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Relevant bibliographies by topics / Vocational training reform

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Academic literature on the topic 'Vocational training reform'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Vocational training reform"

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Xing, Rui, Tuan Chen, Qi Xing, and Baixue Qi. "Research on Training Mode of Equipment Manufacturing Specialty in Vocational Colleges from the Perspective of “Three Education” Reform." Education Reform and Development 6, no. 3 (2024): 269–74. http://dx.doi.org/10.26689/erd.v6i3.6587.

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With the continuous advancement of vocational education reform, comprehensively promoting the reform of the “three educations” based on the characteristics of professional teaching has become an urgent issue for equipment manufacturing specialties and teachers in vocational colleges in the new era. This paper delves deeply into the reform of the “three education” within the context of new changes and objectives in the training of equipment manufacturing professionals in vocational colleges. It proposes a series of reform paths for the existing personnel training mode, aimed at better adapting

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Sileika, Algis. "Vocational Training Reform: Roads and Pathroads." Business: Theory and Practice 11, no. (4) (2010): 295–301. https://doi.org/10.3846/btp.2010.32.

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Paper analyses the recent trends and developments of the VET system in Lithuania related to the attempts of integration of the initial VET schools and the training centres of unemployed without a wide range of preparatory works in layout nature. Author critically analyses the political centralised approaches of such integration providing the overview of the current institutional, socio-economic and educational preconditions and factors. Article concludes that such integration could not help to increase the economic effectiveness, attractiveness of VET and quality of continuing vocational train

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Merino, Rafael. "Las sucesivas reformas de la formación profesional en España o la paradoja entre integración y segregación escolar." education policy analysis archives 21 (September 1, 2013): 66. http://dx.doi.org/10.14507/epaa.v21n66.2013.

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Successive reforms of vocational training face a paradox: if vocational training is defined as a track separate from the academic one, then it will be socially devalued and marked with a strong social bias. If the vocational and academic tracks are integrated in one comprehensive curriculum then practices of teachers and students make facto incorporation of different ways for students with poor school performance. This article discusses how vocational training was designed in the secondary education framework in the two main reforms carried out in Spain in 1970 and 1990, and how the expectatio

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Lin, Qiangqiang, and Yuxuan Li. "Study of Campus Governance in the Middle and Higher Education Articulation Community based on a Holistic Governance Perspective." Journal of Education and Educational Research 8, no. 2 (2024): 407–15. http://dx.doi.org/10.54097/camdth06.

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Vocational education reform has always been a hot topic in the field of education in China, the integration of vocational education is the key direction of vocational education reform, the integration of vocational education across the country for the exploration of reforms continue to be carried out, in addition to the talent training system, the education model on the attempts, but also in the reform of the campus model, which Wenzhou Vocational and Technical College Yongjia College, for example, will be the secondary school and the high school into the same campus, to achieve full articulat

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Persson Thunqvist, Daniel, Anna Hagen Tønder, and Kaja Reegård. "A tale of two reforms: Institutional change in vocational education and training in Norway and Sweden in the 1990s." European Educational Research Journal 18, no. 3 (2019): 298–313. http://dx.doi.org/10.1177/1474904118823104.

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Political reforms of the 1990s ushered in sweeping socio-economic changes in the Nordic countries, including radical changes in their vocational education and training systems. However, the reforms led to a school-based vocational education and training system with a strong orientation towards higher education in Sweden, and a hybrid system with a stronger apprenticeship component in Norway. Drawing on comparative literature about institutional change in education systems, the aim of this article is to consider why such different vocational education and training systems emerged in countries t

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Pang, Ying. "Discussion on the Cultivation Mode of Innovative and Entrepreneurial Talents in Higher Vocational Colleges under the Promotion of “Double-high Plan”." Learning & Education 10, no. 8 (2022): 243. http://dx.doi.org/10.18282/l-e.v10i8.3145.

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Under the “twin plan” in higher vocational colleges should change the talent training scheme, pay attention to promote the all-round development of students, inspire students’ innovative thinking and entrepreneurial motivation, creative talents should be brought into the education development, into students’ classroom teaching, the deepening innovation of entrepreneurship education reform, improve the quality of talents training in higher vocational colleges. This paper analyzes the background of innovation and entrepreneurship talent training in higher vocational colleges, finds out prominent

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Lv, Lin. "Analysis on the Challenges and Countermeasures of Talent Training in Higher Vocational Education." Lifelong Education 9, no. 7 (2020): 29. http://dx.doi.org/10.18282/le.v9i7.1461.

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With the advancement of social and economic development and educational reform, some problems faced by higher vocational education have gradually emerged. At the same time, as an important part of urbanization construction, higher vocational education also faces many challenges. In order to adapt to the current educational development situation, it is necessary to seize opportunities, meet challenges, reform the ways of talent training in higher vocational education, deeply explore talent training models, and propose effective solutions and programs for education development and talent trainin

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Sun, Jing. "Training Strategies of Practical Ability of Building Materials Professionals in Higher Vocational Colleges Under the Guidance of “Three Education Reform” Concept." Journal of Contemporary Educational Research 6, no. 8 (2022): 9–15. http://dx.doi.org/10.26689/jcer.v6i8.4214.

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The main purpose of the implementation of the three-education reform concept is to improve the teaching quality and talent training level of higher vocational colleges. Through the reform, one can promote the optimization of teaching methods, provide more space for student’s self-development, and improve the quality of talent training. Building materials in higher vocational colleges are a high requirement for practical ability, which emphasizes the cultivation of students’ practical ability. Under the three-education reform concept, the traditional teaching mode should be replaced to provide

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Huang, Yanzi, Jiefa Zhu, Baoling Guo, and Jianli Zhang. "Talent Cultivation Challenges and Solutions in Secondary-to-Higher Vocational Education under Supply-side Reform." Education Reform and Development 7, no. 5 (2025): 66–72. https://doi.org/10.26689/erd.v7i5.10578.

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As China’s vocational education reform continues to deepen, the through-training model has emerged as a crucial component in building a modern vocational education system. This model can significantly reduce the duration of academic programs while enhancing students’ skill levels. Nevertheless, during its current implementation, this model still encounters numerous challenges. In light of this, this paper aims to thoroughly examine the existing issues in the development of vocational education. Additionally, it will explore the benefits of vocational education through talent training within th

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Liu, Mingyuan. "Research on the New Model of Student Education Management in Vocational Colleges." Journal of Contemporary Educational Research 7, no. 9 (2023): 91–97. http://dx.doi.org/10.26689/jcer.v7i9.5364.

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Vocational colleges are an important type of higher education in China. Higher vocational education aims to adapt to social needs and designs students’ knowledge, ability, quality structure, and training plans based on the cultivation of technical application skills. Emphasizing both theoretical teaching and practical training, graduates have the skills to work directly. At this stage, vocational education in China is in an important period of transformation and development. In order to better adapt to the rapid development of society, many vocational colleges have carried out management syste

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Dissertations / Theses on the topic "Vocational training reform"

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Lindell, Mats. "From formulation to realisation : reform in Swedish continuing vocational training : the case of advanced vocational education /." Luleå, 2004. http://epubl.luth.se/1402-1544/2004/29.

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Carro, Olvera Adriana, Hernández Felipe Hernández, Gutiérrez José Alfonso Lima, and Serrano María Mercedes Corona. "Vocational training and teaching skills in the state of Tlaxcala." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/117793.

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This paper presents the contributions of the first stage of the investigation«Theories and challenges in teacher education in Mexico,» which analyzes aspart of the transition from the current educational reform mastery of teachingskills of teachers. The aim of this study was to identify the education and trainingof teachers of primary and secondary higher state of Tlaxcala to develop theirteaching skills and education. The research was conducted with a cross-cuttingdescriptive quantitative methodology, were surveyed 346 teachers from the threeeducational levels. In the results it is emphasized

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Smith, Christopher J. "The reform of vocational education and training in Bulgaria : the impact of recent innovations in teaching and learning." Thesis, University of Nottingham, 2003. http://eprints.nottingham.ac.uk/14410/.

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Much has been written over recent years questioning the value of exporting systems of VET from developed countries and expecting them to meet the needs and demands of developing countries. Most recently, the main recipients of development aid, particularly from the EU, have been the countries of the former 'eastern bloc'. As a consultant working on an EU project to upgrade VET in Bulgaria, the author was involved in delivering staff development seminars concentrating on 'new' teaching and learning strategies to teachers within the secondary vocational sector. Although the staff development was

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Leung, Ching Wai Fanny. "Vocational education and training teacher identification in the context of reform in Hong Kong : a multi-case study." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715753.

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Rahimi, Mohammad Ali, and ma rahimi@gmail com. "Transfer of Australian Vocational Education and Training knowledge and practice in a global context." RMIT University. Global Studies, Social Science and Planning, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091218.144230.

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Educational services have become Australia's third largest export industry. Onshore delivery of higher education has been a major export for many years, and in recent years offshore delivery of vocational education and training has grown to become a major part of this industry. Different Australian educational institutions are involved in delivery of Australian VET programs in a wide range of cultural and socioeconomic contexts. Because of the strong demand for skills in an increasingly interconnected world, this growing industry, which at an international level encompasses a diverse range of

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Österman, Marcus. "Education, Stratification and Reform : Educational Institutions in Comparative Perspective." Doctoral thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-332622.

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The main argument of this thesis is that research has to take the institutional character of education seriously. Educational institutions carry considerable weight for outcomes of education and their design is a matter of intense political debate. This work focuses in particular on the institution of tracking that has wide-reaching consequences for the structure of education. The thesis consists of an introductory essay, together with three empirical essays. The empirical essays all acknowledge the main argument but study different outcomes and relationships connected to education. Essay I st

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Dungan, John. "Post-compulsory education and training reform in Australia: An analysis of how the policy agenda has been constructed and shaped in recent years." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36586/1/36586_Digitised%20Thesis.pdf.

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Post-compulsory education and training arrangements in Australia have been subjected to continuing change over the last decade. Major reforms have included the introduction of a range of vocational education and training (VET) initiatives in post-compulsory schooling, an almost continual revamping of apprenticeships and traineeships, and various reforms to recognition of training arrangements within the mainstream VET sector. These reforms have involved various stakeholders across the schooling and VET sectors, government, industry and community groups to differing degrees. This study examines

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Ledman, Kristina. "Historia för yrkesprogrammen : Innehåll och betydelse i policy och praktik." Doctoral thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-99842.

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This thesis offers critical perspectives on a history syllabus for vocational education and training (VET) tracks in Swedish upper secondary schools and adds to our knowledge and understanding of the educative function of history education for the individual and for society. The overall aim of this thesis is to critically investigate discourses that are voiced in different fields about the construction and reproduction of the history curriculum in VET tracks. A general question addressed is how vertical (critical and theoretical) and horizontal knowledge is articulated by the discourses in ter

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De, Souza Maria Inez Salgado. "Vocational education reforms in Latin America : a comparative study of Brazil and Colombia." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018450/.

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This thesis offers a comparative analysis of the transformation of the structures of secondary education in two Latin American countries: Brazil and Colombia, with particular reference to the 1970s. At that time, these educational reforms aimed to introduce vocational education, as a preparation for the world of work, into the formal system of education. This thesis argues that the educational reforms leading to vocational education were a complex product of the interaction of foreign influences and specific local conditions, framed by the dependent character of the development pursued by both

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Feyertag, Joseph. "Varieties and politics of skill protection : a micro level analysis of unemployment protection systems in Europe." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:c69681da-2da3-4467-985f-b644c1be6c48.

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Varieties of Capitalism theory predicts that the skill specificity of workers determines their demand for social protection. In this thesis, I test this assumption using a measure of occupational mobility between pre- and post-unemployment, which I apply to European workers in different skill groups as defined by Fleckenstein et al., (2011). Using this measure as an indicator of the portability of workers' skills, I then evaluate whether the lower marketability of human capital investments is associated with greater demand for unemployment protection. The findings demonstrate that whilst this

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Books on the topic "Vocational training reform"

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Foundation, European Training. Vocational education and training reform in Latvia. Office for Official Publications of the European Communities, 1997.

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Foundation, European Training. Vocational education and training reform in Poland. Office for Official Publications of the European Communities, 1997.

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Foundation, European Training. Vocational education and training reform in Hungary. Office for Official Publications of the European Communities, 1997.

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Foundation, European Training. Vocational education and training reform in Slovenia. Office for Official Publications of the European Communities, 1997.

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Foundation, European Training. Vocational education and training reform in Lithuania. Office for Official Publications of the European Communities, 1997.

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Foundation, European Training. Vocational education and training reform in Romania. Office for Official Publications of the European Communities, 1997.

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Foundation, European Training. Vocational education and training reform in Estonia. Office for Official Publications of the European Communities, 1997.

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Foundation, European Training. Vocational education and training reform in Bulgaria. Office for Official Publications of the European Communities, 1997.

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Organisation for Economic Co-operation and Development., ed. Vocational training in the Netherlands: Reform and innovation. Organisation for Economic Co-operation and Development, 1994.

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Layard, Richard. The Training Reform Act of 1994. Economic and Social Research Council in association with Centre for Economic Performance, 1992.

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Book chapters on the topic "Vocational training reform"

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Palmer, Robert. "Financing Technical and Vocational Skills Development Reform." In Handbook of Vocational Education and Training. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_42-1.

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Palmer, Robert. "Financing Technical and Vocational Skills Development Reform." In Handbook of Vocational Education and Training. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_42.

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Pouliakas, Konstantinos, and Antonio Ranieri. "Governance of Labor Market and Skills Intelligence as Driver of VET Reform." In Handbook of Vocational Education and Training. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_45-1.

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Pouliakas, Konstantinos, and Antonio Ranieri. "Governance of Labor Market and Skills Intelligence as Driver of VET Reform." In Handbook of Vocational Education and Training. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_45-2.

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Pouliakas, Konstantinos, and Antonio Ranieri. "Governance of Labor Market and Skills Intelligence as Driver of VET Reform." In Handbook of Vocational Education and Training. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_45.

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Allais, Stephanie. "TVET Reform and Qualifications Frameworks: What Is Known About What They Can and Can’t Do?" In Handbook of Vocational Education and Training. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_43-1.

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Allais, Stephanie. "TVET Reform and Qualifications Frameworks: What Is Known About What They Can and Can’t Do?" In Handbook of Vocational Education and Training. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_43.

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Rauner, Felix. "Introducing Dual Vocational Education and Training in Europe: A Reform Strategy." In Handbook of Fundamentals of Modern Vocational Education. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-0987-8_35.

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Yanhui, Lu. "Vocational Teacher Training in the New Curriculum System." In Chinese Scholars on Western Ideas about Thinking, Leadership, Reform and Development in Education. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-010-1_18.

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Huntington, Nicholas. "The Reform of Vocational Education 2: Looking to the Future." In Reshaping Vocational Education and Training in Aotearoa New Zealand. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12168-5_5.

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Conference papers on the topic "Vocational training reform"

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Wang, Peng, and Xi-xing Jiang. "The teaching reform of China's higher vocational education based on core vocational ability training." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543668.

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Wang, Peng, and Xi-xing Jiang. "The Teaching Reform of China’s Higher Vocational Education Based on Core Vocational Ability Training." In 2013 Conference on Education Technology and Management Science. Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.195.

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SPEARMAN, M. "Reform of general education and vocational training in the U.S.S.R." In Aircraft Design Systems and Operations Meeting. American Institute of Aeronautics and Astronautics, 1985. http://dx.doi.org/10.2514/6.1985-3082.

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Zhang, Xiaofang. "Problems and Countermeasures on Training Base Construction in Higher Vocational Colleges." In 2015 International Conference on Education Reform and Modern Management. Atlantis Press, 2015. http://dx.doi.org/10.2991/ermm-15.2015.25.

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Motsoeneng, Molefi. "THE EFFECTS OF TEACHER EDUCATION ON TECHNICAL VOCATIONAL EDUCATION AND TRAINING COLLEGE LECTURERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end082.

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"The aim of this paper is to analyse teacher training with regard to Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) by universities in South Africa. The universities’ training of teachers does not cater for Technical Vocational Education and Training (TVET) college lecturers, who are thus required to teach courses in which they are not competent. At the beginning of democracy in South Africa, reform of teacher education was initiated. This reform was followed by a closure of the teacher training colleges which therefore shifted the responsibility for training of future teachers

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ZHANG, YUN-RUI, and KAI-LAI SUN. "THE CONSTRUCTION OF TALENT CULTIVATION MODE OF THE INTEGRATION BETWEEN INDUSTRY AND EDUCATION IN HIGHER VOCATIONAL EDUCATION FROM THE PERSPECTIVE OF “THREE EDUCATIONS” REFORM." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35669.

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With the ever-accelerated updating of higher vocational education reform, it is becoming more and more important to improve the system of vocational education and training, and promote integration between industry and education and cooperation between enterprises and colleges. And we must move faster to bring out the full potential of higher vocational education, and build higher vocational colleges into world-class colleges. In this new era, “Three Educations” reform has become the necessity for the higher vocational colleges to improve the quality of college management and talent cultivation

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"Research on Computer Vocational Education Teaching Reform from the Perspective of New Media." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0001022.

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Guo, Changzhao. "Research on the Problems and countermeasures of Chinese Teachers in Vocational Education Training." In 2015 International Conference on Education Reform and Modern Management. Atlantis Press, 2015. http://dx.doi.org/10.2991/ermm-15.2015.38.

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"The Teaching Reform of Ideological and Political Courses in Yunnan Private Higher Vocational Colleges." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000909.

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Huang, Yaozhang. "Research on higher vocational education training reform based on BP neural network." In 2021 International Conference on Neural Networks, Information and Communication Engineering, edited by Zhiyong Zhang. SPIE, 2021. http://dx.doi.org/10.1117/12.2615745.

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Reports on the topic "Vocational training reform"

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Dave, Dhaval, Nancy Reichman, Hope Corman, and Dhiman Das. Effects of Welfare Reform on Vocational Education and Training. National Bureau of Economic Research, 2011. http://dx.doi.org/10.3386/w16659.

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Herbert, George. How Can Middle-income Countries Improve Their Skills Systems Post- COVID-19? Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.082.

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Vocational training systems in middle-income countries are going to face multiple challenges in the post-COVID era, notably, challenges related to (1) automation; (2) the transition to a green economy, and (3) demographic pressures. Of these, automation - linked to the burgeoning ‘fourth industrial revolution’ that is set to transform the global economy - represents the most serious challenge and is the only one of the three challenges discussed in any depth in this paper. Whilst estimates of the likely scale of automation in the coming years and decades vary widely, it appears likely that wav

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Katsui, Prof Hisayo. Enhancing Disability – Inclusive Employment Policies in Asia: Challenges, Good Practices, and Policy Recommendations. Asian Productivity Organization, 2025. https://doi.org/10.61145/drql8779.

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This APO report investigates how seven member countries (Bangladesh, Cambodia, Lao PDR, Mongolia, the Philippines, Sri Lanka, and Türkiye) are addressing disability-inclusive employment. Through policy analysis and interviews with key stakeholders, the study highlights gaps in legal implementation, societal barriers, and opportunities for reform. While most countries have established national policies aligned with the UN Convention on the Rights of Persons with Disabilities, enforcement challenges, and social stigma persist. The report provides actionable recommendations for improving access t

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Ryu, Kirak, and Hanna Moon. Skills for Work: Knowledge Sharing Forum on Development Experiences: Comparative Experiences of Korea and Latin America and the Caribbean. Inter-American Development Bank, 2015. http://dx.doi.org/10.18235/0007000.

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This study investigates Korea's success in the area of skills development and what role the Korean government played during the stages of Korean economic development since the 1960s. Major achievements connected with the Korean skills development system over the last few decades are described and evaluated. However, it is worth noting that the Korean system has confronted challenges, arising from rapid changes in the economic and social environment that have put the sustainability of its current skills development system into question. In this regard, this study also analyzes the direction the

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Cortázar, René. Labor Market Institutions in the Caribbean. Inter-American Development Bank, 2007. http://dx.doi.org/10.18235/0008756.

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The objectives of improving competitiveness and reducing unemployment, in particular among the young and women, are a part of the economic and the political agenda of most Caribbean countries. Labor market institutions play a crucial role. This study analyzes six types of institutions: (i) labor legislation, related to collective bargaining and termination of contracts; (ii) minimum wages (iii) vocational training; (iv) industrial relations; (v) social dialogue, and (vi) the role of the Ministry of Labor, and proposes policies that could contribute to employment and competitiveness. The report

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Chea, Phal, Seyhakunthy Hun, and Sopheak Song. Permeability in Cambodian Post-secondary Education and Training: A Growing Convergence. Cambodia Development Resource Institute, 2021. https://doi.org/10.64202/wp.130.202109.

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The distinction between vocational training and academic education can be traced back to different institutional structures in medieval Europe. However, owing to an increasing need for higher-level skills to respond to market demand, countries have resolved to establish flexible pathways for students on both tracks or systems to move or transfer across to each other. Permeability in education and training refers to the possibility for learners to transfer between different types of education and between different levels of qualifications. In its recommendations, UNESCO highlights the important

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Madhur, Srinivasa. Cambodia’s Skill Gap: An Anatomy of Issues and Policy Options. Cambodia Development Resource Institute, 2014. https://doi.org/10.64202/wp.98.201408.

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There is growing consensus that an emerging skill gap could impose human costs and constraints on Cambodia’s economic growth and development. The country is facing a shortage of skilled human resources even for low-to-medium skill intensive industries. There is a widening gap between the skills that industries and businesses need and what the education institutions, whether academic or vocational training, are producing. Cambodia’s skill gap is emerging at a time when the Association of Southeast Asian Nations (ASEAN) is preparing to launch the ASEAN Economic Community (AEC) in 2015. The AEC w

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Heng, Kimkong. Cambodia’s Aspirations to Become a Knowledge-Based Society: Perspectives of Cambodian University Students. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.138.202305.

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Background Cambodia envisages to become an upper-middle-income country by 2030 and a high-income country by 2050. The country also aspires to develop into a knowledge-based society (MoEYS 2014). To support these goals, it is crucial to consider the role of higher education institutions (HEIs), particularly universities, in training, research and service. However, research has shown that Cambodian higher education is faced with many challenges ranging from skills mismatches to fragmented governance to limited research capacity and stakeholder involvement (Heng and Sol 2022a; Kwok et al. 2010).

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Playing the long game: Experimenting Smart Specialisation in the Basque Country 2016-2019. Universidad de Deusto, 2019. http://dx.doi.org/10.18543/ajzo9759.

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Smart specialization strategies (RIS3) represent arguably the most ambitious regional innovation policy ever launched in the EU and as such have posed a major challenge for governments. While developing a smart specialization strategy has not been an entirely new adventure for the Basque Country, which has consistently pursued an industrial strategy over more than thirty years, there is enough novelty in the RIS3 process to pose a challenge even for mature regional innovation policy systems. This report builds on previous analysis of the early implementation of the Basque Country RIS3 (Arangur

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