Artículos de revistas:

1

Wieringen, Fons Van. "Scenario Planning for Vocational and Adult Education". European Journal of Education 34, n.º 2 (1 de junio de 1999): 153–75. http://dx.doi.org/10.1080/01418219999403.

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2

Zhong, Jinglei. "Construction and Application of a Competence Model of Accounting Vocational Education". International Journal of Emerging Technologies in Learning (iJET) 14, n.º 21 (18 de noviembre de 2019): 16. http://dx.doi.org/10.3991/ijet.v14i21.11346.

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Accounting vocational education directly bears on the competence of accountants, and affects the development of the accounting industry. In light of the back-ground of vocational education, this paper develops a competence model of ac-counting vocational education in China, applies the established model in an actual case, and puts forward measures to improve the competence of accounting voca-tional education. The research results show that: the evaluation index system of accounting vocational education should highlight importance, incentives and ef-fectiveness; the management and leadership ability is the primary factor of the competence of accounting vocational education; an excellent accounting vocation-al educator must enjoy outstanding management and leadership ability, account-ing ability and accounting skills; the competence of accounting vocational educa-tion should be improved mainly through incentive measures, from the perspective of adjusting the education purpose. The research findings lay the theoretical basis for self-evaluation, self-management and career planning of accounting vocational educators and accountants.

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3

Zajda, Joseph. "Planning for technical and vocational skills development". International Review of Education 59, n.º 4 (1 de marzo de 2013): 539–40. http://dx.doi.org/10.1007/s11159-013-9345-5.

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4

Laine, Kati y Raija Hämäläinen. "Collaborative business planning in initial vocational education and training". Journal of Vocational Education & Training 67, n.º 4 (13 de julio de 2015): 497–514. http://dx.doi.org/10.1080/13636820.2015.1063000.

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5

Hollister, Robinson G. "The planning of technical and vocational education and training". International Review of Education 34, n.º 2 (junio de 1988): 281–86. http://dx.doi.org/10.1007/bf01874552.

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6

Zaļaiskalne, Anita. "CONTEMPORARY LEARNING ENVIRONMENT IN THE VOCATIONAL EDUCATION: THE NEW CHALLENGES". Problems of Education in the 21st Century 55, n.º 1 (10 de julio de 2013): 100–113. http://dx.doi.org/10.33225/pec/13.55.100.

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The quantitative research basis is the data of surveys which were filled in by teachers of vocational education institutions and employers. The research is based on researches and reports regarding vocational education, strategic planning documents of development of education of Republic of Latvia and EU, studies, statistics on vocational education (data basis of the Central Statistical Bureau, statistics of the Ministry of Education and Science (MES) on vocational education) also are used. The aim of the research is to analyze factors of the internal and external environment that affect vocational education in order to determine how these factors create challenges for the vocational education system and educational institutions. The article analyzes the correlation between the elements of internal environment: resources, processes and results and external environment (political, demographic social) factors. The challenges make the vocational education change the existing paradigm of vocational education. The research was performed with a purpose to analyze the environmental factors; the quantitative research combines: an analysis of normative documents and a survey of employers and teachers of vocational education. The key results of the research: demographic trends in Latvia have an essential impact upon the human resources of the vocational education institutions; in order to implement the lifelong learning strategy, it is important to involve more adults in the vocational education; the learning environment of vocational education must be developed by following the principles of lifelong learning; cooperation between the state institutions, employers and teachers is required in order to provide effective solutions to the challenges that vocational education is facing. The cooperation between the employers’ institution, educational institutions and state institutions is essential in the process of planning and implementation of the curriculum and evaluation of the results. The prestige of the vocational education in the society affects students’ choice regarding their further education; it also influences the assessment of employers. If there were developed and implemented such curricular, which would imply the key competences that are relevant to the vocational areas of education and on the basis of which a flexible transformation of the content of curricular would be possible, the competitiveness and quality of the vocational education would be ensured. Key words: external environment, internal environment, learning environment, vocational education.

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7

Muhammad, Umaru Tuni. "THE RATIONALE FOR PLANNING VOCATIONAL AND TECHNICAL EDUCATION FOR NIGERIAN YOUTHS". Sokoto Educational Review 1, n.º 1 (3 de marzo de 1986): 8. http://dx.doi.org/10.35386/ser.v1i1.5.

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There is enough evidence in Nigeria today that the numbers of unemployed youths are already considerable and appear to be increasing rapidly in all the corners of the Federation. The implication of this is that if nothing is done, the result would be catastrophic for the nation since it may lead to the creation of a new generation of armed robbers and at best “social rebels” and delinquents for Nigeria. The objective of this paper is not to provide a panacea to the afore-said problem; it is rather an attempt to examine the occupational training needs of Nigerian youths and some of the obstacles to vocational education programmes. Some planning and management issues that may have to be considered if such vocational needs are to be met are also analysed. The technicalities and other modalities involved in technical and vocational education do not fall within the realm of this paper and are therefore left for the experts to tackle.

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8

Godfrey, Martin. "Planning for vocational education, training and employment: a minimalist approach". International Journal of Manpower 18, n.º 1/2 (febrero de 1997): 206–27. http://dx.doi.org/10.1108/01437729710169346.

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9

Jovanović, Stevan y Biljana Stojanović-Jovanović. "Physiotherapy in contemporary higher vocational education". Sinteze, n.º 18 (2020): 65–78. http://dx.doi.org/10.5937/sinteze9-20811.

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In the last fifty years there has been a dramatic development and changes in all segments of the biomedical sciences which contributed to the development of expertise in the field of physiotherapy. While the aim of the first higher education cycle is training for basic skills required for independent practice, second education cycle should provide training in planning processes, projects, decision making, development of leadership skills, with the assessment process, as well as special physiotherapy knowledge and skills in selected areas and technologies. The formation and organization of joint master study programs related to the physiotherapy can be very interesting organizational model. This can be achieved by a greater degree of flexibility and adaptability of programs that stimulates the horizontal mobility of students within the European higher education area. The development of the physiotherapy profession was marked by a significant increase in the volume of knowledge and skills, so the World Confederation for Physical Therapy and its European region, developed a strategy according to which are necessary all three cycles of higher education.

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10

Steere, Daniel y Caroline DiPipi-Hoy. "Coordination in Transition Planning: The IEP/IPE Interface". Journal of Applied Rehabilitation Counseling 44, n.º 1 (1 de marzo de 2013): 4–11. http://dx.doi.org/10.1891/0047-2220.44.1.4.

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Effective planning for the transition of students with disabilities from school to adulthood requires coordination and collaboration among special education personnel, families, students, and adult service agency representatives. The state vocational rehabilitation agency is among the most important adult service entities that collaborate with schools for planning purposes. The special education and vocational rehabilitation systems, however, have different planning documents to guide service delivery. This article addresses the connection between the transition Individualized Education Program (IEP) and the Individualized Plan for Employment (IPE). The components of each planning document and how they should interfacefor students in transition are reviewed. In addition, the role of the Summary of Performance (SOP) document as a connection between the IEP and IPE is discussed. Finally, challenges to effective coordination between these planning documents are addressed.

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11

Noviah, Ema y Wardani Rahayu. "THE EVALUATION OF THE IMPLEMENTATION OF NATIONAL EDUCATION STANDARDS ON ANTECEDENT COMPONENTS IN SPECIAL OF VOCATIONAL HIGH SCHOOL". JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 6, n.º 1 (20 de febrero de 2020): 11–25. http://dx.doi.org/10.21009/jisae.061.02.

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The children's Special Correctional Institution (LPKA) on Tangerang City is one of the institutions that organizes the form of coaching Vocational High School (SMK). Implementation of education in Vocational High School must meet the minimum criteria in accordance with national education standards. Learning planning, educator qualifications and infrastructure is one of the components that exist in the national standard of education. This research aims to evaluate the quality of Lesson Plan (RPP) and assessment, educator qualifications, and infrastructure in the antecedent component of the Concatenate stake model in Special of Vocation High School. This research is an evaluative research with a qualitative approach. The method of data collection used in the form of interviews, documentation studies, and observations with the validity technique of data research results using the credibility by prologue engagement, persistent observation, and member checking. The results showed that educators first did not prioritize Learning Program Planning and its assessment, both lacking facilities of learning infrastructure, and all three educators who did not have a certificate of educators. Keyword: Antecedent component, evaluation, the children's Special Correctional Institution (LPKA)

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12

Chan, Catherine Y. P., S. F. Chan, K. Chan y W. C. Ip. "Business planning for the vocational education and training in Hong Kong". Quality Assurance in Education 14, n.º 3 (julio de 2006): 268–76. http://dx.doi.org/10.1108/09684880610678577.

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13

Yu, Gao. "Research Review and Hotspots Analysis of Vocational Education in China: Based on the Statistics of the Paper Output of the National Education Science Planning Project from 2015 to 2019". E3S Web of Conferences 253 (2021): 02073. http://dx.doi.org/10.1051/e3sconf/202125302073.

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Using the bibliometric method, the paper output of Vocational Education Project of the National Education Science Planning from 2015 to 2019 were analyzed statistically according to the project type, journal, author, institution and high-frequency keywords. The statistical results show that the number of papers supported by the National Project is superior to that of the Ministry of Education, which indicates that the scientific research team of the National Project has a strong strength. More than half of the papers were published in core journals. Researchers from universities and vocational colleges jointly constitute the most high-yield authors. High-yield institutions are mainly composed of universities, while the vocational colleges need to be strengthened. The research focuses on the integration of industry and education, modern apprenticeship, Double High Plan, foreign vocational education and training, etc.

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14

Du, Peiming y 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, n.º 1 (16 de octubre de 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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15

Sitlington, Patricia L. y Gary M. Clark. "Career/Vocational Assessment: A Critical Component of Transition Planning". Assessment for Effective Intervention 26, n.º 4 (julio de 2001): 5–22. http://dx.doi.org/10.1177/073724770102600402.

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16

Bohne, Christoph, Friedhelm Eicker y Gesine Haseloff. "Competence-based vocational education and training (VET)". European Journal of Training and Development 41, n.º 1 (3 de enero de 2017): 28–38. http://dx.doi.org/10.1108/ejtd-07-2016-0052.

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Purpose The purpose of this paper is to develop a vocational scientific constructivist concept meant for shaping competence-based and networked teaching and learning in vocational education and training (VET). Design/methodology/approach VET must enable learners to shape work within the context of conceptions based on the development of society. Refresher trainings cannot realise this. Concepts need a shaping competence-based and networked approach. Teaching and learning networks, learning projects and digital media are the keys to this approach. Findings The focus of the planned concept lies on shaping competence-based teaching and learning. This can be realised with innovative teaching and learning networks. Digital media can support this. The planned concept will be justified. The systematic planning of an exemplary learning project will be discussed. Practical implications This paper lays the ground to evaluate the relevance and range of shaping competence-based and networked teaching and learning. Originality/value The concept was (co-)developed by the University of Rostock. It was tested in first learning projects. These experiences are taken into account. The aim is to emphasise that the intended approach is a justified educational strategy in colleges, companies and other places of learning dealing with VET.

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17

Ruan, Zhi Gang y Yi Xue Ren. "Specialties Problems and Countermeasures in Higher Vocational Road and Bridge Engineering". Applied Mechanics and Materials 556-562 (mayo de 2014): 889–93. http://dx.doi.org/10.4028/www.scientific.net/amm.556-562.889.

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By analyzing the current situation of higher vocational road and bridge engineering setting in our country, this paper summarizes the problems existing in current professional settings. According to our country's vocational education development demand and road and bridge engineering industry needs, this paper puts forward improvement suggestions and countermeasures to various problems from the aspects of professional macro planning, the establishment of linkage mechanism of local education authorities and higher vocational colleges, and setting up professional evaluation mechanism.

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18

Blinov, V. I., A. I. Satdykov, I. S. Sergeev y N. F. Rodichev. "The methods of scenario designing for the development of regional systems of vocational education and training". Education and science journal 23, n.º 2 (13 de febrero de 2021): 11–38. http://dx.doi.org/10.17853/1994-5639-2021-2-11-38.

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Introduction. Despite the increasing importance of the vocational education and training systems in the developed countries, with rare exceptions, there are no strategic management tools adequate to the present context. The system of vocational education and training (VET), being a complex and multidimensional object, requires adequate approaches to manage its development. The present article demonstrates one of these approaches based on forecasting possible system states in the long term, identifying and comparing alternative development scenarios. The requirements for describing scenarios for the development of regional vocational education and training system, including the possible structure of the description and parameters of the scenarios, are presented and justified. The advantages of an approach to forecasting, based on a comprehensive qualitative description of possible states of the regional ecosystem of VET, are shown.The aim of the present article was to demonstrate a scientific approach to long-term forecasting of the development of vocational education and training.Methodology and research methods. The current research is based on the methodology of system analysis of social objects, using the methods of comparative analysis and modeling of social systems, scenario planning and expert methods.Results and scientific novelty. As a result of the research, a methodology for the scientific description of scenarios for the development of vocational education and training, under the influence of a set of probable factors, was developed. The novelty of the results lies in the possibility of constructing a number of alternative scenarios using relatively stable model modules.Practical significance. The research results can be applied in the process of strategic planning for the development of vocational education and training in the regions of the Russian Federation, as well as for the regional vocational education and training systems of other countries.

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19

Lesnikova, M. V. "Analysis of International Experiences in Constructing the Information System of Education Management in the Field of Technical and Vocational Education and Training". Statistics of Ukraine 85, n.º 2 (22 de agosto de 2019): 49–60. http://dx.doi.org/10.31767/su.2(85)2019.02.06.

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Education Management Information System (EMIS) is an organized group of information and documentation services that collects, stores, processes, analyzes and disseminates information on the planning and management of the education system. Each country tend to have own EMIS because of the differences in local systems of education and training. EMIS in the field of Technical and Vocational Education and Training (TVET), or TVET-MIS, is a consolidated EMIS for timely access to high quality information. The analysis showed that in all the countries under study the owner of EMIS in the field of vocational education is the Ministry of Education. Data is collected in the vast majority of countries, with exception of Brazil and Pakistan, from public vocational education institutions, and cover the formal education sector. Indicators contained in EMIS for professional (vocational) education provide the possibility of international comparisons, methodological soundness and simplicity of making statistical reports; they provide the user with the opportunity to generate the necessary information independently (an example is Open EMIS Core – TVET-MIS), form the extended database of registers with wide possibilities for searching the necessary information, tracing the trajectory of employment of graduates of professional (vocational) education institutions. These systems are characterized by: the availability of indicators of the effectiveness of the system of professional (vocational) education (examples are MLDS, Maryland and TVET-MIS – Career Tech, Ohio, USA), the coverage of professional (vocational) education institutions in public and private sectors, the successful coordination of the system of professional (vocational) education with the stakeholders (an example is NEMIS system in Pakistan), a comprehensive electronic system for collecting, managing and analyzing data from the system of professional (vocational ) education, despite economic instability in a country (an example is TAALIM system, Afghanistan), coverage of the informal professional (vocational) education sector, self-contained computerized data collection system that uses a centralized procedure for extracting primary data on one date for all institutions (an example is SISTEC system, Brazil).

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Kirikovich, T. E. y A. V. Kolyshkina. "The role of cloud technologies in digital transformation of education (on the example of secondary vocational education)". Informatics and education, n.º 8 (23 de noviembre de 2020): 25–36. http://dx.doi.org/10.32517/0234-0453-2020-35-8-25-36.

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The article describes the capabilities of cloud technologies (using the example of Google services) in implementing the target model of the digital educational environment and developing the first stage of digital transformation of education using the example of the general education course “Informatics” in secondary vocational education. The article substantiates the relevance of updating the content of educational programs of secondary vocational education in accordance with the requirements of the digital economy in the context of the implementation of Federal State Educational Standards of Secondary Vocational Education for 50 most demanded in the labor market, new and promising professions and specialties (FSES of Secondary Vocational Education for TOP-50). The novelty of the work in the context of digital transformation of secondary vocational education is shown. The relationships between the didactic capabilities of cloud technologies and the types of educational activities of students and the requirements of digital transformation of education are analyzed. A comparative analysis of the functional support of the components of the target model of the digital educational environment by means of cloud technologies is carried out. The experience of organizing the training of students of the Perm Commerce and Technology College in the groups of the profession “Cook, Pastry Chef” in the framework of the general educational discipline “Informatics” based on the use of cloud technologies as a model of a digital educational environment in the formation of general and subject competences is presented. In the presented experience, cloud technologies (Google services) are considered as the main and as an auxiliary didactic tool in the context of general functionality of Google services, types of didactic tasks for open source software, approximate thematic planning in the subject of “Informatics” for secondary vocational education. The results of the work can be useful to scientists, teachers and methodologists of higher and secondary vocational education, and can also be used directly by teachers of the course “Informatics” in secondary vocational education.

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Stoychyk, Tetyana. "STANDARDIZATION IN THE SYSTEM OF VOCATIONAL EDUCATION AND TRAINING". Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, n.º 1 (7) (2018): 66–69. http://dx.doi.org/10.17721/2415-3699.2018.7.18.

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The question of standardization of education as a component of determining the level of its quality is considered on the basis of regulation mechanisms and evaluative technologies – state attestation and accreditation of educational institutions. The attempt to streamline the conceptual apparatus of the current legislation in the field of vocational education in accordance to the requirements of modernity in particular includes the terms "standard", "state social standards", "standard of education", "state standard of vocational (vocational) education", "service of education" ; certain objects of standardization (the content of vocational education and its formation system); forms and periodicity of checking the level of knowledge, skills and professional qualifications of students, students of vocational education institutions; means of qualification certification of graduates; educational and planning documentation. It is emphasized the importance of introducing into the system of vocational education such concepts as "state standard" and "professional standard". The author's vision of improvement of the current legislation is proposed by specifying the tasks of professional education in the light of the draft Law of Ukraine "About vocational education"; directing efforts to systematically support the image of an educational institution, ensuring high results of doing, adherence to the requirements of the implementation of the state plan and the placement of graduates; development of the state standards of vocational education for each working profession on the basis of a competent approach. It is determined that other components of educational activity - management, financial-economic and commercial-production – need to be standardized. The ways of further improvement of the professional world system are proposed: approximation of the content of the state standards of the VET to the requirements of employers, dynamic response to socio-demographic challenges, work on increasing the prestige of the workers 'professions, licensing of workers' professions and certification of UPTE.

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Bertram, Mark y Louise Howard. "Employment status and occupational care planning for people using mental health services". Psychiatric Bulletin 30, n.º 2 (febrero de 2006): 48–51. http://dx.doi.org/10.1192/pb.30.2.48.

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Aims and MethodThe aim of the study was to identify the employment rates of people using local mental health services and examine any evidence in care plans for vocational or occupational interventions. We investigated case notes retrospectively.ResultsA total of 297 case notes were examined: 88% of the patients were unemployed, but there was evidence of documentation relating to vocational needs in only 18% of out-patients; 8% in patients of community mental health teams; and 39% in acute wards; 8% of patients were engaged in work schemes; 10% of patients were in education; and 9% were engaged in vocational interventions with their care coordinator; the latter was less likely if the patient was from a Black or minority ethnic group (OR=2.44, 95% CI 0.18–1.05).Clinical ImplicationsDespite high rates of unemployment, patients with psychiatric disorders are not referred for vocational interventions. Growing professional awareness of vocational possibilities for patients with severe mental illness should mean that many patients could return to competitive employment and return to mainstream society.

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Mohd Ishar, Mohamad Izzuan, Wan Muhamad Faiz Wan Derahman y Yusri Kamin. "Practices and Planning of Ministries and Institutions of Technical and Vocational Educational Training (TVET) in Facing the Industrial Revolution 4.0 (IR4.0)". Malaysian Journal of Social Sciences and Humanities (MJSSH) 5, n.º 3 (28 de marzo de 2020): 47–50. http://dx.doi.org/10.47405/mjssh.v5i3.374.

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This article is a concept paper on the practice and planning of ministries and educational institutions of technical and vocational training (TVET) in facing the industrial revolution 4.0 (IR 4.0). In line with the changes of the era, all sectors are changing including the technical and vocational education (TVET) sector. This makes the education system meet the demands of the industry in line with industry developments that emphasize the use of technology and cyber-physical systems in carrying out daily activities. The objective of this review is to identify current practices and planning of ministries and institutions of technical vocational education and training (TVET) in the face of IR 4.0. Besides, the education ministry's emphasis on the pillar of technological advancement in learning such as the Internet of things (IoT), cybersecurity, 3D printing, and others helped TVET students apply and prepare themselves for industry change 4.0. The response to TVET lessons has received a positive response among Malaysians as a platform for industry change 4.0. Therefore, all the planning and practices in TVET lessons will give the graduate more focus on improving the quality of the job market.

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Priambudi, Puguh, Fitri Nur Mahmudah y Edhy Susatya. "MANAGEMENT OF INDUSTRIAL CLASS IN VOCATIONAL EDUCATION". JURNAL PENDIDIKAN TEKNOLOGI KEJURUAN 3, n.º 2 (3 de junio de 2020): 87–97. http://dx.doi.org/10.24036/jptk.v3i2.6823.

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This study aims to describe the management of industrial classes in SMK Muhammadiyah 2 Ajibarang. This research uses a qualitative type with a case study approach. Research subjects were the deputy head of public relations, the deputy head of the curriculum, the head of the engineering engineering program, the head of the light vehicle engineering program and the head of the motorcycle engineering expertise program. Place of research at SMK Muhammadiyah 2 Ajibarang. Data collection techniques using interviews, observation, and documentation. The collected data were analyzed with the model of Miles, Hubermen, and Saldana. Research data 1) Industrial class planning includes aspects of students carried out by industry and schools as the organizer. The human resource aspect is carried out by means of instructor training organized by industry to increase knowledge about the industry. The curriculum aspect is carried out by synchronizing the school curriculum with the industrial curriculum, then the aspect of infrastructure facilities is carried out by industry and schools with industrial involvement in the form of setting industry class standards and procuring infrastructure and forms of school involvement in the form of procurement. 2) The implementation of industrial classes includes learning that is adjusted to the established curriculum and the internship carried out in the industry. 3) evaluation which includes evaluating student learning outcomes, in the form of students getting certificates from the industry and evaluating the implementation of industrial classes in the form of internal meetings and visits made by schools to industry and industry to schools

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Oxtoby, Robert. "Planning Technical and Vocational Education and Training in Developing Countries: editorial introduction". Vocational Aspect of Education 45, n.º 3 (enero de 1993): 195–200. http://dx.doi.org/10.1080/0305787930450301.

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Turner, John. "Planning Technical and Vocational Education and Training: the case of Namibia[1]". Vocational Aspect of Education 45, n.º 3 (enero de 1993): 285–97. http://dx.doi.org/10.1080/0305787930450308.

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Alblas, Art H., Wout van den Bor y Arjen E. J. Wah. "Developing the environmental dimension of vocational education". International Research in Geographical and Environmental Education 4, n.º 2 (agosto de 1995): 3–19. http://dx.doi.org/10.1080/10382046.1995.9964969.

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Samoilenko, Oksana, Olexandra Dubaseniuk y Svitlana Levchenko. "FEATURES OF THE IMPLEMENTATION OF PROGRAMMES FOR THE DEVELOPMENT OF VOCATIONAL (VOCATIONAL AND TECHNICAL) EDUCATION INSTITUTIONS". Educational Analytics of Ukraine, n.º 1 (2021): 81–92. http://dx.doi.org/10.32987/2617-8532-2021-1-81-92.

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Vocational (vocational and technical) education is a component of the Ukrainian system of education, where a person can acquire knowledge, skills and abilities in a particular occupation. A prerequisite for the development of such education is to ensure that its content corresponds to the needs and challenges of modern society. It responds to the demands of the labor market in the need for personnel for the economy and at the same time remains an important part of the education system. The article presents the results of a study of the peculiarities of the implementation of programs for the development of vocational (vocational and technical) education institutions. It is established that a major barrier to the development of such programs is a lack of awareness among managers and teachers of the organization and planning of project activities and cooperation with donors, attracting crowdfunding platforms for additional funding sources. It was found that vocational (vocational and technical) education institutions need additional funding to update and modernize the material, computer and software facilities, as well as improved mechanisms to encourage teachers to adopt innovative learning technologies and students to succeed. Prospects for the development of institutions based on crowdfunding as an effective tool for attracting additional financing from alternative sources are outlined. The need for a broad educational campaign among the heads of vocational (vocational and technical) education institutions on the dissemination of information on these opportunities and practical measures to develop the necessary skills in the use of crowdfunding tools is justified.

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Prayoga, Ari, Jaja Jahari y Mutiara Fauziah. "Manajemen Program Vocational Life Skill Pondok Pesantren". J-MPI (Jurnal Manajemen Pendidikan Islam) 4, n.º 2 (30 de diciembre de 2019): 97. http://dx.doi.org/10.18860/jmpi.v4i2.8093.

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Archiving and reporting of the progress of the implementation of vocational programs have not been implemented properly so that the evaluation phase was not well coordinated. Pesantren in its development are not only religious education institutions but also functioned as non-formal education to educate and guide students to have vocational life skills that match their interests and talents. This study aims to uncover the processes of planning, organizing, implementing and monitoring life vocational programs at Baitul Hidayah Islamic Boarding School in Bandung. The research method used is qualitative. The results showed; first, planning is carried out at the beginning of the academic year of pesantren learning; secondly, organizing was divided into 3 coordinators: agriculture and animal husbandry, electricity and water engineering mechanics, buying and selling and trading; third, the implementation is carried out by giving field assignments directly by tutors to students consisting of 80% practice and 20% theory; fourth, supervision is carried out by the field coordinator through the achievement of field assignments and oral and written reports from each field by students.

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Fiebig, Jennifer Nepper, Barbara L. Braid, Patricia A. Ross, Matthew A. Tom y Cara Prinzo. "Hispanic Community College Students: Acculturation, Family Support, Perceived Educational Barriers, and Vocational Planning". Community College Journal of Research and Practice 34, n.º 10 (11 de agosto de 2010): 848–64. http://dx.doi.org/10.1080/10668926.2010.491995.

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ERNST, FRIEDHELM. "Problems of UNRWA School Education and Vocational Training". Journal of Refugee Studies 2, n.º 1 (1989): 88–97. http://dx.doi.org/10.1093/jrs/2.1.88.

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Fauziah, Nur. "Kompetensi Manajerial Kepala Sekolah Dalam Mengembangkan Pendidikan Agama Islam Berwawasan Multikultural". J-MPI (Jurnal Manajemen Pendidikan Islam) 3, n.º 1 (14 de enero de 2019): 10. http://dx.doi.org/10.18860/jmpi.v3i1.6250.

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The purpose of this study was to describe and analyze about: 1) Principal planning in developing multicultural Islamic religious education in the 1 Kademangan Vocational High School (SMKN). 2) The process of organizing school principals in applying multicultural Islamic religious education at 1 Kademangan Vocational High School. 3) Implementation Procedure of the principal in developing multicultural Islamic religious education at 1 Kademangan Vocational High School. 4) Control of principals in developing multicultural Islamic religious education in 1 Kademangan Vocational High School. The type of research conducted is qualitative research with a qualitative descriptive approach. This study focuses on managerial competencies of principals in developing multicultural Islamic religious education in 1 Kademangan Vocational High School. For data collection techniques, researchers conduct interviews, documentation and direct observation. While the analysis of the data used in this study is the data analysis technique of the Spradley model or better known as Cyclic mode. The results found by researchers in the field are planning processes, goals must be made clearly because it is used as a guideline for activities that reinforce the direction and effort of activities and facilitate in obtaining the support of resources and competencies in both the organization and the environment. Organizing is organized on the basis of predetermined objectives and formal formal mechanisms in the organizational structure that reflect the needs and optimization of existing resources in a good organization. At the stage of implementing the communication skills of the school principal also determines the course of effective management. The supervision process becomes an important part that is directly related to considering changes in procedures, policies, and even organizational goals.

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King, Lesley. "The Continuing Vocational Education training needs of records management practitioners". Library and Information Research 20, n.º 66 (26 de octubre de 2013): 52–59. http://dx.doi.org/10.29173/lirg391.

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Continuing professional development is a term regularly used and accepted in today's professional environment, and a concept recognised by the Higher Education Funding Council for England (HEFCE). In 1995 it established its CVE initiatives, and made funding available to organisations wishing to pursue related research and activities. The Department of Information and Library Management (DILM) at the University of Northumbria at Newcastle (UNN),was successful in attracting some of this funding, over a four year period. The first year's funding was used for this survey of records management practitioners in England, to assess their training and education needs in relation to CVE and to begin planning for training provision to meet the needs identified.

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Maulana, Rizkia Rahmani, Suparno Suparno y Ana Hardiana. "Strategi Desain Konsep Permakultur pada SMK Pertanian di Kabupaten Grobogan". ARSITEKTURA 17, n.º 2 (31 de octubre de 2019): 169. http://dx.doi.org/10.20961/arst.v17i2.24152.

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Grobogan Regency is one of the regions that has high agricultural potential. However, the existing educational facilities cannot accommodate all existing communities. Education in agriculture is found as lacking where not all regions who potentially in agriculture have agriculture-based educational institutions. Agricultural Vocational High School with the concept of permaculture in Grobogan provides five departments in agriculture with a three-year study period. Planning method in this design using planning, programming and designing which related to permaculture concept. Permaculture is the basis for ecological and independent building design by emphasizing the main principles of permaculture; energy planning, energy cycle, scale, biological sources and related locations that are in accordance with the needs of the education and agriculture regions. Design of agricultural vocational school emphasizes on zoning in building and sector. The result of the school design is to create an independent school area with maximum energy planning and to display related agricultural school buildings.

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Gleason, Gregory. "Educating for underdevelopment: The soviet vocational education system and its central Asian critics". Central Asian Survey 4, n.º 2 (enero de 1985): 59–81. http://dx.doi.org/10.1080/02634938508400503.

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Wehman, Paul y M. Sherril Moon. "Critical Values in Employment Programs for Persons with Developmental Disabilities: A Position Paper". Journal of Applied Rehabilitation Counseling 18, n.º 1 (1 de marzo de 1987): 12–16. http://dx.doi.org/10.1891/0047-2220.18.1.12.

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The purpose of this paper is to delineate a number of important values which are essential in effective employment programs for persons with developmental disabilities. There are many efforts occurring nationally to create new vocational programs for disabled persons and hence it is necessary to articulate key aspects of meaningful employment programs. This paper identifies the following nine values: (a) employment in integrated settings, (b) decent pay, (c) the need for vocational choices, (d) avoiding “charity” work, (e) vocational training to reflect local labor needs, (f) parent involvement in planning, (g) parent education relative to social security laws, (h) community-based vocational training, and (i) systematically planned transition. These values are described and examples are given of each.

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Ahmed, Iqbal, Muhammad Saeed y Zahid Ullah. "A qualitative study of factors influencing service-learning implementation in vocational education field of Pakistan: Teachers’ perspectives". Liberal Arts and Social Sciences International Journal (LASSIJ) 5, n.º 1 (14 de abril de 2021): 55–74. http://dx.doi.org/10.47264/idea.lassij/5.1.5.

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Service-learning is an emerging pedagogical method generating effective outcomes. However, its long-term outcomes are contingent on plausible planning, realistic target designing, and pragmatic execution and implementation. This study, drawing on elementary school teachers’ views from the Punjab regions of Pakistan, attempts to explore the factors influencing service-learning implementation in the vocational field. Data were collected through semi-structured interviews from 30 teachers from different regions of the Punjab province who had participated in service-learning projects. Study samples were selected through the purposive sampling technique. Thematic analysis technique was used for data analysis. The analysis process included data coding, categorizing, and clustering the categories into themes. The findings showed that planning, training and orientation, student placement, duration, collaboration, and reflection were major influencing factors of service-learning implementation in vocational education in Pakistan.

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Farmer, Edgar I., Raymond G. Taylor, Hyunyoung Kim y Yacouba Konate. "Planning for an Evaluation of a National Vocational Education Program in a Developing Nation". New Horizons in Adult Education and Human Resource Development 8, n.º 1 (enero de 1994): 4–10. http://dx.doi.org/10.1002/nha3.10053.

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Li, Wei y Jie Huang. "Planning and Development of Higher Vocational Education Institutions in China: Problems and New Policies". Journal of Global Policy and Governance 1, n.º 1 (6 de octubre de 2012): 109–15. http://dx.doi.org/10.1007/s40320-012-0010-3.

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Perić, Julia, Sunčica Oberman Peterka y Željka Getoš. "The role of vocational education in developing entrepreneurial competences of students". Ekonomski pregled 71, n.º 5 (2020): 463–92. http://dx.doi.org/10.32910/ep.71.5.2.

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Entrepreneurship is defined as one of key lifelong competences and it represents ability to turn ideas into real projects. As such, it includes creativity, initiative, taking responsibility, taking risks, planning and managing projects. The development of entrepreneurial competences via formal education has become a priority for governments of a large number of European countries. Many EU documents emphasize the importance of investing into education that focuses on the development of entrepreneurial competences, as it directly affects students’ employment. However, this guideline represents a new challenge for the educational system – the need to change educational programs and organize them so that they influence the development of entrepreneurial competences, which enables students to become more employable and to cope with uncertainty, complexity and dynamics of the labor market. High unemployment rate of young people and challenges and demands of the labor market have led to a debate about the effectiveness and efficiency of educational programs at all levels. In this context, effectiveness and quality of vocational education and training (VET) are particularly important, since most vocational school students, after finishing secondary level, will not continue towards tertiary education, but will rather find themselves on the labor market. Therefore, vocational education should focus on the development of such skills (generic competences and vocational qualifications) that will correspond to the needs of the labor market, thus enabling easier and faster employment. The main purpose of this paper is to determine the extent to which vocational education contributes to development of students’ entrepreneurial competences. The data used in this paper comes from a survey that covered 1272 students from 15 secondary vocational schools in Osijek-Baranja County, one of the most underdeveloped regions in Croatia. The analysis of the results has shown that there is a positive correlation between extracurricular activities and entrepreneurial environment with the level of students’ entrepreneurial competences. No correlation between the formal educational program and the level of entrepreneurial competences has been found. The findings of this research may serve as the basis for the development of vocational education programs that would include and meet the labor market demands, thus increasing students’ employability.

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Sós, Tamás. "The European Dimensions of Vocational Training". Acta Technologica Dubnicae 5, n.º 3 (1 de diciembre de 2015): 24–47. http://dx.doi.org/10.1515/atd-2015-0069.

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AbstractThe research examined the connection between vocational education, training and the world of work, and the social situation in Hungary in a European outlook. The accentual issues of the analysis disclosing the problem are: youth unemployment, the tendencies of secondary vocational education, proportions of enrollment and the features of training tendencies, the growing number of early dropouts, the effect of family background on student performance. This work tried to find the answer to the question: What variations have the changes in the regulations of vocational training, encouraging dual education brought on in the connection between trainers and work places? The research did not prove that the central vocational training system would be more effective than a varied, flexible, permeable, transparent decentralized operation with parts built on each other. The introduction of the complex exam overshadowed the evaluation of the competency areas, and fits less to the modularity of the framework curricula. With the legal regulation of vocational training in force the modular system has become a formality. Taking prior knowledge into account has become more difficult. The efficiency of professional structural decisions is questionable, it has not triggered the extension of employment among career starters, and does not mean a guarantee of finding a job either. Creating the motivation of economic role players may bring on steps forward to take up bigger tasks in vocational training. The research has confirmed the importance of improving the basic competency areas when planning vocational training, of life-long learning, of practice orientation, and also of the continuous connection with the labor market.

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Xun, Haipeng. "Construction of Internal Quality Assurance System in Undergraduate Level Vocational Colleges". Lifelong Education 9, n.º 7 (8 de diciembre de 2020): 189. http://dx.doi.org/10.18282/le.v9i7.1511.

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With the continuous development and progress of modern society, people pay more attention to the quality construction in the field of education. The continuous development of education reform, to a certain extent, provides more abundant teaching methods for the field of higher education in the new era, but it also means that higher education teaching is facing greater challenges. Therefore, higher vocational colleges should constantly improve the curriculum teaching planning of relevant majors according to the development situation of modern society and the latest teaching standards of education reform, build a more targeted quality assurance system, and provide sufficient guarantee for improving the quality of personnel training in an all-round way.

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Pehlke-Milde, Jessica, Jutta Beier, P. H. Friederike zu Sayn-Wittgenstein y Valerie Fleming. "Vocational analysis of health care professions as a basis for innovative curricular planning." Nurse Education Today 26, n.º 3 (abril de 2006): 183–90. http://dx.doi.org/10.1016/j.nedt.2005.09.023.

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Syriopoulou Delli, Christine K., Ioanna Papavassiliou Alexiou y Dimitra Karampilia. "Review on Vocational Training and Employment of Individuals with Autism Spectrum Disorder". Journal of Educational and Developmental Psychology 6, n.º 2 (8 de septiembre de 2016): 84. http://dx.doi.org/10.5539/jedp.v6n2p84.

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Organizations have developed programs for the vocational training of adults with Autism Spectrum Disorder (ASD). Some programs reflect trends in the labor market. The interest of policy planning is focused on social perceptions and successful social and vocational inclusion.Aim is the review of programs for vocational training and education-to-employment transition for adults with ASD and the provision of a critical evaluation of their results.The study entailed a review of the relevant literature, starting from the 1980s, since before that time there had been no systematic state provision of vocational training. The inclusion criteria for the study were: (a) the sample included adults diagnosed with ASD, (b) the programs included interventions for vocational training and inclusion, models for teaching vocational and social skills in the context of supported employment.Study revealed interesting findings related to vocational training and the inclusion prospects for adolescents and adults with ASD, which could further influence social protection planning and support measures for them. It showed that educational policy in the last ten years has included the vocational training and inclusion of individuals with ASD and, therefore, more flexible programs and alternative forms of independent living are being developed for them.Social mentality plays significant role for the social and vocational inclusion of adults with ASD. Some steps might be opportunities for participation in vocational programs, their enrichment, vocational counseling and guidance, opportunities for continuous development of working skills along with INSET and counseling, financial support to employees and a consistent policy towards vocational inclusion.

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Rajović, Jelena y Milica Spasić-Stojković. "English for specific purposes in the curriculum of vocational secondary schools". Bastina, n.º 51 (2020): 157–77. http://dx.doi.org/10.5937/bastina30-26741.

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The curriculum is the starting point for effective teaching planning. The outcome of the teaching process in secondary vocational schools depends, to a large extent, on the conception of the curriculum prescribed by state bodies, which is the case with most countries of the Western Balkans, including Serbia. The paper deals with the issue of English for specific purposes in secondary vocational schools, the representation of English for specific purposes in the curriculum of secondary vocational schools in Kosovo and Metohija, which are under the jurisdiction of the Ministry of Education, Science and Technological Development of the Republic of Serbia. The research describes approaches to curriculum development and planning for English for specific purposes. The analysis of plans and programs for the English language showed that the needs of students of vocational secondary schools of technical orientation in terms of English for specific purposes are not fully met. The research defines the components that are important to include in order to harmonize goals, forms and educational activities that will improve students' knowledge and prepare them for future professional roles.

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Mustafa, Usman, Kalbe Abbas y Amara Saeed. "Enhancing Vocational Training for Economic Growth in Pakistan". Pakistan Development Review 44, n.º 4II (1 de diciembre de 2005): 567–84. http://dx.doi.org/10.30541/v44i4iipp.567-584.

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Training in general and skills development in particular, not only play a vital role in individual, organisational and overall national economic growth but are integral part of Human Resource Development (HRD). Skill development may be defined as a process to acquiring and sharpening capabilities to perform various functions associated with their present and future roles [Tripathi (2003)]. Moreover, literature suggests that human capabilities can be improved through better education and training [Haq (2002)]. Enhanced skills enable individuals to be more productive and spawn more money. It not only raises the rate of return on investment and increases employability but also ensures the implementation of various development projects in the time [Booth and Snower (1996) and O’Conner and Lunati (1999)]. To summarise, vocational education and training are indispensable instruments for improving labour mobility, adaptability and productivity, thus contributing to enhancing firms’ competitiveness and redressing labour market imbalances [Cailods (1994)].

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47

Ümarik, Meril, Krista Loogma y Külliki Tafel-Viia. "Restructuring vocational schools as social innovation?" Journal of Educational Administration 52, n.º 1 (28 de enero de 2014): 97–115. http://dx.doi.org/10.1108/jea-08-2012-0100.

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Purpose – The purpose of this paper is to conceptualize the implementation of educational reform processes by applying the concept of social innovation. The paper proposes a model of social innovation and test its applicability in the context of Estonian vocational education reform using two case studies of the school re-organization as an example. Design/methodology/approach – A case study approach has been applied in the empirical study. Different data collection methods have been used including semi-structured interviews with the various change actors, observations and analysis of written documents. Findings – The integrated model of social innovation proved to be a fruitful analytical tool. By focusing on five central aspects – the trigger of change, central change agents, social mechanisms facilitating the adoption of change, implications and social gains – it was possible to explain two school re-organization processes and the reasons behind their success or complications. Practical implications – The analysis of the cases outlined some lessons that can be learned for the future planning and implementation of school reforms. School changes are more easily adopted if actors experience it as useful and rational, school staff are involved in the process as early as possible and the adoption is facilitated by building certain social mechanisms and network structures into the policy implementation process. Originality/value – The paper makes a contribution to the literature on educational reform by applying the concept of social innovation. Up until now, the concept of social innovation has remained rather underused to explain the process of implementing and adopting reforms, and in particular, it is rarely used in the context of analyzing educational reforms.

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Djafar, Suarti, Nadar Nadar y Arwan Arwan. "INCREASING THE MATHEMATICIS LEARNING THROUGH THE DEVELOPMENT OF VOCATIONAL MATHEMATICS MODULES OF STKIP MUHAMMADIYAH ENREKANG". Edumaspul - Jurnal Pendidikan 3, n.º 1 (2 de abril de 2019): 69–79. http://dx.doi.org/10.33487/edumaspul.v3i1.90.

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This research is Classroom Action Research which will be carried out in two cycles and through several stages in each cycle, namely planning, implementing actions, observing and reflecting. The purpose of this study was to determine the increase in mathematics learning outcomes of STKIP Muhammadiyah Enrekang students through the development of vocational mathematics modules. The subjects of this study were the fourth semester students of the 2018/2019 academic year study program in mathematics, totaling 10 people. The data collection technique that will be used is a test of student learning outcomes conducted at the end of each cycle, observation, reflection and student responses. The implementation plan begins with asking questions, thinking together and answering; 2) Application of the development of vocational mathematics modules about improving the learning outcomes of the mathematics education study program STKIP Muhammadiyah Enrekang. The goals and objectives of education held at the mathematics education study program of STKIP Muhammadiyah Enrekang can be achieved well, in order to produce vocational math modules for mathematics education study programs.

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Sugiyanto, S., S. Slamet y S. Sugiyono. "PENGEMBANGAN KOMPETENSI PROFESIONAL BERKELANJUTAN DOSEN VOKASI PADA PENDIDIKAN VOKASIONAL DI LAMPUNG". Jurnal Pendidikan Vokasi 6, n.º 3 (24 de diciembre de 2016): 292. http://dx.doi.org/10.21831/jpv.v6i3.10967.

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Tujuan penelitian ini adalah menghasilkan model pengembangan kompetensi profesional berkelanjutan bagi setiap dosen vokasi (PKPB-DV) agar memiliki kompetensi untuk dapat menjalankan tugas pokok dan fungsinya. Metode penelitian dan pengembangan digunakan untuk menjawab pertanyaan penelitian, dengan subjek penelitian pegawai, pimpinan perguruan tinggi, dosen yang ditentukan secara purposif. Data dikumpulkan dengan pedoman wawancara dan angket serta dianalisis secara deskripsi kualitatif. Hasil penelitian menunjukkan bahwa model pengembangan kompetensi berkelanjutan memiliki empat unsur yaitu: (1) perencanaan berisi analisis karakter dosen vokasi, analisis kebutuhan dosen vokasi, pemilihan intervensi sarana, prasarana dan biaya, (2) pengorganisasian berisi mekanisme PKPB-DV, susunan organisasi mencakup keterlibatan individu dan tugas lembaga, koordinasi kegiatan mencakup kerjasama research danpenugasan oleh lembaga, (3) pelaksanaan meliputi tempat PKPB-DV, waktu pelaksanaan PKPB-DV, pemberian intervensi, pemberian bimbingan dan motivasi, dan (4) pengendalian yang berisi standar PKPB-DV.Kata kunci: model pengembangan, kompetensi professional berkelanjutan, dosen vokasi CONTINUING PROFESSIONAL COMPETENCE DEVELOPMENT OF VOCATION LECTURERS ON VOCATIONAL EDUCATION IN LAMPUNGAbstractThis study aims to produce a model of continuing professional competence development of vocational lecturer (CPCD-VL) to have a competence to do their duties. The research and development methods are used to answer research questions with research participants consisting of administration staffs, university leaders, and lecturers that are determined purposively. Data were collected by interviews and questionnaires and analyzed by qualitative description. Results show that the model of continuing professional competence development has three elements, namely: (1) planning, an analysis of the character of vocational lecturers; needs analysis of vocation lecturer, and planning of the facilities, infrastructure and costs, (2) organization provides a mechanism of CPCD-VL, the organizational structure includes individual engagement and task organization, coordination of the activities include collaboration research and assignment, (3) implementation including CPCD-VL, the execution time of CPCD-VL, providing interventions, providing a guidance and motivation, and (4) control containing the standard of CPCD-VL.Keywords: development model, continuing professional competency, vocational lecturer

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Kurniasih, Kurniasih y Dyah Maya Nihayah. "Human Resources Planning Strategy at Vocational High School in Tegal Regency". Economics Development Analysis Journal 7, n.º 3 (2 de agosto de 2018): 330–38. http://dx.doi.org/10.15294/edaj.v7i3.24756.

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Industri pengolahan merupakan sektor dengan kontribusi tertinggi terhadap PDRB di Kabupaten Tegal. Namun banyaknya industri yang direfleksikan dengan terjadinya proses industrialisasi tidak dapat menyerap tenaga kerja di pasar tenaga kerja. Pengangguran di Kabupaten Tegal menduduki peringkat tertinggi di Jawa Tengah dengan tingkat pengangguran yang didominasi oleh lulusan Sekolah Menengah Kejuruan (SMK). Oleh karena itu tujuan penelitian ini adalah untuk menyusun strategi perencanaan SDM pada SMK di Kabupaten Tegal. Metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif dengan alat Analytical Hierarchy Process (AHP). Variabel yang digunakan dalam penelitian ini adalah sumber daya manusia; fasilitas; kelembagaan dan birokrasi; dan kemitraan. Hasil penelitian menggunakan AHP menunjukkan bahwa kriteria tenaga kependidikan merupakan aspek yang paling diprioritaskan. Kemudian aspek selanjutnya yang perlu diperhatikan atau menjadi prioritas adalah manajemen kurikulum yang inovatif, penempatan PKL siswa dan perlunya penyesuaikan kebutuhan industri dengan kompetensi keahlian. Berdasarkan prioritas tersebut, dalam upaya perencanaan Sumber Daya Manusia pada SMK di Kabupaten Tegal perlu adanya perbaikan tenaga pendidik, inovasi kurikulum yang relevan dengan dunia usaha dan industri agar lulusan yang ada menjadi lulusan yang berkompeten dan berdaya saing. The manufacturing is the sector with the highest contribution to GRDP in Tegal regency. However, the number of industries reflected in the industrialization process cannot absorb labor in the labor market. Unemployment in Tegal regency is ranked highest in Central Java with unemployment rates dominated by graduates of Vocational High School (SMK). Therefore, the purpose of this research is to formulate the strategy of human resource planning at SMK in Kabupaten Tegal. The method used in this research is a qualitative descriptive method with the Analytical Hierarchy Process (AHP) tool. The variables used in this study are human resources; amenities; institutions and bureaucracy; and partnerships. The results of the study using AHP indicate that the criteria of education personnel are the most priority aspects. Then the next aspects that need to be considered or become a priority are the innovative curriculum management, student placement of PKL and the need to adjust the needs of industry with the competence of expertise. Based on these priorities, in the effort of human resource planning at SMK in Tegal regency need improvement of education, curriculum innovation relevant to the business world and industry so that existing graduates become competent and competitive graduates.

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