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Relevant bibliographies by topics / Vocational education

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Academic literature on the topic 'Vocational education'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Vocational education"

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Muhrman, Karolina. "How can students in vocational education be motivated to learn mathematics?" Nordic Journal of Vocational Education and Training 12, no. 3 (October 4, 2022): 47–70. http://dx.doi.org/10.3384/njvet.2242-458x.2212347.

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The aim of this article is to discuss how mathematics teaching with a closer connection to students’ vocational orientation can increase their motivation to learn mathematics. This article uses a motivation theory called self-determination theory to analyse interviews and observations made in two different studies investigating mathematics in vocational education. The results indicate that there are many vocational students who are unmotivated to learn mathematics because they do not see any relevance in the subject. However, there seem to be positive aspects regarding vocational students’ motivation to learn mathematics when they are given the opportunity to work with vocational-integrated mathematics tasks, especially in a vocationally authentic environment. In relation to self-determination theory, it is possible to see increased motivation linked to a sense of meaningfulness, competence and self-determination, as well as increased social collaboration. However, teachers need to be observant of students’ goals for their studies, so that even those who do not see a future in the vocation they are training for will find motivating factors for their learning in mathematics.

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Stadler, Adriano, and Anne M. J. Smith. "Entrepreneurship in vocational education." Industry and Higher Education 31, no. 2 (March 16, 2017): 81–89. http://dx.doi.org/10.1177/0950422217693963.

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Vocational entrepreneurship education is associated with specific techniques and teaching methods, including face-to-face student contact and knowledge alignment with labour market needs. The authors argue that entrepreneurship education provides particular benefits in different educational conditions and modes because it allows students to develop entrepreneurial behaviour for different vocations. This article presents the results of a study involving students enrolled on technical courses at a public institution in Brazil. The study investigates how vocational teaching and learning conditions, such as the entrepreneurial experience and profile of lecturers, affect students’ attitudes towards and perceptions of entrepreneurship education in a vocational teaching context.

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Öhman, Anna, and Eva Klope. "How does it feel? An exploration of teaching perceptive sensoriality in hairdressing education." Nordic Journal of Vocational Education and Training 14, no. 2 (June 14, 2024): 1–29. http://dx.doi.org/10.3384/njvet.2242-458x.241421.

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This study explores vocational didactics and embodied knowledge in hairdressing education by studying how perceptive sensoriality is used by teachers and students in creating shared understandings of vocational knowledge. Among multiple actions, touch is distinguished as a central resource in learning the vocation, as it emerges in interaction between teacher and student related to the ongoing teaching and its assignment. The data is based on video-recordings displaying how touch is used in manipulating objects and material, or in assessing qualities and defects. In such instances, touch becomes a diagnostic criterion (Goodwin, 1997) to investigate how the material worked with can be evaluated and handled. To bridge the gap between individual and collective vocational knowledge, metaphors are of use. The results show two approaches to the teaching of perceptive sensoriality. In order to learn the vocational subject content the teaching need to provide for and practice the individual’s embodied sense of touch as well as the vocation’s verbalised collective feel. This is the core of the didactical challenge.

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Moore, Mary Elizabeth Mullino. "Stories of Vocation: Education for Vocational Discernment." Religious Education 103, no. 2 (April 3, 2008): 218–39. http://dx.doi.org/10.1080/00344080801910024.

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Rosina, Hani, Virgantina Virgantina, Yahyaa Ayyash, Vina Dwiyanti, and Sutthiporn Boonsong. "Vocational Education Curriculum: Between Vocational Education and Industrial Needs." ASEAN Journal of Science and Engineering Education 1, no. 2 (April 10, 2021): 105–10. http://dx.doi.org/10.17509/ajsee.v1i2.33400.

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This study aims to describe curriculum development in vocational education based on the development of Information Technology and the needs of the industrial world. This study used the literature review method from scientific articles in ten years (from 2011 to 2021) using several specific keywords to obtain the data needed. The results of this study showed that vocational schools in Indonesia need to form graduates who have soft skills and hard skills that have a match or conformity with the business and industries. Thus, vocational education graduates when entering the real world will not have difficulties adapting to the development of technology in the industry. Based on this study, any incompatibility in the community and special skills can be avoided through the implementation of a vocational education curriculum.

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Sims, Leon, Legrande Hayes, and Roger Kaufman. "Vocational Teacher Education: Its Role in Vocational Education Reform." International Journal of Educational Reform 6, no. 2 (April 1997): 189–205. http://dx.doi.org/10.1177/105678799700600206.

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Zhong, Jinglei. "Construction and Application of a Competence Model of Accounting Vocational Education." International Journal of Emerging Technologies in Learning (iJET) 14, no. 21 (November 18, 2019): 16. http://dx.doi.org/10.3991/ijet.v14i21.11346.

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

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Naughton, Patrick W. "VOCATIONAL EDUCATION PREPARATION." Community College Journal of Research and Practice 17, no. 4 (January 1993): 309–14. http://dx.doi.org/10.1080/0361697930170401.

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O'Connor, Noel. "Rediscovering vocational education." International Journal of Hospitality Management 15, no. 4 (December 1996): 307–16. http://dx.doi.org/10.1016/s0278-4319(96)00035-7.

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Alberto Gomes, Candido. "Vocational education financing." Prospects 21, no. 3 (October 1991): 455–65. http://dx.doi.org/10.1007/bf02336452.

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Dissertations / Theses on the topic "Vocational education"

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Watkins, Larae Anne. "Contributions of vocational education to educational reform as perceived by vocational education policy influencers." Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1240407685.

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Djooya, Akbar. "Perceived Attitudes of Vocational Administrators, Vocational Office Education Teachers and Marketing and Distributive Education Teachers Toward Using Microcomputers in Vocational Education Programs." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330767/.

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The primary purpose of this study was to determine the perceived attitudes of vocational administrators, vocational office education teachers, and marketing and distributive education teachers toward using microcomputers in vocational education programs. The sample forth is study was randomly selected from all vocational administrators , vocational office education teachers, and marketing and distributive education teachers employed by Texas School Districts. A total of 288 questionnaire were returned from the three vocational education groups. The return was seventy-seven percent. Statistical techniques included descriptive statistics, one-way, and two-way analyses of variance (ANOVA) to describe the responses and to test the seven null hypotheses. The results of the study was reported in two categories: statistical significance of the tested hypotheses, and the educational inferences of the vocational administrators' and vocational teachers' responses to questionnaire items. There were significant differences in the perceived general attitudes of the three groups. There were no significant differences in the perceived general attitudes of the three groups when categorized by levels of age, occupational experience, amount of computer training, and availability of microcomputers. There were no significant differences in hypotheses which tested for differences in the perceived attitudes of the three groups toward utilizing microcomputers for classroom instruction and supportive services.

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Laukia, Jari. "Vocational teacher education : finnish perspective." 名古屋大学大学院教育発達科学研究科技術・職業教育学研究室, 2013. http://hdl.handle.net/2237/19024.

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Matthews, Vernon Keith. "Preparatory vocational education grant proposal." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1620.

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This thesis was written as part of a process to secure funds for developing a "Preparatory Vocational Education" training academy for entry-level "Irrigation Technicians." Research revealed that funding for vocational program development was being awarded to "All-inclusive" or academy-style programs. These programs provide instruction necessary for students with zero experience to compete as entry-level journeymen. This project is based on a partial proposal draft for a U.S. Department of Labor Grant.

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Maciel, Paulo Henrique Freitas. "Vocational Education Center Vocational Technology (CVT) In Community Umarizeiras, Maranguape-CE." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11594.

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nÃo hÃ
Historically, we can verify the educational duality in which we have a formation oriented to the ruling Ãlite and another one oriented to the workers who act in the capitalist production process. However, the expansion of the capitalism in the last four decades, we identify, as Karl Marx had already previewed, the intensification of the substitution of the living work (the human being) for the dead work (machines), causing crisis, because the market doesnât absorb so many workers in the production process. Therefore, the unemployment, is a reality that scares even the international organizations, like the United Nations (UN). In this context, the employability, in a world without jobs and the human capital theory emerge as new forms of social domination, internalizing in the individual the idea that he is the responsible for his precarious economic situation. In this regard, in this research we analyzed the formation of workers released by Centro Vocacional TecnolÃgico (CVT) â Technologic Vocational Center â through means of initial formation courses or professional qualification in the community of Umarizeiras, in Maranguape, town in the Metropolitan Region of Fortaleza, pointing contradictions imposed by the contemporary capitalism which limit that performance. The investigation took place with oral sources, through interviews with thirteen dwellers; and documents: booklets of the courses available by CVT and Estatuto da AssociaÃÃo de Moradores de Umazeira, which let us highlight the contradictions between the official speech and the reality lived by the subjects involved in that formation. The available courses by CVT to that community were fruit pulp process, chicken raising, E.V.A., computing, fruit sweets. All the interviewed subjects had already participated in one or more courses, motivated by the immediate objective of getting a job, fact that doesnÂt really happen; about the knowledge acquired in the courses, itâs rare to find someone who uses it in the daily life. We conclude, therefore, that the offer of the courses achieves rather an ideological objective, targeting to blame the individuals for their economic situation than a whole formation of the human being, having work as the educational principle.
Historicamente, verificamos a dualidade educacional em que temos uma formaÃÃo voltada para as elites dirigentes e outra para os trabalhadores que atuam no processo de produÃÃo capitalista. No entanto, na expansÃo do capitalismo nas Ãltimas quatro dÃcadas, identificamos, assim como jÃ tinha antecipado Karl Marx, a intensificaÃÃo da substituiÃÃo do trabalho vivo (o ser humano) pelo trabalho morto (as mÃquinas), ocasionando uma crise, pois o mercado jÃ nÃo absorve tantos trabalhadores no processo produtivo. O desemprego, portanto, Ã uma realidade que assusta atÃ mesmo os organismos internacionais, como a OrganizaÃÃo das NaÃÃes Unidas (ONU). Neste contexto, a empregabilidade, em um mundo sem emprego, e a teoria do capital humano surgem como novas formas de dominaÃÃo social, internalizando no indivÃduo a ideia de que Ã ele o responsÃvel por sua situaÃÃo econÃmica precÃria. Neste sentido, analisamos nesta pesquisa a formaÃÃo de trabalhadores desencadeada pelo Centro Vocacional TecnolÃgico (CVT), por meio de cursos de formaÃÃo inicial ou qualificaÃÃo profissional na comunidade de Umarizeiras, distrito de Maranguape, municÃpio da RegiÃo Metropolitana de Fortaleza (RMF), apontando as contradiÃÃes impostas pelo capitalismo contemporÃneo, que limitam aquela atuaÃÃo. A investigaÃÃo foi realizada a partir da articulaÃÃo de fontes orais, atravÃs de entrevistas com 13 (treze) moradores; e documentais: apostilas dos cursos disponibilizadas pelo CVT e o Estatuto da AssociaÃÃo de Moradores de Umarizeiras, o que nos permitiu colocar em evidÃncia as contradiÃÃes entre o discurso oficial e a realidade vivenciada pelos sujeitos envolvidos naquela formaÃÃo. Os cursos ofertados pelo CVT Ãquela comunidade foram: processamento de polpas, criaÃÃo de galinha caipira, E.V.A., informÃtica, doces de frutas e associativismo. A maioria dos entrevistados jÃ havia participado de um ou mais cursos, motivados pelo objetivo imediato da conquista de um emprego, fato que constatamos nÃo se realizar; sobre os conhecimentos adquiridos nos cursos, raros sÃo os que afirmam utilizarem em seu cotidiano. Conclui-se, portanto, que a oferta dos cursos cumpre mais um objetivo ideolÃgico com a funÃÃo de culpar o indivÃduo pela sua situaÃÃo econÃmica do que uma formaÃÃo integral de ser humano, tendo o trabalho como princÃpio educativo.

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Vail, Ann. "Predictors of leadership behaviors of vocational and non- vocational teachers /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487757723998073.

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Li, Wanhong. "Jiao yu fen quan yu zhi ye jiao yu fa zhan Zhongguo Shanghai, ji Shenzhen fa zhan jing yan de bi jiao yan jiu = Decentralization in education and the development of vocational education : a comparative study on the developmental experience of Shenzhen and Shanghai in China /." online access from Digital dissertation consortium, 2002. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3066595.

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Aakre, Bjørn Magne. "Vocational Teacher Education A Norwegian Context." 名古屋大学大学院教育発達科学研究科技術・職業教育学研究室, 2008. http://hdl.handle.net/2237/12144.

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Sproule, Charles Robert Moore. "Vocational education initiatives : a sociological investigation." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292536.

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Kerton, G. A. J. "Vocational education and training in Botswana." Thesis, Cardiff University, 2007. http://orca.cf.ac.uk/56166/.

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The development of skill formation in Botswana was investigated in the context of the global economy and high youth unemployment. At independence (1966) Botswana was one of the ten poorest countries in the world. As a democratic country the welfare of its citizens was paramount, consequently, when diamonds were discovered (1967) the main objective was to improve living standards throughout the country. When revenue from diamonds increased. diversification by creating a stronger industrial base was considered necessary to develop a sound economy, more employment for its expanding youth population, lessening dependence upon expatriate workers and further investment in schools and vocational education and training (VET) establishments, however, the supply and demand of skilled workers was uncoordinated and employers were dissatisfied with the quality of VET graduates. Wide ranging information on the opinions of the effectiveness of VET was obtained from village elders school leavers, teachers and parents VET leavers, lecturers and instructors recent VET graduates and employers and other high ranking individuals. Human capital theory and its assumptions were found inappropriate for analysing the requirements of a developing country, as it failed to consider the effects of traditional culture on development. A more holistic approach, based on the political economy of skill formation, appeared to be more suitable. The effects of traditional norms and expectations on western industrial practice were highlighted, also, the negative influence of the didactic teaching style on the application of theoretical knowledge, problem solving and the teaching of English in schools. VET institutes were disadvantaged by lecturers and instructors with limited industrial and teaching experience and industrial placements for students were ineffective because of inadequate funding for guidelines and monitoring procedures. Only one third of VET graduates were able to obtain work appropriate to their training. Positive actions to improve the effectiveness of VET were suggested, but they require commitment from all stakeholders

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Books on the topic "Vocational education"

1

Billett, Stephen. Vocational Education. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1954-5.

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United States. Advisory Committee on Education., ed. Vocational education. New York: Garland Pub., 1987.

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M, Milne Ann, National Assessment of Vocational Education (U.S.), and National Institute on Postsecondary Education, Libraries, and Lifelong Learning (U.S.), eds. Educational reform and vocational education. Washington, DC: National Institute on Postsecondary Education, Libraries, and Lifelong Learning, Office of Educational Research and Improvement, U.S. Dept. of Education, 1998.

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Morselli, Daniele. Enterprise Education in Vocational Education. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137552617.

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N'Jie, O. N. C. Technical/vocational education. [Bakau?]: [s.n.], 1987.

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Kolde, Rosemary. Secondary vocational education. Columbus, Ohio: National Center for Research in Voctional Education, The OhioState University, 1986.

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Department of Education and Science. Vocational education: Engineering. Dublin: Stationery Office, 2000.

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Kolde, Rosemary. Secondary vocational education. Columbus, Ohio: National Center for Research in Vocational Education, 1986.

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Alec, Barron, and United Kingdom Centre for European Education., eds. European vocational education. Edinburgh: Merchiston Press, 1988.

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National Council for Curriculum and Assessment., ed. Vocational education: Technology. Dublin: Stationery Office, 2000.

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Book chapters on the topic "Vocational education"

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Lewis, Theodore. "Vocational Education." In Encyclopedia of Adolescence, 3046–54. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_311.

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Lum, Gerard. "Vocational Education." In International Handbook of Philosophy of Education, 1097–111. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72761-5_76.

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Lewis, Theodore. "Vocational Education." In Encyclopedia of Adolescence, 4074–83. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_311.

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Carruthers, Celeste K., and Christopher Jepsen. "Vocational Education." In The Routledge Handbook of the Economics of Education, 343–80. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429202520-14.

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Kommers, Piet. "Vocational Education." In Springer Texts in Education, 429–42. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88903-6_29.

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Billett, Stephen. "Vocational Education: A Field and Sector of Education." In Vocational Education, 1–20. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1954-5_1.

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Billett, Stephen. "Positioning Vocational Education." In Vocational Education, 21–57. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1954-5_2.

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Billett, Stephen. "Vocations." In Vocational Education, 59–82. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1954-5_3.

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Billett, Stephen. "Occupations." In Vocational Education, 83–109. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1954-5_4.

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Billett, Stephen. "Development of Vocational Education Systems and Fields." In Vocational Education, 111–34. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1954-5_5.

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Conference papers on the topic "Vocational education"

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

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With the ever-accelerated updating of higher vocational education reform, it is becoming more and more important to improve the system of vocational education and training, and promote integration between industry and education and cooperation between enterprises and colleges. And we must move faster to bring out the full potential of higher vocational education, and build higher vocational colleges into world-class colleges. In this new era, “Three Educations” reform has become the necessity for the higher vocational colleges to improve the quality of college management and talent cultivation. Aiming to provide a reference for the talent cultivation mode of the integration between industry and education, this article first analyzes the necessity of constructing such mode from the perspective of “Three Educations” reform, and then explores the existing problems, and finally put forwards the possible solutions.

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Bhavani, B., Srividya Sheshadri, and R. Unnikrishnan. "Vocational education technology." In the 1st Amrita ACM-W Celebration. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1858378.1858399.

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Grdzelidze, Irma, Rusudan Sanadze, Sopio Idadze, Markus Boehner, Hannes Tegelbeckers, and Tamara Hennige. "MAJOR CHALLENGES OF VOCATIONAL EDUCATION IN GEORGIA - VOCATIONAL EDUCATION PROVIDERS’ PERSPECTIVE." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.2111.

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Sakhautdinov, Timur Ramazanovich. "Psychological and pedagogical aspects of management in the education system of the penal system." In Regional Scientific-Practical Conference. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-102404.

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The article deals with topical issues of the development of psychological and pedagogical support for teaching staff in educational institutions of the penal system. It seems to be an urgent and promising direction to create the necessary situations for the professional education of persons serving sentences in the form of imprisonment, to improve educational work with convicts, to preserve and strengthen the working personnel of the penitentiary system. In accordance with the requirements of the Order of the Ministry of Justice of the Russian Federation dated 03/24/2020 No. 59 "On approval of the Procedure for the organization of vocational education and secondary vocational education of persons who are sentenced to imprisonment and serving sentences in institutions of the penitentiary system of the Russian Federation", the necessity of obtaining vocational education and secondary vocational education by convicts is justified. Vocational education has a huge creative potential, and ..

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

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Since the successive introduction of “learning field“ oriented curricula in Germany, teaching at vocational schools has been based on concrete actions. The underlying curricula describe business-oriented learning fields. The translating of these learning fields into pedagogical learning situations is the responsibility of the vocational curriculum conferences at the individual vocational school level. This means that, despite there being an identical curricular basis, it is possible for individual schools to apply heterogeneous content emphases within the education programmes for commercial vocations. This study examines the correlation between such heterogeneous content with regard to the subject of economics and the person characteristics of the relevant teachers. In order to determine the individual significance of economics curricula as part of the education programme for commercial occupations on a learning field basis, an online survey was conducted among commerce teachers. The findings for the correlations indicate a relationship between the relevance of economics content and individual experience of teaching staff with regard to that particular academic discipline, because a high relevance rating correlates with individual tangencies within the teacher’s educational biography.

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Rahayu, Isti Sri, and Tutin Aryanti. "Gender in Vocational Education." In 4th International Conference on Innovation in Engineering and Vocational Education (ICIEVE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220305.022.

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Jailani, Md Y., N. K. R. Siti, A. N. Y. Faizal, A. Maizam, S. Syahril, I. M. Marina, M. F. Lee, et al. "Vocational pedagogy among technical vocational education and training teachers." In 2017 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM). IEEE, 2017. http://dx.doi.org/10.1109/ieem.2017.8289869.

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Yang, YongJuan, and YaQin Li. "Analysis of Vocational Generic qSoft Skillsq Training for the Vocational Students." In 2013 International Conference on Educational Research and Sports Education. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/erse.2013.49.

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Giannoccolo, Francesca. "People with disabilities in the university-work transition: a project to study networks." In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17303.

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The employment of people with disabilities is a goal indicated by international and European development policies. The possibility of access to education and vocational training is a prerequisite for achieving an independent life. This paper presents a qualitative research design for studying networks, which can support education and vocational training pathways of students with disabilities. Networks play an important role in building relationships between students and other social actors, and they allow for the identification of resources to ensure equal access to education, vocational training, and labour market. The preliminary results of the legislation and scientific literature analysis indicate the relevance of two elements: a new concept of people with disabilities, considered not only as users but also as actors in the network; the contribution of educational research to human and professional development in non-formal educational contexts, such as work environments.

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Shang, Nana. "Research on Coherence between Secondary and Higher Vocational Educations Based on Vocational Education Group." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.20.

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Reports on the topic "Vocational education"

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Karetai, Mawera, Samuel Mann, and Rachel McNamara. Decolonising Vocational Computing Education. Otago Polytechnic Press, 2022. http://dx.doi.org/10.34074/ocds.20221.

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Taysumova, H. V., and D. S. Saralinova. PURPOSE OF DIGITIZATION VOCATIONAL EDUCATION. Ljournal, 2019. http://dx.doi.org/10.18411/ds-2019-2-mah.

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Rozelle, Scott, Albert Park, Sangui Wang, Linxiu Zhang, Wang Rong, Yingquan Song, Prashant Loyalka, and Yaojiang Shi. Investment in vocational versus general schooling: evaluating China`s expansion of vocational education and laying the foundation for further vocational education evaluation. International Initiative for Impact Evaluation, 2015. http://dx.doi.org/10.23846/ow2208.

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

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Howden, Sarah, and Caroline S. Fawcett. Gender Issues in Technical Training and Vocational Education. Inter-American Development Bank, October 1998. http://dx.doi.org/10.18235/0008895.

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The overall goal of the Bank's Women in Development (WID) Policy is to improve the socioeconomic situation of women in Latin America and the Caribbean and to improve the performance of Bank projects by enhancing women's contributions. To assist project officers in this task, gender guidelines, or resource books, are being prepared in specific sectors and economic structures and markets of Bank Activity. The information in this resource book is focused primarily on training issues regarding skills acquisition in the urban manufacturing and service sectors.

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Hanushek, Eric, Ludger Woessmann, and Lei Zhang. General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle. Cambridge, MA: National Bureau of Economic Research, October 2011. http://dx.doi.org/10.3386/w17504.

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Avis, William Robert. Women's Participation in Higher Education and Technical and Vocational Education and Training. Institute of Development Studies, April 2024. http://dx.doi.org/10.19088/k4dd.2024.002.

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This rapid evidence review collates available evidence on women’s participation in Technical and Vocational Education and Training (TVET) (focused on Middle East North Africa, Sub-Saharan Africa, and Southeast Asia regions) and impact on social and economic development. The review notes that overall, the existing literature on vocational training programs in the global south has important gaps. The limited evidence and variation of impacts found in available studies across the global south may partly be explained by differences in social, economic, and labour market conditions, existing skill levels of targeted groups, and training program characteristics. Despite these challenges positive impacts have been identified in the following areas: impact on poverty; impact on inequality and impact on social exclusion.

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

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Warren, Frederika. Spotlight on Technical and Vocational Education and Training (TVET). HundrED, March 2019. http://dx.doi.org/10.58261/xpdk1549.

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HundrED was asked to research Technical and Vocational Education and Training (TVET) on an international scale. As part of this research ‘Spotlight’ on TVET, three surveys were carried out, eliciting the opinions of TVET institution leaders, employers and students in Finland.

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Lee, Jamie, and Lasse Leponiemi. Journeys in Vocational Student Wellbeing. HundrED, December 2023. http://dx.doi.org/10.58261/xbfc8265.

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Finland is a bilingual country with two official languages, Finnish and Swedish. Finland’s constitution states that every Finnish citizen has the right to communicate with authorities in either Swedish or Finnish – including access to education. All Finnish-speaking students are required to learn Swedish from fifth or sixth grade and all Swedish-speaking Finns are required to learn Finnish from first or third grade. Swedish-language education is available from the daycare level up to the university level. This Tailor-Made process focusing on wellbeing innovations was done together with four Swedish-speaking vocational institutions. These institutions are located in bilingual or Swedish-speaking municipalities, and all of them are offering vocational education and training to over 1000 students.

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