Relevant bibliographies by topics / Vocational school

Contents

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

Academic literature on the topic 'Vocational school'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 January 2025

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Journal articles on the topic "Vocational school"

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Ismara, Ketut Ima, Didi Supriadi, M. Riza Syifaulliya, and Kitisak Keaw-aram. "The School-based Occupational Safety and Health Management in Vocational School." TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE 2, no. 2 (April 29, 2021): 11–22. http://dx.doi.org/10.30738/tijes.v2i2.9937.

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The vocational high school graduates are required to have the competence to implement Occupational Safety and Health (OSH). This study investigated the implementation of school-based Occupational Safety and Health Management in the vocational school. The OSH implementation viewed from seven principles: curriculum management, student management, educator management, facilities and infrastructure management, funding management, school and community management, and cultural and environmental management. This study is descriptive research that used subjects from 10 public vocational schools and ten private vocational schools in Yogyakarta Province. The data obtained from the Education Report Card Mapping Report Evaluation Results of the Directorate of Vocational Education at the Ministry of Education and Culture of Indonesia. The findings showed that the management of OSH in private vocational schools higher than the public one. The principle of OSH for the management of students is "fairly good" both in public and private vocational schools. The teacher management in public vocational schools higher than the private one. The management of facilities and infrastructure is "fairly good" both in public and private vocational schools. The funding management in private vocational schools higher than the public one. The management of school relationships in the public vocational school is "bad" and "fairly good" in the private one. The management of culture and environment is "fairly good” both in public and private vocational schools.
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Ertan Kantos, Züleyha. "Metaphoric Perceptions of Anatolian High School and Vocational High School Students towards School." Shanlax International Journal of Education 11, no. 4 (September 1, 2023): 85–93. http://dx.doi.org/10.34293/education.v11i4.6640.

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This study aims to reveal the perceptions of Anatolian High School and Vocational High School students towards their schools using metaphors. For this purpose, the following questions were sought. What are the metaphoric perceptions of Anatolian High School and Vocational High School students towards their schools? How are metaphorical perceptions of Anatolian high school and Vocational High School students’ schools conceptualized? What are the likes and dislikes of Anatolian and Vocational High School students about their schools? In this research, maximum diversity sampling was employed to reflect the views of students from different sampling areas and purposeful sampling methods. The study group consisted of students from an Anatolian High School and a Vocational High School in Ankara in the 2016-2017 academic year. The research was conducted with a total of two hundred students, one hundred from each high school. It was found that the students in both groups perceived the school with supervision and rules.
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Jang, Myung-Hee, Jong-Woo Kim, Yeoung Ran Jang, Dong Yul Jung, and Young ah Hwang. "Analysis of the process in preparing for admission of prospective students and parents of vocational high schools in Seoul." Korean Society for the Study of Vocational Education 42, no. 6 (December 31, 2023): 1–23. http://dx.doi.org/10.37210/jver.2023.42.6.1.

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The purpose of this study is to explore ways to improve vocational high school admissions support. Accordingly, in order to analyze the experiences of vocational high school students in the high school preparation process, a survey was conducted targeting vocational high school freshmen and their parents. The main results of the study are as follows. First, many students considered their career path and aptitude at the stage of deciding to go on to vocational high school, and some were concerned about society's negative views. Second, awareness of the support policy for university admissions to vocational high schools was high, but awareness of other support policies was found to be low. Third, the motivation for entering vocational high school was often consistent with the purpose of establishing vocational high schools, there were some students who decided to enroll because of their grades or college admission. Fourth, in the case of vocational high school admission and career guidance, middle school and vocational high school teachers were found to be of great help, but satisfaction with middle schools career guidance was relatively low. Fifth, in terms of vocational high school admission information, the need for continuous provision of information and the difficulty in collecting specific information for major or admission preparation were confirmed. Based on the research results, improvement methods were presented to communicate a consistent message to create a positive image of vocational high schools, strengthen advancement and career guidance training for middle school and vocational high school teachers, provide specific major information for admission support.
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Akmaludin, Lalu, Sudirman Wilian, and Sukardi Sukardi. "Study of the Competitiveness of Vocational High School Graduates towards Learning Outcome in Central Lombok Regency." International Journal of Multicultural and Multireligious Understanding 6, no. 3 (July 11, 2019): 652. http://dx.doi.org/10.18415/ijmmu.v6i3.790.

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The purpose of this study was to determine of the competitiveness of vocational high school graduates towards learning outcome in Central Lombok Regency. This study uses a quantitative research approach with a research model that has been implemented by Bikse. The method used in this study is a survey. The population in this study were graduates from four Vocational Schools in Central Lombok Regency consisting of 2 State Vocational Schools namely: Vocational High School 1 of Praya Barat and Vocational High School 1 of Central Praya and 2 private Vocational Schools namely Tastura AZ-zikro Mangkung Vocational School and Al-Makrif Islamic Vocational School totaling 430 person. The study sample was 207 as obtained by using the proportional stratifaid random sampling technique. The instrument used in this study was adapted from a questionnaire developed by Bikse. Data analysis techniques in this study used inferential statistics. The results showed that vocational school graduates in Central Lombok Regency had competitiveness and competitiveness of Vocational High School graduates in Central Lombok Regency had been quite good even though the expectations of graduates were greater than the reality faced today:Key Words: Competitiveness; vocational high school graduates
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Tukino, Tukino, Baru Harahap, and Algifanri Maulana. "Pembinaan Akuntansi Berbasis SAK ETAP Untuk Perusahaan Manufaktur Mengunakan MYOB Accounting V17 Di SMK Batam Business School." PUAN INDONESIA 3, no. 1 (July 24, 2021): 7–18. http://dx.doi.org/10.37296/jpi.v3i1.54.

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Vocational High Schools that are located close to each other, but have not synergized in the utilization of existing resources in each school are seen as less efficient. On the other hand, several vocational schools have adequate resources and potential to expand and simultaneously improve education services to the community through various education and training programs. In connection with these conditions, the Directorate of Vocational High Schools has programmed to combine these schools in one management and increase the capacity of Vocational High Schools through various education and training programs under the name Development of Large Vocational Schools. Financial statements function as a tool to analyze financial performance that can provide information about financial position, business, performance and cash flow so that it can be used as a basis for making economic decisions. The object of this service is aimed at the Batam Business School Vocational High School (SMK) around the Sekaran Village, where the majority of Batam Business School Vocational High School (SMK) players do not have financial reports. The purpose of this service program is to provide training to Batam Business School Vocational High School (SMK) actors in the preparation of accounting standards based on Financial Accounting Standards for Entities Without Public Accountability (SAK ETAP) as well as to design simple manual and computerized accounting systems that can help and facilitate students. Vocational High School (SMK) Batam Business School actors in making financial reports based on SAK ETAP
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Sudrajat, Ajat, Dyah Kumalasari, and Danu Eko Agustinova. "History Teaching in Vocational School Based on Curriculum 2013." SOCIA: Jurnal Ilmu-Ilmu Sosial 16, no. 2 (February 25, 2020): 187–201. http://dx.doi.org/10.21831/socia.v16i2.30348.

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The Curriculum 2013 is a learning guidance for schools in Indonesia. One among many schools that applied Curriculum 2013 is vocational school. Social sciences based majors also being taught in vocational school. One of them is Indonesian History. The major of history in vocational school is very strategic for internalizing national character values. Unfortunately, history teachers in vocational school don’t apply suitable way in their teaching. That’s understandable since students in vocational school focus on vocational majors. This research employs a descriptive qualitative method by utilizing some techniques of data collection such as observations, interviews and documentations. The aim of this research is to know teaching strategy which is suitable in vocational school. The benefit of this research is the finding of ideal teaching strategy for vocational school students. In this case, the object of research is SMK Negeri 3 Kudus. History teaching in vocational school can utilize teaching media and learning in historical site. Those two strategies have goal for easing students of vocational school in understanding material of history subject. Each of those strategies has advantages and downsides, so that combination of them can cover each others’ downsides.
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Diana Langgeng Mustikawati, Fahmy Zuhda Bahtiar, Miftah Al Hafidz, and Nurul Burhan. "Perbandingan Tingkat Pelaksanaan Praktik Kerja Industri SMKN 2 Purwodadi dan SMK Pembangunan Nasional di Purwodadi." Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial 1, no. 6 (November 30, 2023): 283–92. http://dx.doi.org/10.61132/nakula.v2i2.584.

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The purpose of this research was to describe the process of the implementation of student state Vocational School Prakerin in Purwodadi and test the difference Prakerin in state Vocational School and private Vocational Schools in Purwodadi. This research uses research survey that is descriptive. The population of this research is the grade I Concrete Masonry Construction Engineering (TKBB) of state Vocational School and private vocational schools in Purwodadi. The Sampling technique used was Simple Random Sampling. The results of the research implementation process of state Vocational School that is as much as 10 students (21.74%) stated the very high category, 31 students (67.39%) including the categories high, by as much as 5 students (10.87%) stated the categories and score an average of 141.26. Results of the study in private vocational schools show that as many as 8 students (17.39%) including the very high category, 14 students (30.43%) said the high category, as many as 14 students (30.43%) including categories and score an average of 134.37. The results of calculation using SPSS t-Test of can to score t of extent and significance is 3.794 0.000 < 0.05 so the hypothesis described there are differences in the implementation process state Vocational School and private Vocational Schools in Purwodadi was supported by the data. Implementation of students state Vocational School Prakerin including categories higher and private Vocational Schools categories include enough.
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Susilawathi, Anak Agung Rai, Umi Muawanah, and Ahmad Ahmad. "Dampak penerapan GSG dimediasi reputasi sekolah terhadap kinerja SMK Swasta di Kota Malang." Jurnal Ekonomi Modernisasi 17, no. 1 (March 9, 2021): 69–83. http://dx.doi.org/10.21067/jem.v17i1.5297.

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Vocational Education is a level of education that develops students' abilities to carry out certain types of work. Vocational High Schools have many expertise programs that adapt to the needs of the existing world of work. Good School Governance (GSG) is very much needed in improving school performance, especially vocational high schools in order to be able to improve school quality. The research objectives were to analyze the effect of GSG on school reputation, to analyze the effect of GSG on school performance, to analyze the effect of school reputation on school performance. This research is a quantitative study that describes the impact of the implementation of GSG mediated by the reputation of the school on the performance of private vocational high schools in Malang. The data used are primary data from 43 private vocational high schools in Malang. The sampling technique used non-probability sampling techniques, namely saturated sampling, with the principal respondents of private vocational high schools in Malang City. Data were analyzed using Path Analysis. The results showed that GSG had a significant effect on school reputation, GSG had a significant effect on school performance, school reputation had a significant effect on school performance, GSG had a significant effect on school performance mediated by school reputation.
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Huang, Xuzhong, Qianyu Li, Yipu Hao, and Ni An. "The Relationship between a Competitive School Climate and School Bullying among Secondary Vocational School Students in China: A Moderated Mediation Model." Behavioral Sciences 14, no. 2 (February 10, 2024): 129. http://dx.doi.org/10.3390/bs14020129.

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School bullying is widespread in countries around the world and has a continuous negative impact on the physical and mental health of students. However, few studies have explored the influence mechanism of a competitive school climate on school bullying among Chinese secondary vocational school students. This study aims to explore the relationship between a competitive school climate and bullying in secondary vocational schools in the Chinese context, as well as the mediating role of school belonging and the moderating role of gender. Logit regression analysis and a moderated mediation model were used to analyze 1964 secondary vocational students from China based on PISA 2018 data from Beijing, Shanghai, Zhejiang, and Jiangsu, China. (1) The detection rate of school bullying in secondary vocational schools in China is 17.8%, lower than the world average. (2) A competitive school climate is significantly and positively correlated with secondary vocational school students’ exposure to school bullying. (3) A moderated mediation model suggests that school belonging is an important mechanism by which a competitive school climate influences the occurrence of school bullying, whereas gender moderates the direct effect of a competitive school climate and the indirect effect of school belonging, which mitigates the negative effects of a competitive school climate to some extent. The research results show that creating a healthy competitive climate in schools, cultivating students’ sense of belonging, and facing up to gender differences are helpful to prevent school bullying in secondary vocational schools.
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Putri, Sri Haryati. "Sekolah Menengah Kesenian: Cipta Karakter Pelestari Budaya di Sumatera Barat." Diakronika 19, no. 1 (June 30, 2019): 80. http://dx.doi.org/10.24036/diakronika/vol19-iss1/81.

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This study aims to delve deeper into how the role of art in traditional culture can be used as character building for the next generation of the nation. The art school which is specialized in Vocational High Schools (SMK), offers expertise programs to junior high school graduates who are interested in exploring and learning traditional arts and culture. The presence of art-based formal schools, of course, can have a positive impact on the younger generation to maintain and preserve the art of traditional culture as forming a moral character, as well as the emergence of a sense of love for their own culture. Usually Vocational Schools are very identical with technical schools, machinery, and other fields of technology, but art Vocational Schools in West Sumatra, especially the city of Padang, offer different skills than vocational education in general, namely traditional arts. This is evidenced by the presence of Vocational High School 4, Vocational High School 8 and Padang Vocational High School 7, which are art vocational schools in West Sumatra, especially in Padang which make traditional arts and crafts of Minangkabau culture a skill program developed by their students. This school is maintained and is the pride of the people of Padang City.
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Dissertations / Theses on the topic "Vocational school"

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Atta-Safoh, Alex. "The job satisfaction of adult vocational supervisors in school districts and joint vocational schools in Ohio /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260135356404.

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Varayuth, Pattanasiriruk Riegle Rodney P. Strand Kenneth H. "School stakeholders' perceptions of total quality improvement principles in private vocational schools in Thailand." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087871.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed October 19, 2005. Dissertation Committee: Rodney P. Riegle, Kenneth H. Strand (co-chairs), George Padavil, Albert T. Azinger. Includes bibliographical references (leaves 158-165) and abstract. Also available in print.
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Averback, Sheila R. "School business partnerships : the school board's perspective /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10808425.

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Chakkrapan, Pornnimit Riegle Rodney P. Heyl Barbara Sherman. "Images of private vocational education in Thailand using the articulation model to analyze image-making among vocational students /." Normal, Ill. : Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087872.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed Aug. 13, 2004. Dissertation Committee: Rodney P. Riegle, Barbara S. Heyl (co-chairs), Mary Anne Moffitt, Amee Adkins, Will Ashton. Includes bibliographical references (leaves 113-116) and abstract. Also available in print.
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Sittiporn, Prawatrungruang Padavil George. "Understanding dropouts in Thai private vocational schools a case study /." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064536.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed January 31, 2006. Dissertation Committee: George Padavil (chair), Albert T. Azinger, William C. Rau, Rodney P. Riegle. Includes bibliographical references (leaves 192-199) and abstract. Also available in print.
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Brenana, Stacy Lyn, and Deborah Gayle McTee. "School-to-career curriculum." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1803.

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The mission of this project is to develop a school-to-career curriculum that can be utilized by all middle school students. It is designed to help educate these students in the skills they will need to become successful in their future careers.
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Kim, Yung-Chul. "Factors predicting Korean vocational high school teachers' attitudes toward school change." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1082396515.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xiv, 211 p.; also includes graphics Includes bibliographical references (p.159-169). Available online via OhioLINK's ETD Center
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Borchert, Michael. "Career choice factors of high school students." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002borchertm.pdf.

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Pattama, Roopsuwankum Klass Patricia Harrington. "Student satisfaction in Thai private vocational schools." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087873.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed November 1, 2005. Dissertation Committee: Patricia H. Klass, William C. Rau (co-chairs), James C. Palmer, Albert T. Azinger. Includes bibliographical references (leaves 115-120) and abstract. Also available in print.
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Domashenko, D. V. "Principles of the education process of vocational school." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10660.

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Books on the topic "Vocational school"

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Massachusetts. Dept. of Revenue. Division of Local Services., ed. Vocational regional school districts. [Boston]: The Division, 1990.

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Committee, Connecticut General Assembly Legislative Program Review and Investigations. Regional Vocational-Technical School System. Hartford, CT: The Assembly, 2000.

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Baltimore County Public Schools. Office of Guidance., ed. Maryland vocational-technical school file. [Hanover, N.H.]: Houghton Mifflin, 1985.

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Ontario. Ministry of Training, Colleges and Universities., ed. Registering a private vocational school. [Toronto]: Ontario, Ministry of Training, Colleges and Universities, 2002.

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School of Vocational and Technical Education, College of Education. School of Vocational and Technical Education, school handbook. Ikere - Ekiti, Nigeria: School of Vocational and Technical Education College of Education, 2003.

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Hasford, Faustina. Vocational school fallacy in Ghana revisited. Birmingham: University of Birmingham, 1994.

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United States. Federal Trade Commission. Office of Consumer and Business Education, ed. Choosing a career or vocational school. [Washington, D.C.]: Federal Trade Commission [Bureau of Consumer Protection, Office of Consumer and Business Education, 2001.

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1942-, Cotterell Arthur, ed. Pre-vocational core studies. London: Heinemann Educational, 1985.

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1942-, Cotterell Arthur, ed. Pre-vocational core studies. London: Heinemann, 1985.

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1942-, Cotterell Arthur, ed. Pre-vocational core studies. London: Heinemann Educational, 1985.

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Book chapters on the topic "Vocational school"

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Houtte, Mieke Van. "Vocational Schools." In Encyclopedia of Cross-Cultural School Psychology, 1025–27. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_443.

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Liu, Xu, and Steven Cowan. "Vocational Senior Middle School." In Education for Economic and Social Transformation in Rural China, 102–11. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003202363-7.

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Rocca, Alessandro. "Vocational School in Bolzano." In Modern Alternatives, 50–65. Vienna: Springer Vienna, 2008. http://dx.doi.org/10.1007/978-3-211-79194-3_4.

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Rauner, Felix. "Vocational School: Quo Vadis?" In Handbook of Fundamentals of Modern Vocational Education, 573–86. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-0987-8_33.

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King, Kenneth. "The Vocational School Fallacy Revisited." In Education, Skills and International Cooperation, 156–95. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29790-9_6.

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Holtmann, Anne Christine, Laura Menze, and Heike Solga. "Low-Achieving School-Leavers in Germany: Who Are They and Where Do They Go?" In Methodology of Educational Measurement and Assessment, 273–93. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27007-9_12.

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AbstractIn light of educational expansion in Germany, school-leavers with a lower secondary school certificate or less are at risk of being left behind. In this chapter, we first compare their parental resources, cognitive skills, and non-cognitive skills to those of school-leavers with an intermediate school certificate. Second, we investigate whether these low achievers can improve their educational attainment after school by either catching up on school certificates or entering vocational training. We analyse their transitions to vocational education using “With” hier streichen sequence analyses. Using data from the National Educational Panel Study (NEPS), we show that although low-achieving school-leavers are, on average, not as well-endowed with agentic and social resources as other groups, they are otherwise quite heterogeneous. Many have similar cognitive and non-cognitive skills to school-leavers with an intermediate school certificate who usually manage to enter vocational training. However, this potential often remains undiscovered, because considerable proportions of low achievers do not improve their school certificates and do not manage to enter vocational education—even several years after leaving school. We also show that transition patterns vary by school type, with students from special needs schools being especially disadvantaged compared to those from regular schools.
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Morselli, Daniele. "Learning Between School and Work." In Enterprise Education in Vocational Education, 29–56. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137552617_3.

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Crawford-Singh, Sarah. "Teaching Vocational Courses in Business." In Learning to Teach Business in the Secondary School, 62–77. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003080862-6.

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Syaadah, Rika Siti. "Implementation Zero Waste Habits at Vocational School." In Advances in Social Science, Education and Humanities Research, 423–29. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-283-5_40.

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Schena II, David, Ashleigh Hillier, Joseph Veneziano, and Brittney Geary. "High-School and Vocational Programs and Autism." In Neurodiversity and Work, 311–33. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-55072-0_14.

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Conference papers on the topic "Vocational school"

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Kiris, Kaspars. "School Climate in General and Vet Schools in Latvia: Principals’ Perspective." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.19.

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During OECD TALIS research in years 2013 and 2018 high level of school evaluation was found from principals and teachers’ viewpoint. Despite several external problems, principals and teachers found their schools as a very good working place that could be suggested to other colleagues. This opinion points to a good school climate. Such a factor leads to a good learning environment and increases the learning outcomes of students. The international survey OECD TALIS 2013 had an additional national level survey adapted for vocational education and training schools (TALIS PROF). Despite some differences in levels general and vocational schools provide, there are some issues of education management that might indicate the overall climate in schools of Latvia, including general and vocational education. As TALIS PROF was not continued in next OECD TALIS research cycle in year 2018, the additional survey for principals of vocational schools was provided in year 2022. The additional survey was adapted from the survey OECD TALIS 201, including specific vocational education targeted questions and actual education environment and climate questions from survey of OECD TALIS 2018. The aim of this research was to find school principals’ attitude to questions regarding school climate. In order to find best answers regarding the school climate, resources were analysed. Independent sample tests were provided to find out differences between groups of principals. The study compared the opinions expressed by general and vocational school principals of survey year 2013 in order to find whether there were differences between their opinions on school climate questions. To find if there were differences between opinions on school climate questions, general and vocational school principals’ views of survey year 2018 and results of the adapted survey 2022 were compared. The research found that principals of schools in survey cycles year 2013, 2018, 2022 evaluated highly the school climate. Mainly there is no crucial difference between general and vocational education principals’ opinions regarding questions on the school climate.
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Widiaty, Isma, and Ana Ana. "Vocational Pedagogy in Perspective Vocational High School Curriculum." In 3rd UPI International Conference on Technical and Vocational Education and Training. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ictvet-14.2015.22.

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Votava, Jiri, and Jitka Jirsakova. "Benefits of Career Guidance for Secondary Vocational School Students -Evaluation of a Pilot Program." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.053.

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Although career guidance in the Czech Republic is officially perceived as a priority of the education system, guidance support is not provided equally at all types of schools and on all levels of the education system. For example, we register insufficient support for students at secondary vocational schools. As previous research by the authors of the article has shown, it seems that once a young person decides to pursue a career, the effort of the school system to pay further attention to career guidance will also decrease. This paper is aimed to suggest a new program for career education, counselling and training, afterwards to pilot it at three secondary vocational schools, and with the help of action research to collect and to evaluate experience from the school practice. The empirical part of this article consists of three research phases. First, a baseline analysis was performed using mixed data resources (questionnaire survey among students, interviews with school counsellors and document analysis). In the second phase, a new career guidance program was proposed. Finally, the program was tested at three vocational schools in the years 2019 and 2020. Using action research design, the researchers gathered evidence and identified the benefits of new counselling activities. Based on these results, proposals for further improvement and implementation of career guidance and education at secondary vocational schools were submitted.
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Kithinji, Winfred. "Adapting Apprenticeships Learning for Youth Employability: Evidences from Selected Dual Vocational Training Projects in Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.272.

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Apprenticeships learning is part of the ongoing educational reforms to combat youth unemployment in Kenya. This paper presents findings of a study that assessed five donor-funded apprenticeships training projects using a descriptive research design. Using a sample of 54 respondents from apprentices, employers, schoo-based and in-company trainers, the study established that apprenticeship training improved the quality of vocational training. Moreover, apprenticeship training equipped trainees with market-ready skills that enabled a school-to work transition for employment, with a higher employer preference of apprenticeships’ graduates compared to the school-based track. Similarly, the collaborative engagement of employers during training gave them a source of low cost labor and high productivity so that they could support trainees and the vocational schools. The study recommended the need to mainstream apprenticeships learning in formal vocational training as a sure way of increasing employment opportunities.
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DAUKILAS, Sigitas, and Rita KEIBIENĖ. "FRAMEWORK OF VOCATIONAL SCHOOL AND UNIVERSITY OF APPLIED SCIENCES TEACHER ACTIVITIES: MOTIVATIONAL FACTORS, PROFESSIONAL ROLES AND APPLICATION OF EDUCATIONAL TECHNOLOGIES IN CORRELATION WITH PERSONALITY TRAITS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.238.

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The relevance of this research is based on the standpoint of the epistemological methodology focusing on the quality of the profession cognition. Therefore, it is presumed that the quality of vocational education is determined by the variable personality traits of teachers (extraversion, openness towards experience and innovation, consciousness, agreeableness, neuroticism). The research object of the current study is the correlation between the personality traits of university of applied sciences teachers and vocational teachers and the curriculum components. The research aims at identifying the correlation between the motives of vocational school and university of applied sciences teacher activities, educational technologies they use, professional roles and their personality traits, as well as identifying the essential differences of the mentioned variables. The quantitative and qualitative research strategies were employed allowing the researchers to perceive and assess the parameters of the correlation between the professional identity of teachers, meaningfulness in pedagogical work, motivation and educational content. The research results revealed that the social, extrinsic, introjected and identified regulation motivation in vocational schools and universities of applied sciences vary considerably; in universities of applied sciences social and identified regulation motivations manifest themselves, whereas in vocational schools a lot of demotivating factors related to the problems of vocational student identity, career prestige of a vocational teacher and external motivation, are observed. The role of vocational school and university of applied sciences teachers in the didactic process also varies: university of applied sciences lecturers identify themselves in the position of the teacher-andragogue, whereas vocational school teachers see their role as a professional (expert). Moreover, the principles of social constructivism in pedagogy and andragogy are more effective among university of applied sciences lecturers, while vocational school teachers often have to rely on the behaviouristic principles of pedagogy for educational assessment and the enhancement of student motivation.
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Sri Zulaihati, Sri, and Santi Santi Susanti. "School Cooperatives Management of Business Vocational High School." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.16.

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Maus, Christoph. "The Heterogeneous Accentuation of Economic Content in Vocational Education: A Starting Point for Occupation-Specific Human Resource Development." In Interdisciplinarity Counts. University of Maribor, University Press, 2023. http://dx.doi.org/10.18690/um.fov.3.2023.51.

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Since the successive introduction of “learning field“ oriented curricula in Germany, teaching at vocational schools has been based on concrete actions. The underlying curricula describe business-oriented learning fields. The translating of these learning fields into pedagogical learning situations is the responsibility of the vocational curriculum conferences at the individual vocational school level. This means that, despite there being an identical curricular basis, it is possible for individual schools to apply heterogeneous content emphases within the education programmes for commercial vocations. This study examines the correlation between such heterogeneous content with regard to the subject of economics and the person characteristics of the relevant teachers. In order to determine the individual significance of economics curricula as part of the education programme for commercial occupations on a learning field basis, an online survey was conducted among commerce teachers. The findings for the correlations indicate a relationship between the relevance of economics content and individual experience of teaching staff with regard to that particular academic discipline, because a high relevance rating correlates with individual tangencies within the teacher’s educational biography.
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Meirawan, Danny. "Schools Partnership with Industries Towards Learning Effectiveness in Vocational School." In 3rd UPI International Conference on Technical and Vocational Education and Training. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ictvet-14.2015.11.

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Supriyatna, Yayat, Nugraha Nugraha, and M. Arief Ramdhany. "A Model of Effective School Management at Vocational High Schools." In 2016 Global Conference on Business, Management and Entrepreneurship. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/gcbme-16.2016.107.

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Daryanto, Eka, and Darwin Darwin. "Analysis of Vocational School Supervision Planning." In International Conference on Indonesian Technical Vocational Education and Association (APTEKINDO 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aptekindo-18.2018.58.

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Reports on the topic "Vocational school"

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Bettinger, Eric, Michael Kremer, Maurice Kugler, Carlos Medina, Christian Posso, and Juan Saavedra. School Vouchers, Labor Markets and Vocational Education. Banco de la República de Colombia, August 2019. http://dx.doi.org/10.32468/be.1087.

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Лаврентьєва, Олена Олександрівна. Methodological Approaches To Vocational Training Organization. IASHE, 2017. http://dx.doi.org/10.31812/0564/2557.

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Questions of entity and maintenance of the concept "vocational training" are considered in the article. Author shows distinction of approaches to interpretation of vocational training, technical and vocational training; opens genesis; characterizes features of institutions of vocational training at school, after-school and professional levels. In article the existing determination is analyzed and the authoring vision of classification of methodological approaches in the organization of vocational training is given; the approaches of strategic and tactical levels are revealed.
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Hicks, Joan Hamory, Michael Kremer, Isaac Mbiti, and Edward Miguel. Evaluating the impact of vocational education vouchers on out-of-school youth in Kenya. International Institute for Impact Evaluation, August 2016. http://dx.doi.org/10.23846/ow1064.

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Amenya, Donvan. Evidence on Programmes that have Supported School Return for Disadvantaged Adolescent Girls. Institute of Development Studies, May 2022. http://dx.doi.org/10.19088/k4d.2022.128.

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This paper collates evidence on promising programmes that have supported school return for disadvantaged out-of-school girls in Rwanda and in other comparable low-and-middle-income country contexts. The review found evidence showing that interventions that address financial barriers which keep girls out of school delivered through cash transfers, stipends/fee waivers, and girls only scholarships can be effective in enhancing school return for disadvantaged girls. In addition, there is a strong evidence base showing that multi-faceted programmes that integrate health education, foundational skill training, vocational training, and financial literacy are effective in supporting school return for disadvantaged adolescent girls. While results from systematic reviews show that girls clubs can be effective in supporting school retention for disadvantaged girls, there is limited evidence on effectiveness of clubs in supporting school return for disadvantaged girls. The review found very limited evidence on effectiveness of financial and multi-faceted interventions in supporting school return for disadvantaged girls with disabilities.
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Palmer, Pamla, Carl Haywood, and Joe Ward. Armed Services Vocational Aptitude Battery (ASVAB): The Equity of ASVAB Form 14 in the Prediction of High School Course Grades. Fort Belvoir, VA: Defense Technical Information Center, August 1990. http://dx.doi.org/10.21236/ada226989.

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Abrigo, Michael Ralph, and Aniceto Jr Orbeta. Senior High School: What Do Additional Years of Basic Education Schooling Buy? Philippine Institute for Development Studies, June 2023. http://dx.doi.org/10.62986/pn2023.15.

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Written for the Second Congressional Commission on Education, this Policy Note summarizes new early evidence on the impact of the senior high school (SHS) program on the timing of school attendance and employment, quality of employment, and even marriage, fertility, and child health. It concludes that SHS graduates tend to have higher wages and more chances of employment in middle-skill occupations than junior high school graduates. It argues that although reverting to a K to 10 [Kindergarten to Grade 10] system or restricting SHS to college attendees might be financially beneficial in the short term, the K to 12 program could be a better long-term choice based on projections. Meanwhile, despite evidence supporting SHS education’s effectiveness, it does not imply its implementation was flawless. Previous studies highlighted challenges such as inadequate resources, limited track options, and poor coordination with external partners. Moreover, schooling quality issues persist in SHS, including problems with reading and writing competencies. To address these challenges, this paper recommends addressing service delivery gaps by expanding strand offerings, ensuring competent teachers, and strengthening linkages with future pathways through collaboration with employers and mapping competencies. It also emphasizes educating the public about the benefits of SHS without overselling it, enhancing work immersion programs, and promoting certification of technical-vocational skills.
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De Lucena, Thiago, Sammara Soares, Juliana Camargo, André Portela Souza, Amanda Arabage, and Lycia Lima. Vocational Education and Training in Brazil: Knowledge Sharing Forum on Development Experiences: Comparative Experiences of Korea and Latin America and the Caribbean. Inter-American Development Bank, June 2015. http://dx.doi.org/10.18235/0006998.

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The past decade has witnessed an unprecedented surge in the emphasis given to the role of vocational education and training in Brazil. This has been characterized by an increasing flow of resources from the government to vocational education and training and a substantial increase in the number of enrollments. Particularly from 2011 onwards, with the launch of the PRONATEC program as one of the main flagship initiatives of President Dilma Roussef's government, VET has gained even more visibility.The coverage of vocational education and training in Brazil is low, but it has an increasing trend. When compared to general education courses over time, the path is clear: VET education is gaining momentum, attracting more students that would otherwise follow a purely general track. Enrollment in VET courses still represents a small portion of total secondary education in Brazil but it has notably increased over the past years. The Federal government's spending on vocational education has risen from 0.04% of GDP in 2007 to around 0.2% of GDP in 2013. As a result, in 2007, 9% of total students enrolled in general secondary education were also enrolled in a VET program whereas in 2013, this number reached 17%. Regarding VET provision, although private institutions still enroll less students than public ones, their importance is far from negligible. Such institutions play an important role in VET in Brazil, with special attention to the so-called S System, which is privately managed but receive public funds through taxes over firms' payrolls. The S System is responsible for the provision of approximately 43% of professional and technical education in Brazil. Alongside of undeniable advancements pertaining to the recent surge of VET in Brazil, there are also several challenges. The challenges related to VET students and providers in Brazil are multidimensional and stretch over the entire student experience from a student's entry in a VET program, passing through school retention until the transition of students to the labor market. Among the main challenges pertaining VET in Brazil are the mismatch between supply and demand of professional skills, school evasion and lack of transparency by the government and VET providers.
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Kipp, Scott, Jessica Cruz, Gita Steiner-Khamsi, Pablo Ibarrarán, and Emma Näslund-Hadley. OLPC Pre-Pilot Evaluation Report (Haiti). Inter-American Development Bank, June 2009. http://dx.doi.org/10.18235/0011127.

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This working paper discusses the One Laptop Per Child (OLPC) pilot program carried out by the Haitian Ministry of Education and Vocational Training (MENFP) conducted in collaboration with the IDB. The OLPC pre-pilot project was implemented at the Ecole Nationale Republique du Chili (ENRC), an all-female public school located in Port-au-Prince. Because the school year had ended before the OLPC pre-pilot began, the project was conducted as a summer camp entitled "XO Camp," held on June 30th-July 18th, 2008. The camp enrolled 116 student participants and the XO laptop, an educational tool designed by One Laptop Per Child (OLPC), a nonprofit organization headquartered at the Massachusetts Institute of Technology, was selected as the educational device for the initial implementation. Although the original intention was to create a context of one-to-one computing, the XO Camp operated primarily with one-to-two computing owing to an unexpected shortage of XO laptops.
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Sin, Isabelle, and Shannon Minehan. Building on strengths: Educational pathways that benefit Māori students. Motu Economic and Public Policy Research, July 2024. http://dx.doi.org/10.29310/wp.2023.01.

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This paper is an economic analysis of pathways through education leading to strong outcomes for Māori students, and how these differ by gender and for students with different interests and aptitudes (‘specialties’) in high school. The authors focus on labour market outcomes and also consider some non-labour market outcomes. This paper will help inform policy development and career advice to both school-aged Māori students and older Māori people considering returning to education. Key findings in the research: • Level 2 NCEA certificate subjects do not define careers. • Women gain more education, but men save more money. • Bachelor’s degrees benefit women more than men. • Vocational training yields strong outcomes for men and sometimes for women. • Some popular fields of tertiary study for Māori yield little financial benefit. • Not all STEM study leads to strong job prospects, but higher study in some fields is financially beneficial. • Connection to Māori culture is valuable. • Educational pathways to desirable outcomes for Māori may change in the future.
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Бакум, З. П., and В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.

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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national higher school. In the article the computer-based disciplines for the field of training 6.010104 "Vocational Education (according to specialty) have been analyzed as professional. The attention is focused on the open education space as one of the means of optimization of these subjects teaching in view of modern popularization of continuous open access to the educational process.
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