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Journal articles on the topic 'Formal vocational education'
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Emad, Gholam Reza. "Tracing legitimate learning in formal vocational education." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 959–63. http://dx.doi.org/10.1016/j.sbspro.2010.03.134.
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Tawo, Roseline E., Hannah M. Denga, and Daniel I. Denga. "Formal Vocational Training and Poverty Reduction." International Journal of Learning: Annual Review 14, no. 3 (2007): 227–32. http://dx.doi.org/10.18848/1447-9494/cgp/v14i03/45262.
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Adkisson, Anthony C., and Catherine H. Monaghan. "Transformative Vocational Education." International Journal of Adult Vocational Education and Technology 5, no. 1 (January 2014): 23–34. http://dx.doi.org/10.4018/ijavet.2014010103.
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How our culture thinks about particular events as linear, normal, and expected does not always fit with the experiences of every learner, particularly underserved urban adult learners. As adult educators in this context, are there ways we might improve or change our pedagogy of instruction by developing a better understanding of transitional life moments for vocational learners. What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches learning for underserved adult learners transitioning into a vocational education classroom, after years of disengagement with formal learning institutions with the need to update their technology skills? In this article, we discuss the need to use alternative conceptions of transformative learning to understand vocational learners as they make decisions to participate in vocational education programs. We explore the key issues for adult educators including implications for practice and research.
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Hadiwijaya, Denden Sudarman, and Ahmad Hilal Hadiwijaya. "PENDIDIKAN VOCATIONAL SKILLS." THORIQOTUNA: Jurnal Pendidikan Islam 2, no. 1 (June 24, 2019): 68–87. http://dx.doi.org/10.47971/tjpi.v2i1.120.
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This article aims to determine how important the vocational skill education for students in the Darussalam Islamic Boarding School of Kersamanah Garut. The background of this research is that ideally the person who was educated both formal and non-formal schools at least have the skills of life that it faces, especially in the world of work. In fact there are a lot of unemployment among educated either issued by the formal and non-formal education is still unused and still many educational institutions interventioned with offices and civil service, and there are still doubts in the world of work on the output issued boarding. Therefore it is necessary to study "Education Vocational Skills (Case Study In Darusaalam Islamic Boarding School Kersamanah Garut)", This study aims to describe and analyze the development of vocational skills in applied as future supplies students. It uses the method to achieve the goal of research is to reserch descriptive qualitative method. Data retrieval is done by interview, observation and documentation. Results from this study showed that the Darussalam Islamic Boarding school is a boarding school that equip students with vocational skills through extra-curricular activities in the form of education life skills oriented vocational education skills such as : organizational and clerical schools , or in the form of a course in which there are education vocational skills such as : automotive , sewing and culinary art , or other training by bringing in trainers from outside schools , in order to motivate students to become productive graduates who are able to enter public life line
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Magee, Gregory. "Education Reduces Recidivism." Technium Social Sciences Journal 16 (February 10, 2021): 175–82. http://dx.doi.org/10.47577/tssj.v16i1.2668.
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The research addresses how and why formal education lowers recidivism rates. Formal education means much of the learning comes from a book or other learning material delivered by a trained teacher. The two types of formal education discussed are academic and vocational education. Statistics for lowered recidivism rates resulting from education are essential to support this topic. How education, either academic or vocational, can prevent crime was the first avenue of the research topic that is explored. There are countless opportunities higher education provides to individuals. Next, a direct correlation between education and crime was looked at from a statistical view regarding the recidivism rate. The progress education has on the prison system exposes the results. A simple examination of statistics regarding the recidivism rate of the selected participants involved in the prison education system will resemble what success or effectiveness has come from education being implemented.
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Suebnusorn, Wanwisa. "Non-Formal Vocational Education for Pineapple Farmers: Promoting ‘Relevance’ of Education to Rural Economy." Journal of Education and Research 6, no. 2 (December 30, 2018): 26–40. http://dx.doi.org/10.3126/jer.v6i2.22147.
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Canned-pineapple is one of the most important exports of Thailand. Unfortunately, the more pineapples the farmers cultivate, the more they are likely to fall into debt and become poorer. Therefore, in 2011, the Phetchaburi College of Agriculture and Technology in collaboration with Kuiburi Fruit Canning Company Limited initiated a non-formal vocational education program tailored to the pineapple farmers who were normally in the age between 40 and 60. The primary aims of the program were to build trust between the farmers and the factories and to equip the farmers with necessary skills for pineapple planting as per the demands of the pineapple-processing factories. Through field visits, semi-structured interviews, and a focus-group interview with the stakeholders, this study sheds lights on the relevance of education to the demands of rural economy which transcends the traditional preparation of employees for rural economic sectors. The well-educated farmers who understand their roles in the farming stage of the food industry’s value chain are as important as formal workers or employees in the breeding, the post-harvest, the production process, as well as the marketing and logistics stages of the value chain. Therefore, non-formal vocational education for the rural labour market should by no means be confined to formal workers in the downstream of the value chain. Informal workers or farmers in the upstream of the value chain have crucial impact on its subsequent stages. Above all, being empowered by relevant non-formal vocational education, the roles of farmers in advancement of rural economy should be extended beyond farming.
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Ahmed, Tutan, and Raghabendra Chattopadhyay. "Return to general education and vocational education & training in Indian context." International Journal of Educational Management 30, no. 3 (April 11, 2016): 370–85. http://dx.doi.org/10.1108/ijem-10-2014-0135.
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Purpose – Measurement of returns to vocational education has always remained a matter of controversy (Psacharopoulos, 1994; Bennell and Segerstrom, 1998; Ziderman, 1997). Based upon the return evidence many World Bank projects were scrapped (Middleton and Ziderman, 1997, Bennell and Segerstrom, 1998). However, there is again a growing interest for Vocational Education in different countries as well as in international body like UNESCO (Debroy, 2009; King, 2009; McGrath, 2012). Unfortunately there is little justification for this growth from the returns to Vocational Education literature. India is one among the countries where fervent around vocational education and training (henceforth VET) is quite discernible at present. The paper aims to discuss these issues. Design/methodology/approach – Standard Minerian, extended Mincerian and Heckman two-stage methods are used to measure returns to VET vis-à-vis returns to general education in Indian context while taking care of selection bias problem. It is measured at different levels of education since the characteristics of VET changes significantly at different levels of education. This work also considers different classifications of VET (Formal, Hereditary, On the Job). National Sample Survey (NSS) data which recently has included data on VET is used for this measurement. Findings – It shows that the returns to formal VET and On the Job training (OJT) are quite high in the primary level. There is a gradual decline in these returns when compared with general education at higher levels, namely, secondary and tertiary level. At tertiary level effect of formal VET or OJT on income becomes almost insignificant. On the other hand, hereditary training and other category of VET have significantly negative impact and insignificant impact on income, respectively. Research limitations/implications – This work suggests that the investment in VET in present context is justified however there is a requirement to focus on specific area within the VET for this investment. Investment in higher level of formal VET as well as in the OJT set up can provide better return to the individuals. However, NSS data does not provide income data for the self-employed persons. Hence, self-employed category remains outside the purview of this study. Practical implications – In general, formal VET and OJT are profitable for individual in wage employment. However, this profitability declines when the effect of the training is measured at a higher level of general education. Formal vocational training/OJT for the primary and secondary school dropouts are clearly profitable. However, OTJ seems to be providing a return similar to what is provided by formal training. A poor performance of formal VET indicates an institutional gap and reflects present cry from industry for “quality” manpower. Originality/value – To author’s knowledge there is no study on return evidence from various types of VET in Indian context. This study is a deviance from the existing literature on VET in following ways. First, this study suggests that investment in VET can be profitable. Second, many earlier works missed out to consider different types of VET and compare them with general education at different levels. Putting all types of VET into one basket and then analyzing returns has the risk to misleading the policies. Different VETs have completely different dynamics and hence it is required to treat them separately.
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Emad, Gholam Reza, and Wolff-Michael Roth. "Quasi-communities: rethinking learning in formal adult and vocational education." Instructional Science 44, no. 6 (August 26, 2016): 583–600. http://dx.doi.org/10.1007/s11251-016-9386-9.
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Popov, Oleg, and Alzira Manuel. "Vocational Literacy in Mozambique: Historical Development, Current Challenges and Contradictions." Literacy and Numeracy Studies 24, no. 1 (March 18, 2016): 23–42. http://dx.doi.org/10.5130/lns.v24i1.4899.
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The study analyses the historical development of vocational literacy in basic education and Non-Formal Vocational Education (NFVE) in Mozambique, as well as current challenges and contradictions. The theoretical lens of Cultural-Historical Activity Theory (CHAT) is employed in the study. Methodologically the study was executed through an analysis of oral, printed and e-resources produced by the main stakeholders and also the reflective experiences of the authors in their extensive educational work in the country. The findings reveal poorly developed vocational literacy education in schools and non-formal settings in spite of recurrent political declarations about its importance. There is a strong dependence by formal and particularly NFVE sectors on the technical and financial support provided by international organisations. Vocational literacy courses are characterized by a lack of adequate equipment and poor practice. As a consequence, theoretical or elementary forms of vocational knowledge are dominant in the courses, resulting in the dissatisfaction of both learners and educators. Vocational literacy development proved to be a complex field that faces many challenges and is characterised by diverse internal contradictions.
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Fraser, C. R. P. "Industrial Relations Education in Canada: The Perspective of Vocational/Technical Educators." Relations industrielles 33, no. 2 (April 12, 2005): 205–16. http://dx.doi.org/10.7202/028862ar.
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This paper discusses the relevancy of industrial relations education in the formal education Systems in Canada, and through analysis of a survey of vocational and technical educators, examines their perceptions of IR education in Canada generally, and in vocational/technical institutions specifically.
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Manuel, Alzira, Oleg Popov, and Domingos Buque. "TOWARDS PROGRAMME IMPROVEMENT IN NON-FORMAL VOCATIONAL EDUCATION AND TRAINING IN MOZAMBIQUE." Problems of Education in the 21st Century 67, no. 1 (October 25, 2015): 61–71. http://dx.doi.org/10.33225/pec/15.67.61.
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The current situation of Mozambique, characterized by limited but highly needed Formal Vocational Education, demands the development and improvement of Non-formal Vocational Education and Training (NFVET). NFVET can provide relevant knowledge and skills, particularly for out of school and unemployed youth and adults to promote social inclusion and development. This is a qualitative case study with some elements of action research. Semi-structured interviews with six educators, classroom observations and two focus group interviews with former participants were implemented. The research aims to explore ways by which NFVET programmes can be improved in order to increase people’s chances, not only to get work, but also to be able to participate actively in their own process of development. The findings suggest some directions for the improvement of NFVET in Mozambique in order to empower people to actively participate in the social and economic life of their local communities and broader society. Key words: empowerment, life skills, non-formal vocational education, social inclusion.
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Läänemets, Urve, Katrin Kalamees-Ruubel, Kristi Kiilu, and Anu Sepp. "CURRICULUM DEVELOPMENT CONSIDERING FORMAL, NON-FORMAL AND INFORMAL EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 286–95. http://dx.doi.org/10.17770/sie2018vol1.3182.
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Curriculum development for general comprehensive and also vocational schools needs consideration of the context, in which availability of non-formal and informal education (extracurricular activities=EA) plays an important role forming a meaningful whole with formal education. This pilot study attempted to find out what motivates students (aged 13–15) for participation and teachers organizing/supervising these activities. The methods used for data collection were questionnaires for students (n=258), focus groups of students (n=4), and interviews with teachers (n=8) which provided preliminary data for comprehension of the meaning of EA. The data were processed statistically and by content analysis. The results highlighted several important issues which should be considered when selecting and organizing the content for designing subject syllabi for formal learning specified in national curricula (NC) under changed learning environments, especially considering those created by ICT. Students mentioned the following factors: development of students’ self-awareness about ones abilities, acquisition of new knowledge a and skills, but also new friends and wider social contacts, new experience and satisfaction with creative work. The teachers mentioned students’ additional knowledge and skills they can use in their formal studies at school and engagement in activities widening their cultural horizons. EA can also provide material for decision-making for students’ potential choices for future education.
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Grollmann, Philipp, and Klaus Ruth. "The ‘Europeanisation’ of Vocational Education between Formal Policies and Deliberative Communication." Research in Comparative and International Education 1, no. 4 (December 2006): 366–80. http://dx.doi.org/10.2304/rcie.2006.1.4.366.
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Rahmat, Muhammad Hudan, and Marko Ayaki Lumbantobing. "THE ROLE OF LABORATORY IN THE EFFORTS OF INCREASING VOCATIONAL EDUCATION QUALITY IN INDUSTRIAL REVOLUTION 4.0." BALANGA: Jurnal Pendidikan Teknologi dan Kejuruan 7, no. 1 (June 20, 2019): 1–5. http://dx.doi.org/10.37304/balanga.v7i1.549.
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The competition of working world in the industrial revolution era 4.0 requires many countries to improve themselves in producing the quality of human resources. Therefore, vocational education institutions as producers of workforce that ready to work have to produce the top notch output. This demand have to be immediately reflected and implemented in formal education and training programs. By the existence of laboratory, students are able to do anything to learn and practice their skills due to the characteristics of vocational education are more underlined in the development of learners' psychomotor aspects. Hence, the existence of laboratory has a crucial role for vocational education in order to enhance the quality of vocational education thus the improvement of vocational program quality for final graduates are achieved greatly.
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Seufert, Sabine, and Nina Scheffler. "Developing Digital Competences of Vocational Teachers." International Journal of Digital Literacy and Digital Competence 7, no. 1 (January 2016): 50–65. http://dx.doi.org/10.4018/ijdldc.2016010104.
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In the context of corporate learning digital media and digital tools have become more accepted than in the field of education systems. Particularly vocational schools are obviously under pressure to deal with changes due to digitalization in many sectors and professions. One reason why technology-based learning is still underdeveloped in schools could be the insufficient digital competences of teachers. Presently most teachers gain their knowledge on how to use digital media for learning and teaching informally. In the implementation of formal educational efforts, a low practical feasibility in specific working context as well as time and financial aspects are criticized. Present research shows that non-formal and informal learning should be better linked in order to develop teachers' digital competences sustainably. The present contribution introduces a necessary framework to include informal learning processes in teacher education at vocational schools and furthermore fosters a school culture of learning together and from each other.
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Reis, Mauricio. "Vocational Training and Labor Market Outcomes in Brazil." B.E. Journal of Economic Analysis & Policy 15, no. 1 (January 1, 2015): 377–405. http://dx.doi.org/10.1515/bejeap-2013-0023.
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Abstract This paper examines the effect of vocational training on labor market outcomes in Brazilian metropolitan areas. Estimates based on difference-in-differences matching indicate that vocational training increases monthly and hourly labor earnings, as well as the probability of getting a job. However, evidence does not indicate that this kind of training improves access to jobs in the formal sector. Also according to the results, vocational training in Brazil seems to be more effective for workers with more labor market experience and for those with a higher level of formal education than for individuals in disadvantaged groups.
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Пряничникова. "Formation of teachers’ professional competence in high educational institution." Socio-Humanitarian Research and Technology 2, no. 1 (March 5, 2013): 0. http://dx.doi.org/10.12737/294.
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Kuntoro, Sodiq A. "PENGEMBANGAN PARADIGMA BARU KEILMUAN DAN KELEMBAGAAN PENDIDIKAN NON FORMAL." JIV 3, no. 1 (June 30, 2008): 65–73. http://dx.doi.org/10.21009/jiv.0301.8.
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According to the education law of Republic of Indonesia in 2003, non-formal education is implemented to facilitate the citizen to get education and it functions as substitution, supplement, and complement to formal education. The role of non-formal education is to contribute the implementation of lifelong education as a new approach to education. This new approach is different from the education under present systems that involve the attempt to integrate the different parts of education with the concern for the development of person in intellectual, emotional, social, and vocational aspects. The present non-formal education activities need to expand their activities to create opportunity of education wider and to cover incidental learning as a part of learning activities in society.
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Kraak, Andre. "Making the Hidden Curriculum the Formal Curriculum: Vocational Training in South Africa." Comparative Education Review 35, no. 3 (August 1991): 406–29. http://dx.doi.org/10.1086/447045.
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Blaak, Marit, George L. Openjuru, and Jacques Zeelen. "Non-formal vocational education in Uganda: Practical empowerment through a workable alternative." International Journal of Educational Development 33, no. 1 (January 2013): 88–97. http://dx.doi.org/10.1016/j.ijedudev.2012.02.002.
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Masuda, Tomoko, and Hiromitsu Muta. "Vocational Education and Training in Japan — From Industry's Perspective." Industry and Higher Education 10, no. 1 (February 1996): 43–52. http://dx.doi.org/10.1177/095042229601000107.
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Higher education in Japan is now at a turning point. The decrease in the 18 year-old population will make it difficult for some universities to survive, while the stagnated economy will require the private sector to seek fewer, excellent employees. The authors focus on vocational education, and first analyse how higher education responds to such changes. They then discuss what industry expects from formal education under these circumstances and how it evaluates that education. The article draws on primary data collected through a questionnaire sent out to Japanese companies.
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Roosmaa, Eve-Liis, Liisa Martma, and Ellu Saar. "Vocational upper-secondary education and participation in non-formal education: a comparison of European countries." International Journal of Lifelong Education 38, no. 3 (March 7, 2019): 268–86. http://dx.doi.org/10.1080/02601370.2019.1586779.
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Наталія Сулаєва. "FORMAL AND NON-FORMAL FEATURES OF ART EDUCATION IN UKRAINE FROM KIEVAN RUS PERIOD TO 1917." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 4, 2020): 152–59. http://dx.doi.org/10.31499/2307-4906.3.2020.219117.
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The results of a retrospective analysis of the presence of formal and non-formal features of art education in the territory of Ukraine from Kievan Rus period to 1917 have been highlighted in the article. First of all, it has been emphasized that the study of the historical origins of art education in the territory of Ukraine, with emphasis on its formal and non-formal features, will empower to consider the positives of the national practice of transferring the experience of artistic activity from generation to generation.It has been determined that in Kievan Rus period the process of life experience transfer took place under the conditions of original cultural and nature-friendly activity, which had features of non-formal education. Art, as an integral component of the general culture of the people, was a source that made it possible to realize the educational and formative functions of the society. The author has noted that non-formal art education was enriched with the confessional elements of the state-supported component of training in the period from the 13th century to the middle of the 15th century. It has been emphasized that in the middle of the 15th century – the first half of the 16th century, the progressive development of art promoted the transfer of experience of home-schooling artistic activity, which was non-formal one and the rise of formal art education. It has been emphasized that a new level of art education in the period from the middle of the 16th century to the first half of the 18th century, was characterized by the dominance of art education, which had non-formal features and the functioning of a small number of vocational art institutions. This stage of development was marked by the rise of vocational teacher training, which, in addition to basic subjects, contained an artistic component. It has been determined that non-formal features of the transfer of national artistic heritage were established in the period from the middle of the eighteenth century to 1917. Besides, it was happening in the conditions of the destruction of everything Ukrainian. The influence of art education, which had formal features on the one which had non-formal ones, became noticeable. The artistic component of teacher training was significantly enriched. It has been concluded that the facts determined in the article allow claiming that Ukraine has a strong foundation for transferring experience of artistic activity using non-formal art education.
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Sukardi, Ahmad Eko Suryanto, and Ratna Pancawati. "THE IMPLEMENTATION OF SOFTSKILL ESSENCES ON VOCATIONAL EDUCATION." BALANGA: Jurnal Pendidikan Teknologi dan Kejuruan 7, no. 1 (June 20, 2019): 6–9. http://dx.doi.org/10.37304/balanga.v7i1.550.
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At present days stakeholders require the graduates who have the technical skills (Hardskill) as well possess the soft skills. The Hardskills are just not sufficient to deal with the qualification of employers in the real-world of workplace, but need to be equipped with soft skills in order to shape the integrated capabilities as needed by users. To form the student’s soft skills can be implemented through the coaching program in formal learning activities and extracurricular activities. The softskill development of students is necessary to be achieved with concrete efforts, namely: 1) the existence of policies that legalize the implementation of soft skill based on the extracurricular activities in each education unit; 2) systematic and planned soft skills development program; and 3) the softskill dissemination is carried out synergistically involving all parties.
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Frick, Jan. "An Emerging Model for Vocational Training." Industry and Higher Education 15, no. 6 (December 2001): 403–8. http://dx.doi.org/10.5367/000000001101295993.
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Norway's Rogaland Kurs og Kompetansesenter (Rogaland Training and Education Centre), serving the whole of the Rogaland County region, has developed an innovative method of providing vocational training to local industry through the formal education system. The courses offered range from secondary school to postgraduate level. Provision has been enhanced through e-learning based on experiences with the Internet gathered in research projects involving schools, higher education and industry – these projects are described in the paper. The author sees great potential in the model that has been developed for providing vocational training to industry in the region. The main challenges for the future are to make this a generally applicable model, so that it can be used in other regions of Norway, and to encourage cooperation among regions in course delivery.
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Perić, Julia, Sunčica Oberman Peterka, and Željka Getoš. "The role of vocational education in developing entrepreneurial competences of students." Ekonomski pregled 71, no. 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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Winangun, Kuntang. "PENDIDIKAN VOKASI SEBAGAI PONDASI BANGSA MENGHADAPI GLOBALISASI." TAMAN VOKASI 5, no. 1 (June 1, 2017): 72. http://dx.doi.org/10.30738/jtvok.v5i1.1493.
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One indicator of the era of globalization is characterized by the emergence of free trade, free goods out of the country knows no bounds (borderless), this indication shows that the workforce with professional qualifications are highly demanded in the world of work in this era of globalization.In the organization of education systems-oriented world of work in Indonesia, there are two terms used education, namely: vocational education and vocational education. In Article 15 of Law No. 20 of 2003 on National Education System explained vocational education is secondary education that prepares students primarily for work in a particular field, while vocational education is higher education that prepares students to have a job with a certain applied skills equivalent to the maximum degree program. Thus, vocational education is provision of formal education which was held in higher education, such as: polytechnic, diploma, or the like which are directly related to the advancement of knowledge and skills necessary for candidates for employment in the field of engineering and industrial services. Vocational education building 8 Competency, namely: Communication Skills, Critical and Creative Thinking, Information/ Digital Literacy, Inquiry/ Reasoning Skills, Interpersonal Skills, Multicultural/ Multilingual Literacy, Problem Solving, Technological Skills.With vocational education effective and efficient is expected to generate prospective workers who have the soft skills and hard skills with critical thinking ability and skill in solving problems to face the world of work in the era of globalization.
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Tønder, Anna Hagen, and Tove Mogstad Aspøy. "When Work Comes First: Young Adults in Vocational Education and Training in Norway." International Journal for Research in Vocational Education and Training 4, no. 3 (November 22, 2017): 270–88. http://dx.doi.org/10.13152/ijrvet.4.3.5.
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Since reforms implemented in 1994, vocational education and training (VET) in Norway has been integrated and standardized as part of upper-secondary education. When young people enter upper-secondary education at the age of 15 or 16, they can choose either a vocational programme or a general academic programme. The standard model in vocational programmes is 2 years of school-based education, followed by 2 years of apprenticeship training. However, in practice, only a minority follow the standard route and acquire a trade certificate within 4 years. The average age upon completion of a vocational programme in Norway is 28 years, which is among the highest in the OECD. The purpose of this study was to explore personal trajectories within the Norwegian context to gain a better understanding of why people choose to obtain a trade certificate as young adults, instead of following the standardized route, drawn up by policy makers. Qualitative interviews were conducted with 34 people who obtained a trade certificate when they were aged between 25 and 35 years. The study showed that the opportunity to acquire formal VET qualifications through workplace learning provides an important second chance for many young adults in Norway. Based on the findings, we argue that policy makers need to see educational achievement in a long-term perspective and to design institutional structures that support learning opportunities at work, as well as in formal educational settings.
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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, no. 2 (August 22, 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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Garkule, Valentina, and Valērijs Makarevičs. "MOODLE ENVIRONMENT AND ITS USE WITHIN FORMAL AND INFORMAL EDUCATION AT A VOCATIONAL SCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 25, 2018): 68–80. http://dx.doi.org/10.17770/sie2018vol1.3101.
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The widespread development of digital technology contributes to the creation of pedagogical innovations using e-learning and m-learning technologies. The platform (e-learning environment) MOODLE, which unites these technologies, makes it possible to master the educational material both within the field of formal, as well as within informal and non-formal education. The MOODLE environment has not been yet sufficiently used in general and vocational education. The possibilities of using this learning environment at vocational schools in Latvia and Poland are considered in the article. Students who studied programs using the capabilities of the MOODLE environment, after completing the training, have evaluated the importance of such work for the acquisition of professional knowledge and skills. To do this, they were asked to answer questions of the questionnaire. The content of the questions can be found in the text of the article. The study identifies general and regional features of learning outcomes using the MOODLE environment.
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SAKELLARIOU, CHRIS. "Rates of Return to Investments in Formal and Technical/Vocational Education in Singapore." Education Economics 11, no. 1 (April 2003): 73–87. http://dx.doi.org/10.1080/09645290210127525.
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Ihejirika, Dr J. C. "The Role of Out-of-School Education in Empowerment of Rural Adults in Etche Ethnic Nationality for Community Development." International Journal of Learning and Development 2, no. 2 (April 14, 2012): 133. http://dx.doi.org/10.5296/ijld.v2i2.1630.
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The purpose of this paper is to examine the roles out-of-school education can play to enhance empowerment of different segments of rural adults in Etche ethnic nationality for community development. The educational history of Etche ethnic nationality reveals a disproportionate emphasis on formal/liberal education at the expense of out-of-school education, the resultant effect of which has been over production of school leavers without practical skills. Consequently, unemployment and poverty manifestations are high and relate to low levels of literacy and lack of vocational skills among the adults and youths. As a matter of fact, this situation demands intervention of out-of-school education which is capable of providing unlimited education opportunities for mobilizing the capacities of various sub-groups of people in Etche ethnic nationality towards rapid transformation of the communities. Based on literature account, this paper submits that out-of-school education has crucial roles to play, whether in providing literacy skills to those who were deprived of formal schooling; or in continuing the education of already literate persons; or still, in providing life and vocational skills to enable rural adults live improved life which can translate to community development. In conclusion, the paper calls for establishment of out-of-school/non-formal education development schemes by Etche and Omuma Local Government Councils to perform for out-of-school education what zonal Schools Board and Ministry of Education do for formal school in Etche ethnic nationality.
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Otta, Gracia. "English day and non-formal education." FLOBAMORA 2, no. 1 (August 31, 2019): 72–78. http://dx.doi.org/10.46888/flobamora.v2i1.4.
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Abstract
This program is a combination of The Community Development Partnership Program (CDPP) and research. It is one of the obligations of the writer in carrying out the University of Nusa Cendana's three principles, namely teaching, researching, and serving the community. The point of this program is Sunday School teachers in 22 and 24 service area of the Imanuel Church Oepura in Kupang, who will apply the method in Sunday School teaching every two weeks. This program is implemented per semester. There are three goals to be achieved; first, to run the English Day program that launched by the Governor of NTT, Viktor B. Laiskodat, secondly, to refresh and to give new atmosphere and enthusiasm for Sunday School teachers to maintain English language skills when attending school several years ago, and finally to support global tourism programs in the coming years in East Nusa Tenggara. Based on the analysis of the situation of young language learners in Sunday School, the writer set the method of Total Physical Response (TPR) through Bible-themed songs and games in English to develop the spirit and ability to learn English. This classic method is also still reaping the pros and cons but in its implementation, it still play role to be something interesting and easy for young language learners to get vocabulary and pleasant learning experiences. In general, the material can be well received because of the education background of Sunday School teachers from the High School level, Vocational School, and Sarjana Degree. Based on the application on Sunday School 55 participants, in 6-14 year old group could follow the instructions appropriately. Furthermore, in 3-5 year olds group only followed the movement of songs or games but could not understand the instructions or the aims of the games. The output of this program is to gradually begin with learning the names of Bible characters, places, and books in English, vocabulary and other games and songs to increase English vocabulary in speaking, listening, reading, and writing skills in English that programmed in the curriculum also English Textbooks for Sunday School participants.
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Pylväs, Laura, and Petri Nokelainen. "Finnish WorldSkills Achievers’ Vocational Talent Development and School-to-Work Pathways." International Journal for Research in Vocational Education and Training 4, no. 2 (August 31, 2017): 95–116. http://dx.doi.org/10.13152/ijrvet.4.2.1.
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This paper examines the perceptions of vocational expertise and school-to-work pathways among WorldSkills Competition (WSC) achievers and their co-workers and employers within the Finnish context. At the biennial international WSC, young people (aged 18-to-23 years) from over 60 countries demonstrate their skills in more than 40 trades. Individualized training for this competition is provided through the cooperation of vocational institutions (e.g., expert coaches, team leaders and competition panellists) and industry (e.g., mentors, sponsors, materials, equipment). Semi-structured thematic interviews (N=51) were conducted in 2013 and 2014 with former Finnish WSC medal or diploma winners (n=18) who had since begun their working lives (1-to-15 years of work experience). Their employers (n=16) and colleagues (n=17) were also interviewed. Results showed that in addition to vocation-specific knowledge and skills, problem-solving skills, creativity, social skills and self-regulatory skills were acknowledged as the most significant elements of vocational expertise. The findings also indicated that formal vocational education combined with deliberate practice and training based on expert mentoring improved the long-term career progress and vocational expertise of the WSC achievers.
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Marhuenda-Fluixá, Fernando, María José Chisvert-Tarazona, and Alicia Alicia Ros-Garrido. "Initial VET in Spain." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 16 (December 7, 2018): 169–74. http://dx.doi.org/10.32835/2223-5752.2018.16.169-174.
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Initial vocational education in Spain was created within the formal education system in 1970. During the reform process, in 1990, it has been acquired modern architecture. During the period from 1990 to 2002, a series of reforms took place in the country, the most important of which was the adoption in 2002 of the national law on education, the main provisions of which were agreed upon with all stakeholders - the main political parties, social agents, employers and trade unions. The law introduced the following key features of the vocational education system in Spain: a mandatory curriculum module for all students of vocational education institutions that is implemented directly at the workplace; the same requirements for entry into higher education institutions for all searchers; active involvement of employers, representatives of trade unions, administrations in the process of developing of professional qualifications and vocational education curricula. The article provides a general overview of Spain’s vocational education system in social and historical contexts. The institutional and legislative mechanisms, which ensure functioning of the corresponding system (functions of which are, in particular, the legislation of the management of the system of vocational education and training) are described. A general overview of the major reforms in the VET system in Spain is presented, which gives the reader a certain idea of the trends that have taken place over the years and indicate an increase in the prestige of vocational education and training.
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Pilz, Matthias, and Julia Regel. "Vocational Education and Training in India: Prospects and Challenges from an Outside Perspective." Margin: The Journal of Applied Economic Research 15, no. 1 (February 2021): 101–21. http://dx.doi.org/10.1177/0973801020976606.
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With high economic growing rates and an evident shortage of skilled workers, the modernisation of formal vocational education and training (VET) in India increasingly came into focus. Skill development has been on top of the agenda of the Indian government for more than a decade, resulting in state policies and related schemes to upgrade and develop a system struggling with quantitative and qualitative issues. This article gives an overview of the main pillars of the Indian VET system and addresses policies and initiatives to restructure and upgrade formal VET in India. Finally, the main challenges as well as potential for a further development of the sector are highlighted from different systemic perspectives. JEL Codes: I 210, I 280
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Fauziah, Nur. "Kompetensi Manajerial Kepala Sekolah Dalam Mengembangkan Pendidikan Agama Islam Berwawasan Multikultural." J-MPI (Jurnal Manajemen Pendidikan Islam) 3, no. 1 (January 14, 2019): 10. http://dx.doi.org/10.18860/jmpi.v3i1.6250.
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<em>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.</em>
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Al-Ali, Salah. "How Successful is the Management of Technical and Vocational Institutions, Kuwait, in Reducing Dependence on Expatriates?" Technium Social Sciences Journal 23 (September 9, 2021): 256–84. http://dx.doi.org/10.47577/tssj.v23i1.4575.
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There is a common perception that technical and vocational education is the ultimate solution for providing industries and business with skilled and semi-skilled manpower. It is considered as a dual type of education system that would allow students to transfer what they have learned in their schools and colleges into real work environment. It is a combination of education that encompasses theory and practice where students spend a certain time in industrial and business premises to acquire the needed knowledge, skills and attitudes. Due to the shortage of skilled and semi-skilled indigenous manpower, the gulf states (e.g., Kuwait, Qatar, United Arab Emirates) have forged technical and vocational education colleges and institutions with the aim to supply essential sectors of their economy (e.g., oil, electricity and water, health sector, infrastructure), with qualified national manpower able to manage, maintain, and adapt the imported technology to suite local environments. However, the success of technical and vocational institution in achieving an acceptable outcome would, to great extent, depend on the quality of the management of technical and vocational institutions. The fact is managing technical and vocational education is completely different from managing a formal education (e.g., formal colleges and universities). This research paper examines how successful is the management of technical and vocational colleges and institutions in providing local industries with indigenous skilled and semi-skilled qualified manpower. The research is based on extensive field work that encompasses a review of the related literature, interviews with sample of heads of supervisors/heads of departments at the Ministry of Health, Ministry of Communications, Ministry of Electricity and Water, and the oil sector in order to assess the quality of graduates from technical and vocational colleges and institutions. Finally, the research will argue that unless the management of technical and vocational colleges and institutions recognize and appreciate the value of building a strong linkage with local industries, its contribution in tackling the shortage of skilled and semi-skilled indigenous in essential sectors on the economy will be below the government expectations, thus continuing relaying on expatriates for years ahead.
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Šormaz, Goran. "The importance of non-formal education for the economy of Serbia." Trendovi u poslovanju 8, no. 2 (2020): 39–48. http://dx.doi.org/10.5937/trendpos2002039q.
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Adult learning and education are an important component of the lifelong learning process, integrating different forms and programs of non-formal and informal learning. This area of learning encompasses a variety of content, from literacy and general skills, through vocational education and training content, to family, civic, environmental, media, leisure education, and many other areas whose priorities depend on the specific needs of each country . The formal system does not meet the needs of the individual or community to learn. Due to the inability of formal education to monitor changes in education resulting from the rapid development of science and technology, as well as economic and social changes, informal education has emerged. This education is an essential and necessary complement to formal education. Non-formal education is defined as any organized educational activity outside the existing formal system, which serves specific users and learning objectives. Non-formal education is provided through activities such as courses, seminars, lectures, conferences, workshops, various types of training, as well as volunteering. The field of non-formal education is very important in Serbia, it enables persons who have not completed formal education or have finished school with which they cannot find a job in the profession, to actually retrain in the process of non-formal education to perform some of the more demanding jobs, or to apply for a job in Serbia, or looking for a job abroad.
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ÖZ, Recep, and Murat Tolga KAYALAR. "A Comparative Analysis on the Effects of Formal and Distance Education Students’ Course Attendance Upon Exam Success." Journal of Education and Learning 10, no. 3 (April 30, 2021): 122. http://dx.doi.org/10.5539/jel.v10n3p122.
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The purpose of this study was to analyze the effect of associate degree formal and distance education students course attendance upon their course achievement. The data were obtained from the institutional records of 516 students who registered in formal education programs and 510 students who registered in distance education programs of a vocational school affiliated to a state university in Eastern Anatolian Region of Turkey. It was noticed that course attendance of formal education students was higher than those who registered in the distance education programs; on the other hand, formal education students were more successful rather than distance education students in terms of midterm, final exam and grade point average. It was determined that course attendance was a significant predictor of midterm, final exam and grade point average, and the achievement scores increased as the course attendance increased, as well. Taking measures to encourage students’ attendance in courses in distance education programs and optimizing access and technical infrastructure could positively contribute upon this issue.
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Nurhadi, Nurhadi. "Madrasah Aliyah dan Sekolah Menengah Kejuruan dalam Persepktif Ekonomi Islam." PALAPA 9, no. 1 (May 25, 2021): 31–54. http://dx.doi.org/10.36088/palapa.v9i1.948.
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Formal Education Institutions that directly print productive age cadres are vocational madrasahs (MAK) and vocational high schools (SMK). The history and origins of MAK and SMK, that MAK is more oriented to religious education based on skills or skills as a means of living in the world. Whereas Vocational Schools almost certainly emphasize skills and skills. The contents of MAK's subjects are 70% religious subjects, 70% vocational subjects. Of the two MAK and SMK alumni who tend to study Islamic economics or courses in Islamic economics majors is MAK. Then MAK and SMK, if viewed from Islamic economic principles that are more directed at strengthening religious teachings, so that they can be practiced and applied in the world of work, according to the author MAK is more relevant and more profitable, both in the world and the hereafter. Especially if it is weighed by the theory of Islamic education and education philosophy that is oriented towards noble character and morality, the educational goals of Islamic economic perceptive MAK are closer to perfect compared to SMK
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Arskiy, A. A. "CRITERIA FOR ASSESSING THE EFFECTIVENESS OF TRAINING SPECIALISTS IN THE AGRO-INDUSTRIAL COMPLEX ON THE BASIS OF EDUCATIONAL CLUSTERS." Business Strategies, no. 2 (March 5, 2018): 03–06. http://dx.doi.org/10.17747/2311-7184-2018-2-03-06.
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The article substantiates the necessity of the cluster approach in the organization of training of students under the programs of additional vocational education, retraining and advanced training of the personnel of the agroindustrial complex. Formal criteria for assessing the effectiveness of training differentiated competencies are given.
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Uzunova, Veneta, and Lachezar Afrikanov. "MENTORS´ PREPARATION IN THE DUAL EDUCATION SYSTEM." International Conference on Technics, Technologies and Education, no. 1 (2018): 280–85. http://dx.doi.org/10.15547/ictte.2018.07.004.
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Mentorship is one of the oldest known forms of interventions and a mechanism for non-formal learning, as well as long-established way of interacting in different aspects of life. In recent years, with the introduction of the dual form of education into the vocational education and training system in Bulgaria, the question of the personality and the preparation of the mentors gained considerable significance. This issue has become a field for up-to-date research on the synergy between the professional and psychological/pedagogical competencies of the specialist who welcomes the apprentices in the company and organizes and conducts their practice. Based on the needs of the business and in line with the implementation of the Bulgarian-Swiss project "DOMINO - Dual Education for the Modern Needs and Requirements of the Society" in the beginning of 2018 a program, which corresponds to the realities of the Bulgarian vocational education has been developed.The report presents the first steps for the implementation of the program, its objectives, contents, training methods and the feedback of the participants.
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Kishindo, Paul. "The case for non‐formal vocational education for out‐of‐school youths in rural Malawi." Development Southern Africa 10, no. 3 (August 1993): 393–400. http://dx.doi.org/10.1080/03768359308439701.
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Ahmed, Tutan. "Labour market outcome for formal vocational education and training in India: Safety net and beyond." IIMB Management Review 28, no. 2 (June 2016): 98–110. http://dx.doi.org/10.1016/j.iimb.2016.05.002.
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Ahmed, Tutan. "Labour market outcome for formal vocational education and training in India: Safety net and beyond." IIMB Management Review 28, no. 2 (June 2016): 58. http://dx.doi.org/10.1016/j.iimb.2016.05.007.
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Liwiński, Jacek. "The Impact of Compulsory Schooling on Hourly Wage: Evidence From the 1999 Education Reform in Poland." Evaluation Review 44, no. 5-6 (October 2020): 437–70. http://dx.doi.org/10.1177/0193841x20987104.
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Background: In 1999, an education reform was implemented in Poland, which added 1 year to the shortest available educational path—that of basic vocational education. Under the new system, students choosing this path receive one additional year of general education. According to the authors of the reform, this should improve the students’ position in the labor market, as a shortage of general skills was identified as the main deficit of basic vocational school leavers prior to the reform. Purpose: The study assesses the impact of the 1999 reform on the hourly wage of individuals who completed formal education after obtaining a basic vocational school certificate. Methods: The analysis is based on individual data from the Polish Labor Force Survey for the years 2001–2016. As the education reform was implemented simultaneously across the country, a regression discontinuity design is used to assess its impact. Results and Conclusions: The study finds that one additional year of general education has led to a 13% increase in the hourly wages of individuals who completed basic vocational schools. This effect is higher than those reported in studies for other countries where the wage premium is typically found to be under 10%. This may be because the extension of compulsory schooling in Poland affected individuals with relatively low general skills and abilities.
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Nägele, Christof, Markus P. Neuenschwander, and Patsawee Rodcharoen. "Higher Education in Switzerland: Predictors of Becoming Engaged in Higher Vocational or Higher Academic Education – The Role of Workplace Factors." International Journal for Research in Vocational Education and Training 5, no. 4 (December 17, 2018): 264–84. http://dx.doi.org/10.13152/ijrvet.5.4.2.
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Context: Vocational education and training enables young people to quickly and effectively enter the labour market. To advance their careers and to develop their professional expertise even more, they must then further their education through higher vocational or higher academic education. In this study, we looked at young people at work: What motivates them to move on towards higher education? As they are engaged in their jobs, their work situations will affect their further educational engagement. We hypothesised that individuals will more likely move towards higher education if their workplaces offer learning opportunities and social support. Human capacities, attitudes, and goals at work develop mainly in informal or non-formal learning situations and in their interactions with their teams. We tested the effect of these workplace factors by taking into account additional important predictors of educational pathways, such as sociodemographic factors (social background, nationality, gender) and motivational factors (values). Methods: Data stemmed from a multi-cohort longitudinal survey on educational decisions and educational pathways in the German part of Switzerland (BEN), running from 2012 to 2016. The selected sample consisted of 601 working individuals who were not engaged in higher education in 2014. Multinomial logistic regressions were run to test the hypothesis.Findings: First, we found that only 35% of the individuals who wanted to become engaged in higher vocational education in 2012 became engaged up to 2016 compared with those intending to become involved in higher academic education, where the rate varied by age—from younger to older—between 45% and 70%. Second, we found distinctive predictors for becoming engaged in higher vocational or academic education. Workplace factors predict engagement in higher vocational education but not sociodemographic factors, whereas sociodemographic and not workplace factors predict engagement in higher academic education. A significant predictor for both groups is the value attributed to higher education.Conclusions: The unique contribution of this paper is to show that distinct patterns of becoming engaged in higher vocational or higher academic education exist. These results confirmed the persistent effect of sociodemographic factors that shape the pathway to higher academic education. Moreover, the results indicated that an individual’s value and workplace factors contribute to enabling paths to higher vocational education, as this depends not on sociodemographic factors but on shaping the work environment that supports learning at work.
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Hillarion, Benie, and Soungari Yeo. "Education À L’entrepreneuriat Et Propension À Entreprendre En Contexte De Formation Professionnelle En Côte d’Ivoire." European Scientific Journal, ESJ 13, no. 28 (October 31, 2017): 335. http://dx.doi.org/10.19044/esj.2017.v13n28p335.
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Entrepreneurship education was introduced as a formal discipline in vocational training programs in the late 1990s. This study reflects on the relevance of this education to entrepreneurship in terms of the persistence of unemployment and the underemployment of graduates. Its general objective is to analyze the influence of the satisfaction of the training expectations of the trainees on their propensity to undertake. The survey was carried out at the Yopougon Business Professional High School and the Riviera Professional Hotel School. The instrument used to capture the level of satisfaction of trainees' expectations and their entrepreneurial propensity is a questionnaire with scales of measurement with three categories of response. The results establish a growing monotonous relationship between the satisfaction of the trainees expectations and their propensity to undertake. These results also indicate that satisfying three of the expectations expressed by trainees has a significant influence on their propensity to undertake. Entrepreneurship education is an effective strategy for the social construction of vocational integration through entrepreneurship among trainees in vocational training.
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Irene, Aheisibwe, and Loyce Kiiza Kobusingye. "Core Self-Evaluations among Prisoners on Formal and Vocational Training in Uganda’s Luzira Prison." African Journal of Teacher Education 8 (April 12, 2019): 69–85. http://dx.doi.org/10.21083/ajote.v8i0.5135.
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The study examined the core self-evaluations of prisoners on formal and vocational education in Luzira Prison in Uganda. A cross-sectional survey design using a quantitative approach with.800 participants selected purposively was used. Core self-evaluations were measured using Judge, Erez, Bono and Thoresen’s scale, while data were analyzed using one-way analysis of variance (ANOVA) and post hoc test. The study yielded statistically significant variations among education levels, (F [4, 795] =3.18, p <.05) where a post hoc test revealed significant difference between Degree holders (M = 2.86, SD = .27), on the one hand, and O’Level (M = 3.00, SD = .29), A ‘level (M = 3.039, SD = .32) and Diploma (M = 3.00, SD = .29) level students, on the other. The study demonstrates the significance of core self-evaluation to the life prospects of the prison inmate and recommends that prisoners' core self-evaluations be nurtured. It supports studies that correlate core self-evaluations to ultimate reduction in prison congestion and government expenditure.