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Artykuły w czasopismach na temat „Vocational Education Policy”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 1 lutego 2022

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1

-, Yasdin, Amirullah Abduh, Bakhrani Abdul Rauf, Edi Suhardi Rahman, and Mithen Lullulangi. "Uncovering the Challenge of Vocational Education Policy." Education, Language and Sociology Research 2, no. 3 (August 18, 2021): p78. http://dx.doi.org/10.22158/elsr.v2n3p78.

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This study aims to describe the challenges faced by educational actors in developing vocational education mainly in the political perspective of vocational education. This research is a qualitative research. Data were collected using open interviews with 16 participants. Participants in this study came from the government, schools, industry, professional associations, media, the community, and non-governmental organizations. The results showed that the interest groups in vocational education faced four challenges in the development of vocational education. The challenges are in the form of bur

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Mulder, Martin. "Agricultural Education and European Vocational Education Policy-making." Journal of Agricultural Education and Extension 21, no. 4 (August 8, 2015): 289–92. http://dx.doi.org/10.1080/1389224x.2015.1063806.

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Winch, Christopher. "Vocational and Civic Education: Whither British Policy?" Journal of Philosophy of Education 46, no. 4 (November 2012): 603–18. http://dx.doi.org/10.1111/j.1467-9752.2012.00880.x.

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Chalapati, Nakarin, and Supaporn Chalapati. "Building a skilled workforce: Public discourses on vocational education in Thailand." International Journal for Research in Vocational Education and Training 7, no. 1 (April 29, 2020): 67–90. http://dx.doi.org/10.13152/10.13152/ijrvet.7.1.4.

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Context: Thailand is now facing skilled labour shortages, which has prevented the country from achieving significant economic progress. This paper examines Thailand’s vocational education policy discourses from 1992 to 2014 and how such policies were discussed to build the country’s skilled labour force.Approach:This study utilised a qualitative approach, using documentation analysis as a key research method. We also used data triangulation and thematic analysis to categorise the public discourses. In order to examine the vocational education policy discourses in Thailand, secondary data such

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Chalapati, Nakarin, and Supaporn Chalapati. "Building a skilled workforce: Public discourses on vocational education in Thailand." International Journal for Research in Vocational Education and Training 7, no. 1 (April 29, 2020): 67–90. http://dx.doi.org/10.13152/ijrvet.7.1.4.

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Context: Thailand is now facing skilled labour shortages, which has prevented the country from achieving significant economic progress. This paper examines Thailand’s vocational education policy discourses from 1992 to 2014 and how such policies were discussed to build the country’s skilled labour force.Approach:This study utilised a qualitative approach, using documentation analysis as a key research method. We also used data triangulation and thematic analysis to categorise the public discourses. In order to examine the vocational education policy discourses in Thailand, secondary data such

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McCulloch, Gary. "Policy, politics and education: the Technical and Vocational Education Initiative." Journal of Education Policy 1, no. 1 (January 1986): 35–52. http://dx.doi.org/10.1080/0268093860010104.

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Hodge, Steven, John Holford, Marcella Milana, Richard Waller, and Susan Webb. "Adult education, vocational education and economic policy: theory illuminates understanding." International Journal of Lifelong Education 39, no. 2 (March 3, 2020): 133–38. http://dx.doi.org/10.1080/02601370.2020.1747791.

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Swailes, Stephen, and Simon Roodhouse. "Vocational Qualifications and Higher Education: Some Policy Issues." Policy Futures in Education 2, no. 1 (March 2004): 31–52. http://dx.doi.org/10.2304/pfie.2004.2.1.7.

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Toner, Phillip, and Robert Dalitz. "Vocational education and training: theterra incognitaof innovation policy." Prometheus 30, no. 4 (December 2012): 411–26. http://dx.doi.org/10.1080/08109028.2012.746412.

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Akinyemi, K. "Aligning practice with policy in vocational-technical education." Vocational Aspect of Education 39, no. 102 (April 1987): 15–18. http://dx.doi.org/10.1080/10408347308002811.

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James, Nsoh Adogpa. "Technical-vocational education and language policy in Ghana." International Journal of Educational Administration and Policy Studies 7, no. 1 (February 28, 2015): 1–5. http://dx.doi.org/10.5897/ijeaps2014.0361.

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Fan, Xiaoxian. "Policy-Driven Development and the Strategic Initiative of One-Million Enrollment Expansion in China’s Higher Vocational Education." ECNU Review of Education 3, no. 1 (March 2020): 179–86. http://dx.doi.org/10.1177/2096531120903879.

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Purpose: This article explores the relationship between governmental policy and the development of higher vocational education in China. Design/Approach/Methods: The article begins with a textual analysis of dozens of policy documents on higher vocational education issued by the Chinese government since 1999. Findings: The article argues that the development of higher vocational education in China has been largely policy-driven. This development can be divided into four stages: scale development, quality improvement, capacity building, and systemwide enhancement. The transition between each of

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13

Robertson, Catherine. "Editorial policy." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 2. http://dx.doi.org/10.14426/jovacet.v3i1.131.

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The Journal of Vocational, Adult and Continuing Education and Training (JOVACET) recognises the need for critical engagement through studies in TVET and Adult and Continuing education and training, and for encouraging critical scrutiny of this expansive knowledge area on the African continent.

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14

LI, YONGHUI. ""Research on the Policy orientation of Secondary Vocational Education Under the System of Vocational Education in China"." Convergence of Humanities, Social Science an Art’s Academy 2, no. 1 (February 21, 2018): 147–63. http://dx.doi.org/10.37846/soch.2.1.147.

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Kredenets, Nadiya. "Forming Social Partnership Policy in Vocational Training of Service Sector Specialists in Germany and Austria." Comparative Professional Pedagogy 6, no. 4 (December 1, 2016): 55–61. http://dx.doi.org/10.1515/rpp-2016-0048.

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Abstract The article deals with the problem of forming social partnership policy in vocational training of service sector specialists in Germany and Austria. The foreign and domestic pedagogical experience in establishing an effective system of social partnership in vocational education has been analyzed. The author has considered main factors of social partnership development in vocational education that influence the forming of normative and legal support; a multilevel structure of government management, powers of employers and trade unions, regional economic development authorities of local

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Abuselidze, George, and Lasha Beridze. "Financing models of vocational education and its impact on the economy: Problems and perspectives." SHS Web of Conferences 66 (2019): 01001. http://dx.doi.org/10.1051/shsconf/20196601001.

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Vocational education and related financial support are one of the priorities of the countries policy at the present stage. Education is the fundamental foundation that is necessary for development of the world. While the deterioration of the socio-economic situation in transition in Georgia, inadequate economic policies, the adoption of inappropriate employment decisions, the use of models used by developed countries, and many others, caused the departure of vocational education space in the country. In the survey is studied vocational education financing models of developed countries and the

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Stoyanets, Nataliya, Hejun Zhao, and Guohou Li. "Modernization of vocational education in the context of rural human resources development in China." Agricultural and Resource Economics: International Scientific E-Journal 6, no. 1 (March 20, 2020): 76–90. http://dx.doi.org/10.51599/are.2020.06.01.06.

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Purpose. The purpose of the article is to study the experience of the development of rural vocational education since the reform and opening up, analyze and summarize the rapid development of rural vocational education in China in the context of rural human resources development. Methodology / approach. The methods adopted in this research are mainly literature research and thematic research. Through thematic research on vocational education-related fields since the reform and opening up, and analysis, research, and induction of policies, data, phenomena, and conclusions in various vocat

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Widianingsih, I., I. M. Purwaamijaya, and V. Dwiyanti. "VOCATIONAL EDUCATION: ASSESSMENT, CLASSIFICATION AND THE REALM OF RESEARCH DEVELOPMENTS." Innovation of Vocational Technology Education 14, no. 2 (December 14, 2018): 85. http://dx.doi.org/10.17509/invotec.v14i2.14360.

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Education is one of the most important things to prepare for the competitive human resources in achieving success in the era of globalization. The main source of the success of the national development of a country is the development of human resources. Vocational education is expected to be one form of education that is able to develop human resources. Vocational education is an education that prepares students to work in a particular field.This article aims to examine the aspect and sphere of research related to vocational education. The method used is the study of literature relating to res

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19

Holmgren, Robert, Gerd Pettersson, Kristina Ström, and Camilla Björk-Åhman. "Nordic research on special needs education in upper secondary vocational education and training: A review." Nordic Journal of Vocational Education and Training 11, no. 1 (April 26, 2021): 97–123. http://dx.doi.org/10.3384/njvet.2242-458x2111197.

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The purpose of this article is to describe and analyse the state of the art of research on special needs education (SNE) in the context of the Nordic countries’ vocational education and training (VET) systems during the period January 2010 to September 2018. Twenty studies remained after the search procedure and thematic analysis, 15 of which deal with the practice level and five with the organisation level. No studies were identified as belonging to the policy level. The following themes were found at the practice level: teachers’ work and role, teaching and learning, student transition and s

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Björk-Åman, Camilla, Robert Holmgren, Gerd Pettersson, and Kristina Ström. "Nordic research on special needs education in upper secondary vocational education and training: A review." Nordic Journal of Vocational Education and Training 11, no. 1 (April 26, 2021): 97–123. http://dx.doi.org/10.3384/njvet.2242-458x.2111197.

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The purpose of this article is to describe and analyse the state of the art of research on special needs education (SNE) in the context of the Nordic countries’ vocational education and training (VET) systems during the period January 2010 to September 2018. Twenty studies remained after the search procedure and thematic analysis, 15 of which deal with the practice level and five with the organisation level. No studies were identified as belonging to the policy level. The following themes were found at the practice level: teachers’ work and role, teaching and learning, student transition and s

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Mongkhonvanit, Jomphong. "Thailand’s dual education system: a way forward." Higher Education, Skills and Work-Based Learning 7, no. 2 (May 8, 2017): 155–67. http://dx.doi.org/10.1108/heswbl-09-2016-0067.

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Purpose The purpose of this paper is to discuss the status, values, and attributes of dual education. It investigates key elements of the dual education system in four selected countries while examining and recommending dynamics and roles for governmental policy, technical and vocational institutes, and employers in developing a dual education system in Thailand to generate a competitive workforce. The tripartite system of technical and vocational institutes, employers, and government in Thailand’s dual education is central to this study. Design/methodology/approach This study employs a docume

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22

Williams, Steve, and Peter Raggatt. "Contextualising Public Policy in Vocational Education and Training: the origins of competence‐based vocational qualifications policy in the UK." Journal of Education and Work 11, no. 3 (October 1998): 275–92. http://dx.doi.org/10.1080/1363908980110304.

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P, O. "The Market: Youth Policy and Vocational Guidance." Russian Education & Society 35, no. 1 (January 1993): 84–95. http://dx.doi.org/10.2753/res1060-9393350184.

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Williams, Steve. "Policy failure in vocational education and training: the introduction of National Vocational Qualifications (1986‐1990)." Education + Training 41, no. 5 (July 1999): 216–26. http://dx.doi.org/10.1108/00400919910279955.

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Wolf, Alison. "Some Final Thoughts: Vocational Education Policy in a European Context." European Journal of Education 28, no. 2 (1993): 241. http://dx.doi.org/10.2307/1503390.

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Middleton, John, and Adrian Ziderman. "Overview: World Bank policy research on vocational education and training." International Journal of Manpower 18, no. 1/2 (February 1997): 6–28. http://dx.doi.org/10.1108/01437729710169274.

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Crawford-Lee, Mandy Samantha, and Tony Wall. "Sustainability 2030: a policy perspective from the University Vocational Awards Council." Higher Education, Skills and Work-Based Learning 8, no. 3 (August 13, 2018): 233–42. http://dx.doi.org/10.1108/heswbl-03-2018-0043.

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Purpose The policy and practice sphere of higher education, skills and work-based learning has become increasingly problematic in the last few years, and the extent to which sustainability and sustainable development are embedded in policy and practice spaces is a cause for concern. The purpose of this paper is to posit a policy perspective from the University Vocational Awards Council (UVAC), the national representative organisation for universities committed to the vocational agenda and an independent voice in the sphere of higher education, skills and work-based learning. Design/methodology

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Tamrin, A. G., S. Slamet, and S. Soenarto. "The link and match of the demand and supply for productive vocational school teachers with regard to spectrum of vocational skills in the perspective of education decentralization." Jurnal Pendidikan Vokasi 8, no. 1 (February 28, 2018): 40. http://dx.doi.org/10.21831/jpv.v8i1.15135.

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The purpose of this study was to describe the pattern of link and match of the demand and supply for productive vocational school teachers which should be carried out in the future. This study is descriptive qualitative with the grounded theory approach. The unit of analysis consisted of: policy makers at central level; policy makers at local level; productive vocational school teachers; Teacher Education Institutes (LPTK), and Non-Teacher Education Institutes (Non-LPTK). The data were analyzed using the three phases: open coding, axial coding, and selective coding. The research results are as

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Pasaribu, Munawir, and Rizka Harfiani. "Vocational Education at Special School in North Sumatra." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 31, 2021): 1335–47. http://dx.doi.org/10.35445/alishlah.v13i2.641.

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Vocational education is the proper treatment of work skills or life skills education, especially for students with special needs. This study aims to analyze the implementation of vocational education at A/B/C Melati 'Aisyiyah special school located in Tembung, North Sumatra Province, Indonesia. This study uses a qualitative approach, with field research type. The data collection is through observation, interview, and documentation, then analyzed with interactive analysis models, following the data validity test using triangulation methods. This study discovers that analyzing the vocational edu

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Gwynne, Kylie, Jorge Rojas, Monique Hines, Kim Bulkeley, Michelle Irving, Debbie McCowen, and Michelle Lincoln. "Customised approaches to vocational education can dramatically improve completion rates of Australian Aboriginal students." Australian Health Review 44, no. 1 (2020): 7. http://dx.doi.org/10.1071/ah18051.

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Objective Completion rates in vocational education are typically poor for Aboriginal students (&lt;30%). A scholarship program was designed for Australian Aboriginal students using five enablers of success previously identified for Aboriginal preregistration tertiary nursing students. The purpose of this study was to evaluate whether the five enablers contributed to the success of Aboriginal students in vocational education and whether there were any other enablers. Methods Semistructured interviews were conducted with two groups of Aboriginal students in Certificate III and IV Dental Assi

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Konrad, John. "Assessment and verification of national vocational qualifications: policy and practice." Journal of Vocational Education & Training 52, no. 2 (June 2000): 225–43. http://dx.doi.org/10.1080/13636820000200117.

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Kennedy, Kerry J. "The Policy Context of Curriculum Reform in Australia in the 1980s." Australian Journal of Education 32, no. 3 (November 1988): 357–74. http://dx.doi.org/10.1177/000494418803200308.

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This paper reviews the policy context that has sought to shape the curriculum of Australian schools during the 1980s. Three elements which have shaped that context are identified: concern with the economy, concern with the cost of education and the integration of education and youth policies. In theoretical terms, the policy context is firmly located in instrumentalist thinking and the curriculum of schools has become very much a public policy issue. Education systems seem to have responded to this context by moving towards a full secondary education for all students, stressing the need for ba

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Cort, Pia. "The EC Discourse on Vocational Training: How a ‘Common Vocational Training Policy’ Turned into a Lifelong Learning Strategy." Vocations and Learning 2, no. 2 (December 17, 2008): 87–107. http://dx.doi.org/10.1007/s12186-008-9019-9.

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Du, Zenghui. "Based on research on the demand for “Chinese + vocational skills” project by Confucius institutes in Asia and Africa, discussing on Chinese professional standards going global." Lifelong Education 9, no. 5 (August 2, 2020): 17. http://dx.doi.org/10.18282/le.v9i5.1194.

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The implementation of the “One Belt and One Road” initiative and Chinese education opening policy have created conditions for comprehensively promoting vocational education reform and high-quality development. Through the questionnaire survey of 70 countries in Asia and Africa on the demand for vocational skills and vocational skill level certificates, this paper analyzes the needs of Asia and Africa respectively, and then takes 8 countries as the pilot to analyze the specific needs of each country. Domestic vocational colleges can seek the corresponding state to cooperate according to what hi

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Siddiqui, Kamran, Abdul Hameed, Shabbir Akbar, and Mumtaz Muhammad Khan. "An Investigation into Effectiveness of Technical and Vocational Education in Pakistan." Review of Economics and Development Studies 5, no. 2 (May 20, 2019): 261–68. http://dx.doi.org/10.26710/reads.v5i2.599.

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An investigation and validation of effectiveness of technical and vocational education at secondary level for poverty alleviation is need of the day. Four sub-components such as locale, age, education and socio economic status have been considered important in determining the effectiveness of technical & vocational education at secondary level for poverty alleviation. Out of 815 pass outs in Matric technology and vocational education during 2013, 2014 and 2015, the parents of 494 were selected through proportionate stratified random sampling technique for study. The study established that

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Kazonga, Eustarckio. "Implications of Policy and Legal Frameworks on Higher Education in Zambia." Excellence in Higher Education 8 (January 17, 2019): 8–13. http://dx.doi.org/10.5195/ehe.2018.157.

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Policy and legal frameworks are enablers for the delivery of appropriate higher education (HE) in a country. Zambia is currently implementing reforms in the HE sub-sector within the context of the policy and legal frameworks. These frameworks have implications on the provision of HE. The objectives of the paper are to: identify the policy and legal frameworks for the HE sub-sector; and determine the implications of these frameworks on HE. A document analysis method was used for the study in order to determine the relevant policy and legal frameworks on HE. In particular, the analysis used qual

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Avis, James, Roy Canning, Roy Fisher, Brenda Morgan‐Klein, and Robin Simmons. "Vocational education teacher training in Scotland and England: policy and practice." Journal of Vocational Education & Training 63, no. 2 (June 2011): 115–27. http://dx.doi.org/10.1080/13636820.2011.566348.

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Kim, Suehye. "A Comprehensive Review on Vocational Education and Social Mobility in the US : Antecedent and Consequence of Vocational Education Training (VET) Program and Policy." Jounal of Cultural Exchange 9, no. 5 (November 30, 2020): 23–51. http://dx.doi.org/10.30974/kaice.2020.9.5.2.

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Movchan, Larysa. "Development of Plurilingual Competencies through Vocationally Oriented Language Learning in Sweden." Comparative Professional Pedagogy 4, no. 3 (September 1, 2014): 44–50. http://dx.doi.org/10.2478/rpp-2014-0034.

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Abstract The article tackles the problem of developing plurilingual competencies through vocationally oriented foreign language in Sweden. The author analyses the pedagogical conditions of realization of plurilingual education at upper-secondary schools, vocational and higher education establishments and the aspects of teacher education for this purpose. The vocational foreign language education in Sweden is determined by the country’s multilingual policy and English is given much priority in many societal domains including educational. English and other foreign languages are used as the mediu

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Gozali, Gozali, Ria Setyawati, Bambang Jati Kusuma, and Fitriyani Fitriyani. "Adopting Industry Based Curriculum Design towards Independent Campus Policy." Jurnal Sains Sosio Humaniora 4, no. 2 (December 30, 2020): 850–59. http://dx.doi.org/10.22437/jssh.v4i2.11548.

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The relevance of the curriculum between vocational education (diploma) and industry needs is still a matter in the world of education in Indonesia. This happens the link and equivalent in the preparation of the education curriculum have not existed. The Indonesian government through the policy of an independent learning and independent campus learns to create appropriate curriculum designs between vocational education and industry. This research is to find out the industrial curriculum design for diploma graduates. The methodology used a study by finding theoretical references that are relevan

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Heechan Park. "Policy Changes of Career and Vocational Education for Students with Disabilities." Korean Journal of Physical, Multiple, & Health Disabilities 59, no. 2 (April 2016): 59–81. http://dx.doi.org/10.20971/kcpmd.2016.59.2.59.

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Yang, Jin. "General or vocational? The tough choice in the Chinese education policy." International Journal of Educational Development 18, no. 4 (July 1998): 289–304. http://dx.doi.org/10.1016/s0738-0593(98)00026-1.

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FREEDLAND, M. "Vocational Training in EC Law and Policy--Education, Employment or Welfare?" Industrial Law Journal 25, no. 2 (June 1, 1996): 110–20. http://dx.doi.org/10.1093/ilj/25.2.110.

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Patiniotis, Nikitas, and Dimitris Stavroulakis. "The development of vocational education policy in Greece: a critical approach." Journal of European Industrial Training 21, no. 6/7 (August 1997): 192–202. http://dx.doi.org/10.1108/03090599710171503.

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Sukardi, Sukardi, Wildan Wildan, and Muh Fahrurrozi. "Vocational Education: A Missing Link for the Competitive Graduates?" International Education Studies 12, no. 11 (October 25, 2019): 26. http://dx.doi.org/10.5539/ies.v12n11p26.

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The present study is based on the issue of the competitiveness of vocational education graduates. This condition is likely due to the irrelevance between the content or the competencies developed and the superiority of the regions (Regency/Municipality). Therefore, the first step to improve the competitiveness of the graduates is evaluating the accordance of their competencies developed by the vocational education in every region of the regency or municipality. This study used a policy evaluation method formulated in the form of Service Quality (ServQual) by taking all vocational schools in 6

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Puhovska, Liudmyla, and Snizhana Leu-Severynenko. "EU AND UKRAINIAN INNOVATIVE EXPERIENCE IN EDUCATION: THE ORIENTATION POINT FOR VET OF UKRAINE." Education: Modern Discourses, no. 3 (December 25, 2020): 42–49. http://dx.doi.org/10.37472/2617-3107-2020-3-04.

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The article analyses the EU policy for innovations in the sector of vocational education and training (VET). It reveals the activity results of the European network “Innovations in vocational education and training” leading by the European Centre for the Development of Vocational Training (Cedefop). The paper identifies main development directions in VET systems and reviews its best practices of the EU countries based on the analysis of the experience of Campus of Occupations and Qualifications (France), Centre for Management, Training and Employment of Youth (Italy) and Centres of (Vocational

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Moldovan, Liviu. "THE ENVIRONMENTAL PILLAR ASSESSMENT IN VOCATIONAL EDUCATION." Environmental Engineering and Management Journal 16, no. 3 (2017): 739–50. http://dx.doi.org/10.30638/eemj.2017.076.

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Laih, Hueih-Lirng, and Ian Westbury. "Transformation of Taiwan's Upper Secondary Education System." education policy analysis archives 6 (September 8, 1998): 18. http://dx.doi.org/10.14507/epaa.v6n18.1998.

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This paper explores the policy issues circling around the structural "transition" in upper secondary education implicit in the twenty-year increase in secondary and third-level school enrollment rates in Taiwan. This expansion has taken place within a secondary school system which is rigidly divided into both general, i.e., academic, and vocational tracks and into public and private sectors: the majority of students are enrolled in the private vocational sector which is only loosely articulated with the university sector. These features of the school system are analysed against the background

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Child, B. "National Vocational Qualifications: is policy supporting the principles of lifelong learning?" Research in Post-Compulsory Education 1, no. 2 (January 1996): 237–51. http://dx.doi.org/10.1080/1359674960010208.

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Bagnall, Richard G., and Linnie Wong Koon Lin. "Issues in the Hong Kong Applied Learning Trials." Asian Education Studies 3, no. 1 (January 31, 2018): 62. http://dx.doi.org/10.20849/aes.v3i1.332.

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This paper presents critical issues in the conceptualisation and positioning of applied learning (APL) in Hong Kong trials. It draws on a critical review of official documentation and interviews with participants involved in the 2003-09 developmental trials of APL policy: policy makers, APL provider leadership personnel, school leadership personnel, APL teachers and course coordinators, and APL students. Analysis of the documentation and interview data revealed five critical limiting issues of the way APL was promulgated in and through the policy development process: (1) its de-vocationalisati

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