustration as an academic discipline in the future can implement this field of study in independent creative activity, which can be an example of professional self-fulfillment. The author based the research on the learning of the results of academic and creative work in artistic graphics of the fourth-year students of Art and Graphics Faculty of Kuban State University and further survey organized during teaching training.

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Fan, Zongjian, and Lamei Lu. "Analysis on the Promotion Path of Teaching Competence of Tourism Vocational Education Teachers from the Perspective of Industry-Education Integration." Advances in Higher Education 3, no. 2 (October 10, 2019): 47. http://dx.doi.org/10.18686/ahe.v3i2.1409.

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To improve the level of teaching skill and professional knowledge reserve of tourism teachers in higher vocational colleges, it is necessary to improve the teaching competence of tourism vocational education teachers from the perspective of industry-education integration. In addition, the significant improvement of teachers' teaching quality is related to the effective improvement of teaching ability, the development of teachers' professional quality, and the cultivation of students' professional quality and sustainable development ability. Based on the research perspective of industry-education integration, this paper analyzes the common problems existing in vocational education teaching of teachers in higher vocational colleges, and points out the specific ways to improve the competence of tourism vocational teachers, in order to provide scientific theoretical basis for the long-term development of tourism vocational education.

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Ferrández Arenaz, Adalberto. "Vocational training as a tool for school integration." Educar 22 (February 1, 1998): 269. http://dx.doi.org/10.5565/rev/educar.361.

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Gao, Fei, and Peng Zhang. "Performance Evaluation of Industry-Education Integration in Higher Vocational Colleges: An Evidence from China." International Journal of Emerging Technologies in Learning (iJET) 15, no. 23 (December 11, 2020): 208. http://dx.doi.org/10.3991/ijet.v15i23.19025.

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The integration of industry and education promotes the cooperation between colleges and enterprises, and contributes to regional development. This paper aims to evaluate the performance of industry-education integration in higher vocational colleges of the Yangtze River Delta. Firstly, 138 higher vocational colleges were selected from the Yangtze River Delta as the research samples. Then, a comprehensive evaluation system was designed, including 11 evaluation indices. On this basis, the 2018 data of the samples were evaluated from the perspectives of faculty, teaching, scientific research, and service. The results show that, in the Yangtze River Delta, the higher vocational colleges generally do well in industry-education integration, but the integration level varied greatly from college to college; the performance of some indices should be further optimized.

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Buizza, Chiara, Rosaria Pioli, Sara Lecchi, Chiara Bonetto, Anna Bartoli, Renzo Taglietti, Alberto Ghilardi, and Eugenio Riva. "Mental Disorders and Work Integration: A Retrospective Study in a Northern Italian Town." Clinical Practice & Epidemiology in Mental Health 10, no. 1 (February 7, 2014): 9–17. http://dx.doi.org/10.2174/1745017901410010009.

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Objectives:The present study was conducted in a vocational integration service of a northern Italian town with two major aims: to assess vocational integration programs undertaken from 1stJanuary 2004 to 1stJanuary 2007; and to identify job tenure-associated predictors.Methods:This is a retrospective study; we collected data such as gender, age, duration, type and outcome of the vocational integration program, and number of interventions performed by the vocational integration service. Self-report questionnaires were also used to assess the satisfaction of users, caregivers, practitioners, and of the company contacts involved in the study.Results:The service has enrolled 84 users during the observation period. Out of these users, 64.3% of them still had their jobs after three years. Users, caregivers and company contacts expressed high levels of satisfaction for the support received by the vocational integration service. The company expressed less satisfaction for the collaboration received by the Departments of Mental Health (DMHs) that coached the users. The only variable associated to the outcome was the number of interventions that the users received before their placement on the job.Conclusions:Despite all the limits of this study, its results show that the chance of taking advantage of a supported job placement service has likely proven itself effective in helping people with mental disorders to obtain and maintain a competitive employment. Our results, however, also point to the necessity of implementing newer strategies meant to develop a greater integration among all services dealing with mentally ill people.

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Olimov, Kakhramon Tanzilovich, and Shahlo Sadullaevna Sharipova. "The Importance Of Interdisciplinary Integration In Preparing Future Vocational Education Teachers For Professional Activities." American Journal of Social Science and Education Innovations 03, no. 01 (January 10, 2021): 55–60. http://dx.doi.org/10.37547/tajssei/volume03issue01-11.

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This article highlights the importance of interdisciplinary integration in preparing future vocational education teachers for professional work, interdisciplinary relationships, mechanisms for forming professional competencies in the development of student learning activities, and pedagogical conditions for effective interdisciplinary integration. The emphasis is placed on systematic inclusion of university teachers in achieving the goals and objectives of building professional competence of students through interdisciplinary integration.

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Malec, James F., Angela L. H. Buffington, Anne M. Moessner, and Jeffrey M. Thompson. "Maximizing Vocational Outcome after Brain Injury: Integration of Medical and Vocational Hospital-Based Services." Mayo Clinic Proceedings 70, no. 12 (December 1995): 1165–71. http://dx.doi.org/10.4065/70.12.1165.

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Williams, Wes, Wayne Fox, Lu Christie, Jacque Thousand, Michael Conn-Powers, Larry Carmichael, R. Timm Vogelsberg, and Marc Hull. "Community Integration in Vermont." Journal of the Association for Persons with Severe Handicaps 11, no. 4 (December 1986): 294–99. http://dx.doi.org/10.1177/154079698601100410.

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The Center for Developmental Disabilities, a University Affiliated Facility Satellite, at the University of Vermont, has had a major role in facilitating community integration throughout the state. This article describes the development and implementation of a statewide interdisciplinary model for providing special education to learners with severe disabilities and the Center's role in facilitating systems change in early special education, recreation/leisure opportunities, vocational services, and family support.

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Calmand, Julien, Jean-François Giret, and Christine Guégnard. "Vocational bachelor graduates in France: labour market integration and social mobility." International Journal of Manpower 35, no. 4 (July 1, 2014): 536–52. http://dx.doi.org/10.1108/ijm-05-2013-0102.

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Purpose – In France, the vocationalization of higher education has resulted in an increase in the number of graduates and created new opportunities. The access of these vocational bachelor graduates to the labour market raises the issue of their professional prospects amid changing economic and social circumstances. The paper aims to discuss these issues. Design/methodology/approach – To provide insights into these issues, the employment situation of bachelor graduates during the first years of active working life will be compared with other tertiary graduates entering the labour market in the same years, using econometric models that estimate the effects of vocational courses “all other things being equal”, incorporating a range of individual characteristics. Findings – Overall, vocational bachelor graduates experienced fewer difficulties in seeking to enter the labour market during difficult economic circumstances. They did not achieve upward social mobility with a lower probability of obtaining a managerial/professional occupation three years after graduation. These results confirm that diplomas continue to play a central and hierarchized role in France. Originality/value – The originality of this paper is to highlight the labour market transition of vocational bachelor graduates during a period of economic crisis, inquiring on the social benefit of this new diploma in France: what were the impacts of the changing economic conditions and influx of vocational bachelor graduates on their labour market transition and their chances of upward social mobility?

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Baranauskienė, Ingrida, and Ilona Dobrovolskytė. "PRECONDITIONS FOR THE SUCCESSFUL INTEGRATION OF DISABLED PERSONS INTO THE LABOUR MARKET." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2017): 378. http://dx.doi.org/10.17770/sie2017vol2.2358.

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Low activity level of disabled persons is closely related to the lack of their vocational skills, qualification, experience and motivation. All of the above mentioned elements are interrelated and can be the cause of each other. The aim of the research – to create the grounded theory for the successful integration of disabled persons into the labour market after their vocational rehabilitation. The given paper presents a model for the successful integration of disabled persons into the labour market. The model can be further used in order to improve the vocational rehabilitation process and, consequently, increase the number of employed disabled persons. Such integration does not only improve the employment indicators of disabled persons but also contributes to their socialization and wellbeing.

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Chan, Andrea Nga Wai. "Social support for improved work integration." Social Enterprise Journal 11, no. 1 (May 5, 2015): 47–68. http://dx.doi.org/10.1108/sej-07-2014-0033.

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Purpose – This paper aims to explore the ways in which social supports can promote enduring attachments to work and improve overall well-being of disadvantaged workers, within the context of social purpose enterprises. Design/methodology/approach – With coordinators, managers and directors as informants, this mixed-methods study uses a survey and interviews to establish the availability and importance of different social supports found in social purpose enterprises across Canada, and to explore the reasons for such support mobilization and the influences that determine whether social supports are sought or accepted. Findings – Findings substantiate the prevalence and importance of work-centred social supports. Social supports can promote more sustainable attachment to work by addressing work process challenges, ameliorating workplace conflict, attending to non-vocational work barriers and building workers’ self-confidence and self-belief. The source of a support, as well as the relationship between support providers and recipients, contributes to whether supports will be beneficial to recipients. Research limitations/implications – Future studies require corroboration directly from the employees and training participants of social purpose enterprises. The limitations on the sampling and the survey response rate may limit generalizability of findings. Practical implications – Findings contribute to knowledge on more effective social support provision for improved work outcomes and overall well-being of employees and training participants. Originality/value – Applying theory from social support research brings greater clarity to the potential of work-centred supports for addressing both vocational and non-vocational barriers to employment and job training for disadvantaged workers.

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Randell, Joan, Lorinda Arella, Sherry Deren, Charles Lyles, and Mary Ellen Winfield. "Integrating Vocational Rehabilitation Into Treatment Programs: Two Case Studies." Journal of Applied Rehabilitation Counseling 21, no. 2 (June 1, 1990): 38–44. http://dx.doi.org/10.1891/0047-2220.21.2.38.

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This paper describes an intervention designed to enhance the integration of vocational services in an outpatient treatment setting. The position of “vocational integrator” was created and implemented in two clinics to (a) raise the importance of vocational services, (b) develop vocational skills and resources available to staff, and (c) review and implement policies to facilitate vocational programming. The sequence of tasks necessary to develop and implement this position, and issues arising for the integrators and the clinics are described. Results indicated that some short term increases in vocational activities were found, and a longer time period may be needed to assess the long term impact of this type of intervention.

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Zheng, Wenling. "Thoughts on strengthening the "3+2" Integrated School-running Cooperation between secondary and higher vocational Colleges." Barnard Education Review 1, no. 2 (December 15, 2020): 1–3. http://dx.doi.org/10.47744/ber.v1n2.2020.12.01.

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At present, there are many problems in vocational education in China, such as the lack of attraction of secondary vocational education, a serious shortage of students in higher vocational education, and poor connection between them. This paper starts from the problem of “3+2” integration of secondary and higher vocational colleges and puts forward the solution according to the actual situation of running a school.

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Rahmawati, Anis, Nunuk Suryani, Muhammad Akhyar, and Sukarmin Sukarmin. "Vocational teachers’ perspective toward Technological Pedagogical Vocational Knowledge." Open Engineering 11, no. 1 (January 1, 2021): 390–400. http://dx.doi.org/10.1515/eng-2021-0040.

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Abstract The character of current students who are technology-savvy and the fast development of educational technology raises challenges for teachers to take advantage of these conditions to make learning effective. Technological, Pedagogical, Vocational Knowledge (TPVK) come as a framework for the effective use of technology in teaching and learning in vocational fields. This research aimed to capture the Indonesian secondary vocational non-Information and communications technology (ICT) teachers’ perspective toward TPVK for 21st Century Learning (CL). Research with a mixed-method approach was conducted during the second semester in the 2019/2020 academic year. Sixty-five secondary vocational building engineering teachers from nine schools located in Central Java, Indonesia were recruited as survey respondents. The instrument used was a self-assessment questionnaire, lesson plan rubric, and observational protocol enriched with interview protocol. Results from this study show that the in-service vocational teacher shows readiness for TPVK 21st CL at the intermediate level. The TPVK component with the highest mean point is Pedagogical knowledge, while the lowest point is on the Vocational knowledge component. The lesson plan prepared by teachers and learning practiced performed by teachers showed less fitness of technology integration in learning with the strategies and objectives of the curriculum.

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Li, Juan. "The Path of Deep Integration of Ideological and Political Courses and Curriculum Ideological and Political Education in Higher Vocational Colleges in the New Era." Lifelong Education 9, no. 7 (December 8, 2020): 54. http://dx.doi.org/10.18282/le.v9i7.1468.

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Under the background of the new era, the responsibility of higher vocational colleges is not only to cultivate talents, but also to foster morality. At present, the ideological and political courses of vocational colleges and curriculum ideological and political education have not formed a joint force of education, resulting in the formation of “two skins” in teaching and education. Therefore, this article takes the deep integration of ideological and political courses and curriculum ideological and political education in higher vocational colleges as an example, expounds in depth the importance of ideological and political courses and curriculum ideological and political education in higher vocational colleges, and analyzes the problems that “ideological and political courses” and “curriculum ideological and political education” have in educating people. The countermeasures are put forward to enhance the deep integration of ideological and political courses and curriculum ideological and political education in higher vocational colleges.

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CHEN, Wei, and Yu MA. "Practice and Reflections on the Integration of Vocational Physical Education Training in Higher Vocational Education." Journal of International Education and Development 4, no. 10 (2020): 4–8. http://dx.doi.org/10.47297/wspiedwsp2516-250001.20200410.

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Du, Peiming, and Minghua Lu. "Under "Integration of Doing, Learning and Teaching", Research on the Project-Based Teaching Innovation of "Landscape Planning and Design"." Journal of Educational Theory and Management 1, no. 1 (October 16, 2017): 60. http://dx.doi.org/10.26549/jetm.v1i1.580.

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Based on the research on the project course theory of "integration of theory and practice" in higher vocational education and the analysis of practical teaching in colleges and universities at home and abroad, combined with literature research, case analysis, system theory and other research methods, the project-based teaching goal, model, content and means of "integration of doing, learning and teaching" in higher vocational education is explored, and the project-based teaching model of "Landscape Planning and Design" is discussed combined with the application of information-based teaching methods. So as to provide references for carrying out the project-based teaching in similar courses in higher vocational colleges and really achieve docking the actual post requirements with the course to provide the basis for achieving the purpose of cultivating skilled talents in higher vocational education.

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Blommaert, Lieselotte, Ardita Muja, Maurice Gesthuizen, and Maarten H. J. Wolbers. "The Vocational Specificity of Educational Systems and Youth Labour Market Integration: A Literature Review and Meta-Analysis." European Sociological Review 36, no. 5 (June 29, 2020): 720–40. http://dx.doi.org/10.1093/esr/jcaa017.

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Abstract Comparative research on the impact of the vocational specificity of educational systems on youth labour market integration has expanded rapidly in the past decades. The present study reviews this body of research, focusing on how it has conceptualized the vocational specificity of educational systems and theorized its effect on youth labour market integration. Moreover, this study synthesizes the empirical evidence compiled in this research using a meta-analytical approach. Our review reveals that this research area is theoretically fragmented. A commonly accepted definition of the vocational specificity of educational systems is lacking and various theoretical approaches and conceptual frameworks are invoked to theorize the effect of vocational specificity, while exact mechanisms that are assumed to underlie the effect are often left unspecified. Our meta-analysis includes 105 effect estimates nested in 19 studies, published between 2003 and 2018, that used methods enabling a formal meta-analytical comparison. Results show that the overall average effect is positive and statistically significant but its magnitude is modest and there is substantial variability in the size and even direction of observed effects. We find that this variability is partly driven by which aspect of labour market integration was examined and which measure of vocational specificity was used.

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Yang, Xiaoping. "Research on the Construction of Curriculum Teaching Mode Integrating Workshop Management into Teaching." Lifelong Education 9, no. 6 (September 28, 2020): 84. http://dx.doi.org/10.18282/le.v9i6.1306.

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In recent years, with the deepening of the teaching reform of “integration of production and education” in colleges and universities in our country, the construction of a curriculum teaching model that integrates workshop management with teaching has gradually become an important direction of teaching reform in many vocational colleges. This article focuses on the “preparatory stage of the construction of a course teaching model integrating workshop management with teaching”, “the process stage of the construction of a course teaching model integrating workshop management with teaching”, and “assessment of the construction of a course teaching model integrating workshop management with teaching” “Stage” these aspects are discussed, hoping to further improve the construction of the curriculum teaching model that integrates workshop management with teaching, and comprehensively improve the quality of China’s vocational education and teaching.

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Le Ba Vuong, Nguyen Minh Tri,. "Training for Workers to Meet Current International Integrattion in Vietnam." Psychology and Education Journal 58, no. 2 (February 4, 2021): 27–37. http://dx.doi.org/10.17762/pae.v58i2.1053.

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Vocational training for employees is one of the important tasks in order to create a human resource capable of adapting to the rapid changes of the labor market, meeting the requirements of international integration part of rapid and sustainable development of the country. In the process of international integration, technology training for workers in Vietnam has always been the concern of the Government, not only thriving in both size and quality to meet growth but also create sustainable jobs firmly, contributing to ensuring social security for employees in the new context. However, in the integration process and in the context of the industrial revolution 4.0, vocational training for Vietnamese workers is faced with challenges such as quality not meeting the requirements of socio-economic development. Therefore, it is necessary to have a system of solutions to contribute to vocational training institutions to improve the quality of training for workers in the direction of approaching regional and world levels.

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Su, Guohui. "Exploration of Innovation and Entrepreneurship Education Model in Higher Vocational Colleges based on Rural Revitalization Strategy." SHS Web of Conferences 96 (2021): 03003. http://dx.doi.org/10.1051/shsconf/20219603003.

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The outbreak of the COVID-19 epidemic has had a great impact on economic and social development, the task of poverty alleviation has become more difficult, and the strategy of rural revitalization is facing greater challenges. Higher vocational colleges undertake the important mission of training and conveying advanced skilled talents needed for the country's economic and social development, and are bound to assume their own responsibilities in the strategy of rural revitalization. The innovation and entrepreneurship education for college students promoted by higher vocational colleges in recent years provides a feasible implementation path for higher vocational colleges to participate in the country's rural revitalization strategy. Based on the background of the national rural revitalization strategy, this paper points out the great significance of the integration of innovation and entrepreneurship education in higher vocational colleges into the rural revitalization strategy, and puts forward specific measures to realize the integration of innovation and entrepreneurship education into the rural revitalization strategy.

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Huang, Jing. "Research and Practice on the Construction of Professional Humanities Training System from the Perspective of School-enterprise Integration." Advances in Higher Education 4, no. 1 (April 10, 2020): 23. http://dx.doi.org/10.18686/ahe.v4i1.1852.

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From the dimensions of the integration of campus culture and corporate culture, the curriculum system of professional humanities training, the system of professional humanistic education activities, the construction of professional humanities teachers, and the evaluation system of professional humanities, the professional humanistic training system under the school-enterprise integration perspective was explored. In order to better cultivate the socialist builders and successors with the comprehensive development of moral, intellectual, physical and aesthetic education, the vocational and humanistic training of higher vocational colleges is better.

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Jenkins, Yvonne M. "The integration of psychotherapy-vocational interventions: Relevance for Black women." Psychotherapy: Theory, Research, Practice, Training 22, no. 2S (1985): 394–97. http://dx.doi.org/10.1037/h0085520.

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Lindbekk, Tore. "‘Education for Life’, Vocational Education and Social Integration in Norway." Comparative Education 25, no. 1 (January 1989): 19–28. http://dx.doi.org/10.1080/0305006890250104.

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Hill, Raymond E., and Jan Collins-Eaglin. "Technical professionals, technical managers and the integration of vocational consciousness." Human Resource Management 24, no. 2 (1985): 177–89. http://dx.doi.org/10.1002/hrm.3930240206.

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Bui, Van Hong. "SOLUTIONS FOR APPLYING THE EDUCATIONAL TECHNOLOGY IN VIETNAMESE VOCATIONAL EDUCATION INSTITUTIONS." Advances in Social Sciences Research Journal 6, no. 9 (September 23, 2019): 172–77. http://dx.doi.org/10.14738/assrj.69.7105.

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In the context of growing science and technology, increasing knowledge, more diverse learning needs of learners and especially the trend of international integration in vocational education as at present, the ability to apply technology and innovate teaching methods in training plays a decisive role to the quality of human resource training. Based on the analysis of the impact of the Fourth Industrial Revolution (Industry 4.0) on the vocational education system and the trend of innovation in human resource training in vocational education institutions in Vietnam, the article proposes solutions for applying educational technology in training at the vocational education institutions, meeting the needs of innovation and improving the quality of Vocational Education today

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Алексеева, Lada Alekseeva, Мартынова, and V. Martynova. "Subject Oriented Education: from Depth to Project." Profession-Oriented School 2, no. 6 (December 17, 2014): 29–39. http://dx.doi.org/10.12737/7392.

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The article discusses the history of vocational education in Russia and the modern trends of its development. There is a detailed analysis of how different profiles were built in vocational education, how expanding the list of profiles form the concept of «individual profile». Vocational education is considered in the context of three types of learning outcomes: subject-oriented, interdisciplinary and personal. Special attention is paid to organizational forms (multi-discipline educational organization, preuniversitario) and to organization of vocational training. The paper provides integration technology of subject oriented training and project methods of education.

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Shi, Tiantian. "Cultivation Methods of Craftsmanship Spirit under the Integration between Industry and Education." Modern Management Forum 5, no. 1 (April 10, 2021): 52. http://dx.doi.org/10.18686/mmf.v5i1.3282.

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In the context of the epidemic and the deepening of China’s internationalization, the importance of higher vocational education in the education system has become increasingly prominent, which encourages people of many fields to explore methods to cultivate students’ craftsmanship spirit under the integration between industry and education. The government and schools need to take the lead in making proposals for innovation of the integration between industry and education. The industry, enterprises, society, many teachers and students need to participate in it, achieving the implementation of policies and systems, active innovation, and the balance of “teaching” and “training”. This paper mainly involves the practical methods of craftsmanship spirit under the integration between industry and education from four aspects: specialty setting, vocational concept, educational fund and cultivation mode.

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Syamsudin, Rudi Nur, Sukardi Sukardi, and He Shiyu. "Vocational High School Teachers’ Efforts in Equipping Graduates with Soft Skills Based on Work Demands." Jurnal Pendidikan Teknologi dan Kejuruan 24, no. 2 (September 29, 2018): 303–9. http://dx.doi.org/10.21831/jptk.v24i2.19956.

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A preliminary study in Yogyakarta showed that the graduates’ enthusiasm to enter building construction study program in vocational high school was low. One of the factors affecting the graduates’ enthusiasm was related to the low-level teachers’ efforts in preparing the graduates’ soft skills. This study aimed to identify (1) the integration level of soft skills elements, and (2) the teachers' obstacles to equipping the graduates' soft skills. It was descriptive quantitative research conducted in the study program of building construction at vocational high schools. The results of the study showed: (1) the integration level of communicative ability, integration level of cooperative competence, integration level of motivating ability, integration level of developing etiquette and moral, and integration level of building responsibility were wholly integrated. Then, the integration level of problem-solving ability and integration level of science and technology mastery was mostly integrated; (2) the obstacles included: the students’ ignorance attitude, the lack of collaboration between the students’ parents and the school stakeholders in developing the graduates’ soft skills, the absence of soft skills training and the unsupported school culture. Those obstacles impeded the graduates’ soft skills.

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James, Sigrid, Franziska A. Seidel, Juri Kilian, and Julian Trostmann. "Labor Market Integration of Young Adult Refugees in Germany: Triangulating Perspectives Toward Program Development." Research on Social Work Practice 30, no. 5 (January 3, 2020): 553–63. http://dx.doi.org/10.1177/1049731519897301.

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This article reports on the 18-month formative evaluation of a model project aimed at preparing young adult refugees (YARs) for entry into vocational education training (VET) as an essential step toward the labor market. Qualitative methods were used to gain insight into the perspectives of YARs, program staff, and vocational instructors as well as explore program dynamics. Within a longitudinal research design, 45 qualitative semistructured interviews were conducted with 22 of 27 program participants. Additionally, program staff and vocational instructors were interviewed. Qualitative content analysis guided the analytic process. Outcome data indicated that 83.3% of program completers or 55.6% of the program participants entered a VET within the evaluation period. Triangulated qualitative data revealed relevant program processes and generated hypotheses about factors that facilitate or hinder the difficult transition for YARs. Implications for program development as well as needed structural changes are discussed.

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Mukminin, Amirul, Akhmad Habibi, Muhaimin Muhaimin, Asrial Asrial, Eddy Haryanto, Panut Setiono, and Sofyan Sofyan. "VOCATIONAL TECHNICAL HIGH SCHOOL TEACHERS’ BELIEFS TOWARDS ICT FOR THE 21ST CENTURY EDUCATION: INDONESIAN CONTEXT." Problems of Education in the 21st Century 77, no. 1 (February 14, 2019): 22–38. http://dx.doi.org/10.33225/pec/19.77.22.

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To facilitate educational staff, especially teachers with adequate information and communication technology (ICT) tools and its integration, has been one of the main agendas in vocational high schools around the world. One of the key factors of the ICT integration success in education is teachers’ beliefs. To understand the phenomenon, this mix method study aimed at elaborating Vocational Technical High School (VTHS) teachers’ beliefs on the ICT and its integration in education and differences of the teachers’ beliefs between demographic information. Quantitatively, a survey was addressed to 765 respondents; the analysis was descriptive using mean, percentage, and standard deviation, as well as t-test and analysis of variance (ANOVA) for a difference between the demographic information namely genders, ages, and teaching experiences. Following the quantitative phase, interview was conducted with 10 teachers to get in-depth information through a thematic process. Findings suggest that the VTHS teacher’s beliefs on ICT and its integration in education mainly focused on 1) student engagement and effective learning, varied use of ICT regarding grades and content (behavioral beliefs); 2) needs of digital-age students and expectations of authorities, administrators, and colleagues (normative beliefs); 3) varied self-efficacy for using ICT in VTHSs, access to learning, access to ICT and human resource support (control beliefs). Keywords: beliefs, ICT, mix method, vocational technical education.

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Зеленкина and Tatyana Zelenkina. "Development of a Family Vocational Guidance Potential as a Core Prerequisite to Successful Professional Self-Determination of Teenagers." Profession-Oriented School 2, no. 1 (February 10, 2014): 55–61. http://dx.doi.org/10.12737/3080.

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Optimized way to nurture parents’ readiness to guide vocational choice of their teenaged children is considered as a consistent element of vocational guidance potential and is scientifically proved. What makes the paper theoretically important, is the fact that the author clarifies the meaning for quite new concepts, as «family vocational guidance potential», «parents’ helpfulness», «successful vocational choice». Families are classified in terms of vocational guidance potential; several limitations in vocational choices of children in each category of families are outlined and illustrated by pictures and tables. Given the accented challenge of insufficient parents’ integration in vocational choices, made by their children, the idea of pilot testing described here, has been to use capabilities of additional professional education establishments to better preparing parents to the mission of facilitating the vocational choices of their children. As a result of parents-children cooperation, the parents are better prepared and eager to help their children in professional self-determination on one hand, while teenagers make more thoughtful vocational choices, on the other hand. Significant results and conclusions are provided, to prove reliability of researching hypothesis, put forward by the author.

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Mandell, Wallace, Victor Lidz, and James J. Dahl. "Experimental evaluation of a vocationally integrated therapeutic community." Therapeutic Communities: The International Journal of Therapeutic Communities 36, no. 3 (September 14, 2015): 173–85. http://dx.doi.org/10.1108/tc-06-2014-0021.

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Purpose – Retrospective studies of therapeutic community (TC) treatment for drug abuse found reductions in drug use, criminality, and increased work participation after treatment completion. These studies have also shown treatment benefits, even without completion, are correlated with days of stay in residential treatment. However, others have found that high rates of early leaving from TC treatment reduce the proportion of clients with positive outcomes, raise the total cost per treated client, and lower the treatment benefit-to-costs ratio. The purpose of this paper is to describe an experimental approach to raising the days in residential treatment using earlier vocational access for clients. Design/methodology/approach – The current study used a random assignment design to compare earlier integration of on-site vocational training in a vocationally integrated therapeutic community to off-site vocational training initiated after one year of residence in a traditional therapeutic community. Findings – The resulting data support the hypotheses that client expectations and early training in job skills increase rate of treatment affiliation, the proportion of clients having effective lengths of stay, and the rate of treatment completion. Research limitations/implications – Research limitations/implications include the difficulty of assuring unbiased selection and controlling treatment assignment and conditions. Practical implications – Practical implications of this research project are to support practitioners striving for longer, more effective lengths of stay, while at the same time attempting to reduce treatment time and increase effectiveness. Social implications – Social Implications of this project are to encourage social support for addiction treatment and emphasize the value of paired residential treatment and vocational education. Originality/value – The originality and value of this research project lies in the adoption of a working model at Phoenix House TC (in-house vocational preparation), which utilizes early in-house vocational education as a means to increase residential program participation, increase employment skills and prospects, and decrease overall length of treatment.

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Yin, Xiao. "Strategy Analysis on the Integration of Traditional Teaching and 020 Mode to Improve the Construction Quality of Teaching Professional Resource Database." Lifelong Education 9, no. 6 (September 28, 2020): 90. http://dx.doi.org/10.18282/le.v9i6.1308.

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since the Ministry of Education of the People’s Republic of China launched the Construction of National Vocational Education Teaching Resource Database project in 2010, vocational colleges have joined 020 mode on the basis of traditional teaching and achieved the goal of steadily improving the construction of teaching professional resource database, in addition, promoted the first landing of Internet + Education in the field of higher vocational education. However, there are still some problems in the construction of professional resources and the quality of teaching resources. The purpose of this paper is to analyze the current situation and shortcomings of the construction of teaching professional resource database in higher vocational colleges and explore the construction methods of teaching professional resource database under the traditional teaching and 020 mode thinking, so as to promote the teaching reform.

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Clubb, Karen. "Masters of our Destiny – The Integration of law clinic into post graduate Masters provision." International Journal of Clinical Legal Education 19 (July 8, 2014): 395. http://dx.doi.org/10.19164/ijcle.v19i0.38.

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Increasingly students are looking to their undergraduate law degrees to do more than provide them with a qualification which acts a ‘stepping stone’ to further legal vocational training. The provision of law degrees across the sector includes both qualifying and non-qualifying degrees where the study of law is combined with other subjects, vocational and non-vocational. Not all students who obtain a qualifying law degree will continue to the vocational stage of training, but all degrees need to address the employability agenda, and law students in particular need to consider future career aspirations early on in their degree.Clinical legal education as a teaching methodology has received considerable academic attention for the benefits student engagement can yield in enhancing the overall student learning experience This paper briefly reviews the benefits of undergraduate clinical legal education (CLE) and considers the benefits of developing this at post graduate level in a Masters in Law programme This paper considers the distinction between the two approaches and the need for a different approach to the provision of a law clinic module within a postgraduate law Masters programme, identifying a possible model of delivery.The paper further presents some of the potential challenges in developing and maintaining this provision over time and attempts to offer some insight into how these have been considered in the development of a postgraduate law clinic module at the University of Derby.

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Journal articles on the topic 'Vocational integration'

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