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Journal articles on the topic 'Vocational Education Act'
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1
Guo, Yuqi. "Carl D. Perkins Vocational Education Act and American Vocational Education." Journal of Education and Development 6, no. 3 (July 6, 2022): 12. http://dx.doi.org/10.20849/jed.v6i3.1219.
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The vocational education has a long history and has developed into a relatively complete legal protection system. In particular, since 1984, the United States has adopted the vocational education act as the basis, after a series of reforms in vocational education, the Perkins Act is typical in the history of American vocational education, and it is the epitome of the development of vocational education. This paper begins with the Carl D Perkins Act of 1984, analyzes the background of the act, probes into the many forces and organizations promoting the Act, and analyzes the main contents and purposes of the act, further discussion on the impact of the Perkins Act on American vocational education will provide some reference for better understanding the vocational education.
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Martin, Michael, and Tracy Kitchel. "The Development of Vocational Agriculture before the Vocational Education Act 1963." Journal of Research in Technical Careers 4, no. 1 (January 1, 2020): 24. http://dx.doi.org/10.9741/2578-2118.1076.
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Sharov, A. S. "VOCATIONAL EDUCATION AS GAINING EXPERIENCE." Review of Omsk State Pedagogical University. Humanitarian research, no. 29 (2020): 133–36. http://dx.doi.org/10.36809/2309-9380-2020-29-133-136.
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The article explores the importance of gaining experience in vocational education. The problem of transformation of the knowledge component in the traditional and competence-based approaches is outlined. The level model of the student’s movement in the subject is described, which unites the above-mentioned approaches, in which the logic of the formation and development of experience will act as an onto-reflexive mechanism of self-organization and transformation of the knowledge component. Whereas intelligence is a form of organizing mental experience.
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Zhou, Fang, Jingjing Sun, and Qianxiu Zou. "Exploration of Work Manual Teaching Materials in Higher Vocational Education." Journal of Contemporary Educational Research 7, no. 4 (April 25, 2023): 30–33. http://dx.doi.org/10.26689/jcer.v7i4.4870.
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In order to thoroughly implement the national vocational education reform plan, vocational colleges and universities have vigorously promoted the reform of teaching materials. As a new form of teaching material, work manual teaching materials highlight the characteristics of vocational education, provide the direction of vocational education textbook reform, and act as the foundation of the “three education” reform in vocational colleges. Based on the analysis of the current situation of the construction of teaching materials for higher vocational education, we explore the ideas for the development of work manual teaching materials, aiming to provide some reference for the development of teaching materials for vocational education in the new era.
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Yang, Xuan. "Research on improving English application ability of higher vocational students by board role-playing games." Lifelong Education 8, no. 1 (February 4, 2019): 1. http://dx.doi.org/10.18282/le.v8i1.757.
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<p>Since 1980s, higher vocational education has always been influenced by general higher education mode in teaching. The English teaching mode of higher vocational education also follows English teaching mode of ordinary higher education. According to students' actual situation of higher vocational colleges, English teaching mode suitable for students in higher vocational colleges has not been summarized. As a whole, vocational English teaching still adopts traditional "cramming education" teaching mode. Most English teachers use PPT to give a lecture, while students listen lectures passively, with little classroom interaction between teachers and students. It cannot carry out the teaching model that students act as main body and teachers act as the supplement. There are many students in higher vocational English class, and these students have different English levels. Most higher vocational students have weak English foundation and have not a correct learning method. Many students have less vocabulary accumulation, and their pronunciation is not standard, so they dare not communicate with others in English. Thus, higher vocational English teaching must change traditional teaching mode, change teachers' role in class, improve students' enthusiasm for learning English, and meet educational reforms that focus on cultivation of innovative spirit and practical ability.</p>
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Ulitko, V. "Primary School Teacher Vocational Education: Model Building." Primary Education 7, no. 6 (December 25, 2019): 12–16. http://dx.doi.org/10.12737/1998-0728-2019-12-16.
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The subject of consideration of the author of the article is the problem of creating conditions for the formation of readiness of primary school teachers to act effectively in changing educational situations, to solve new professional tasks for the implementation of a new educational standard. The feasibility of leaving additional education in the field of informal, involving significant academic freedom, an active subjective position of the participants, their reflexive partnership, is substantiated.
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Simon, Marlene, and William Halloran. "Community-Based Vocational Education: Guidelines for Complying with the Fair Labor Standards Act." Journal of the Association for Persons with Severe Handicaps 19, no. 1 (March 1994): 52–60. http://dx.doi.org/10.1177/154079699401900106.
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Community-based vocational education programs come under the jurisdiction of the Fair Labor Standards Act (FLSA) administered through the U.S. Department of Labor. This paper describes guidelines issued by the U.S. Department of Education and the U.S. Department of Labor that detail criteria to be met by education agencies to ensure that educational programs operate in compliance with the FLSA. The paper also describes a process used by the authors to generate questions and answers intended to provide further guidance to education personnel responsible for implementing community-based vocational programs.
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Lewis, Morgan V. "Co-ordination of public vocational education with theJob Training Partnership Act." Economics of Education Review 8, no. 1 (January 1989): 75–81. http://dx.doi.org/10.1016/0272-7757(89)90037-x.
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Kapes, Jerome T. "Implementation of the Carl D. Perkins Vocational Education Act in Texas." Economics of Education Review 8, no. 1 (January 1989): 93–105. http://dx.doi.org/10.1016/0272-7757(89)90039-3.
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Yoon, Young-Gwan. "Legal Tasks for Establishment of Lifelong Vocational Training System - Focusing on Preparation of Integrated Vocational Education and Vocational Training Act -." Jeonbuk Law Review 70 (December 31, 2022): 301–20. http://dx.doi.org/10.56544/jblr.2022.12.70.301.
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Sebola, Mokoko Piet. "The role of Technical Vocational Education and Training Colleges (TVET) in higher education teaching: a higher education provided at basic education standard." EUREKA: Social and Humanities, no. 1 (January 28, 2022): 50–57. http://dx.doi.org/10.21303/2504-5571.2022.002257.
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The paper investigates the role of Technical Vocational Education Training (TVET) Colleges in the provision of higher education in South Africa. The Technical Vocational Education Training Colleges are classified with universities as providers of higher education in South Africa’s education system under the Post School Education and Training (PSET) system. The status of a Technical Vocational Education Training College as an institution of higher learning is very questionable, however, many scholars do not prefer to enter that terrain of the argument. In this paper I argue that the TVET colleges do not seem to clearly fit the profile of institutions, offering higher education in South Africa. Higher education institutions, such as Traditional universities, Universities of Technology and Private universities, have certain standards of competencies, adhered to promote students to the next level of knowledge, which are similar, but highly different from TVET colleges’ promotion standards. The TVET Colleges are governed primarily through the Continuing Education Act, while the Universities are governed through the Higher Education Act 101 of 1997, which is a clear separation of their educational mandates. The paper argues that TVET Colleges are not institutions of higher learning and are not capable of providing education at the level of higher learning, considering the academic competencies in the sector and the level of knowledge, expected to be produced. They are indeed self-styled Basic education institutions, operating wrongfully as institutions of higher learning in the South African Higher education band. The paper concludes that if TVET colleges are to be transformed into institutions of higher learning, all standards of competencies of both students and staff will have to be overhauled to fit the level of expertise to produce a higher education graduate, fitting the standard of an independent graduate.
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Deissinger, Thomas. "Germany's Vocational Training Act: its function as an instrument of quality control within a tradition‐based vocational training system." Oxford Review of Education 22, no. 3 (September 1996): 317–36. http://dx.doi.org/10.1080/0305498960220305.
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Smith, Matthew J., Kari Sherwood, Shannon Blajeski, Brittany Ross, Justin D. Smith, Neil Jordan, Leann Dawalt, Lauren Bishop, and Marc S. Atkins. "Job Interview and Vocational Outcomes Among Transition-Age Youth Receiving Special Education Pre-Employment Transition Services." Intellectual and Developmental Disabilities 59, no. 5 (September 22, 2021): 405–21. http://dx.doi.org/10.1352/1934-9556-59.5.405.
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Abstract Vocational outcomes among transition-age youth receiving special education services are critically poor and have only incrementally improved since the implementation of the Workforce Innovation Opportunity Act. Few studies highlight whether interviewing may be critical to obtaining vocational outcomes such as competitive employment or internships. This study evaluated vocational interviewing and outcomes among 656 transition-age youth receiving special education pre-employment transition services from 47 schools. Results suggest 20.8% of these youth were currently employed, and 88.8% of these employed youth interviewed prior to obtaining their job, which is higher than anecdotal evidence suggests and speaks to the importance of job interview skills as an intervention target for special education pre-employment transition services. We discuss the implications and directions for further study.
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Willems, Jean-Pierre. "Quand l'orientation devient un droit." L’Orientation scolaire et professionnelle 20, no. 4 (1991): 415–23. http://dx.doi.org/10.3406/binop.1991.1379.
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Advocated by the Economic and Social Council in 1980, the right to vocational counselling took ten years to be recognized. Indeed, in the 80’s, vocational counselling was more an obligation than a right. For the jobseekers, it determined the access to the package on vocational training ; for the salaried employees, the access to counselling was possible only when redundancy was impending. The July 4th 1990 Act on the “Crédit-formation” acknowledged that an unskilled person had a right to an assessment of competence and to further education. But it is the July 3rd 1991 National Interprofessional Agreement that created for the first time in France a true right to vocational counselling. It gives any salaried employee the opportunity to benefit from an assessment of personal and professional skills while working.
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Mohamad, Mimi Mohaffyza, Nor Lisa Sulaiman, Lai Chee Sern, and Kahirol Mohd Salleh. "The Composite of Students' Characteristic and Cognitive Dimension in Vocational Education." GATR Global Journal of Business Social Sciences Review 1, no. 2 (May 9, 2013): 28–39. http://dx.doi.org/10.35609/gjbssr.2013.1.2(4).
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Objective- This study conducted to identify how learning styles influenced students' academic achievement based on cognitive dimension and vocational elements in Building Construction involving the students and teachers from Vocational Colleges. Methodology/Technique- Felder and Silverman Learning Styles Model comprise four learning styles dimensions: processing, perception, input and understanding, as a method to identify students' learning styles. The cognitive elements and vocational elements which consist of the aspects of knowledge, skills and problem solving were taken into account in constructing the question items for Student Perception in Cognitive Learning and the students' achievement test for Cognitive Mastery Achievement Test. Stratified sampling procedure was applied in the selection of 128 students as research respondents. Findings- The study discovered that students tend to be visual learners. This study also analyzed the differences between the four dimensions of Felder Silverman LS with the vocational elements in Building Construction. The discussions with teachers revealed that most teachers accommodate students learning styles with cognitive mastery by using visual approach to increase students' academic achievement. Novelty- The paper could act as a guideline for teachers to facilitate students to learn more effectively and to boost the academic achievement in vocational education. Type of Paper: Empirical paper Keywords: , Learning styles, knowledge, skills and problem solving
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Kazonga, Eustarckio. "Implications of Policy and Legal Frameworks on Higher Education in Zambia." Excellence in Higher Education 8 (January 17, 2019): 8–13. http://dx.doi.org/10.5195/ehe.2018.157.
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Policy and legal frameworks are enablers for the delivery of appropriate higher education (HE) in a country. Zambia is currently implementing reforms in the HE sub-sector within the context of the policy and legal frameworks. These frameworks have implications on the provision of HE. The objectives of the paper are to: identify the policy and legal frameworks for the HE sub-sector; and determine the implications of these frameworks on HE. A document analysis method was used for the study in order to determine the relevant policy and legal frameworks on HE. In particular, the analysis used qualitative data purposively collected from the following documents: (1) Educating Our Future: National Policy on Education of 1996; (2) Technical Education, Vocational and Entrepreneurship Training Policy of 1996; (3) Higher Education Act No. 4 of 2013 and Zambia Qualifications Authority Act No. 13 of 2011; (5) Higher Education Loans and Scholarships Act No. 31 of 2016; (6) Technical Education, Vocational and Entrepreneurship Training (TEVET) Act No. 13 of 1998 as amended by the TEVET Act No. 11 of 2005; and (7) selected Government Gazette notices. The study findings are that the higher education policy and legal frameworks implications are liberalization, quality assurance, appropriate responses to the national needs, flexibility in training programs, financing, partnerships, accountability, and relevance of training programs offered. The paper concludes that there are multiple policy and legal frameworks implications on HE in Zambia but key among these are registration and accreditation of learning programs, and development of quality assurance systems to address the multitude of the twenty-first century challenges and demands of excellence in HE.
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Nawój-Połoczańska, Joanna Agnieszka. "Relations Between the National and EU Model of Career Counseling." Lubelski Rocznik Pedagogiczny 40, no. 3 (November 23, 2021): 235–49. http://dx.doi.org/10.17951/lrp.2021.40.3.235-249.
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The obligation to provide vocational counseling in schools was introduced on September 1, 2017. In the Education Law Act, it was indicated as one of the forms of teaching and educational activity of schools.
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TERENKO, OLENA. "HISTORICAL AND PEDAGOGICAL PECULIARITIES OF ADULT EDUCATION DEVELOPMENT IN THE USA IN EARLY 20TH CENTURY." Comparative Professional Pedagogy 12, no. 1 (June 30, 2022): 15–22. http://dx.doi.org/10.31891/2308-4081/2022-12(1)-2.
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The aim of the article is to analyse historical and pedagogical peculiarities of adult education development in the USA in the early 20th century in the context of reforming educational system of Ukraine. For fulfilment of the mentioned aim the following methods have been applied: a system of general theoretical methods (analysis, synthesis, comparison, abstraction etc.), and concrete scientific methods, namely term analysis and historical genetic analysis. Functioning of moonlight schools has been depicted. Determinants of the development of adult education in this period, in particular, such historical events as World Wars, the period of prosperity, the Great Depression and socio-economic factors have been singled out. The influence of industrialization and the introduction of new agricultural technologies on adult education has been presented. Legislative basics of adult education have been singled out, namely: Smith-Hughes Act (1917), which was aimed at vocational training at schools and colleges; George-Reed Act (1929), which emphasized the training of specialists in the field of home economics and agriculture; George-Deen Act of Vocational Education (1935), which provided additional funding for programs in agriculture, home economics, and industry; George-Barden Act (1946), which was flexible in the distribution of funding for education, provided money for teacher training; Bill of Rights (1944), called the Soldiers’ Bill of Rights because it dealt with loans for education and housing for demobilized soldiers; Employment Act (1946). Results of the conducted research work give opportunity to state that American experience in the field of adult education can help to create harmony between national traditions and world achievements on the basis of humanism and democracy; to give high quality educational service to adults, synchronize national system of adult education with world tendencies, provide conditions for adult education development and its influence on economic development of state.
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Wang, Jie, Shiping Zou, and Yulin Shen. "Exploration on the Reform Strategy of Teaching Quality Evaluation System in Chinese Vocational Colleges." Journal of Education and Training Studies 10, no. 3 (April 11, 2022): 60. http://dx.doi.org/10.11114/jets.v10i3.5527.
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The teaching quality evaluation of vocational education is not only an important way to meet the national identification of technical talents, but also an objective reflection of the comprehensive management level and college running quality of vocational colleges. However, the teaching evaluation of vocational education in China has not formed a unified and standardized management system framework. Therefore, in the new era of Xi Jinping, China's research on the evaluation of teaching quality of occupation technology education is more important. PDCA cycle is Deming Cycle, which is a model of continuous quality improvement, including four repeated steps: Plan, Do, Check and Act. This is exactly the same as the process of teaching quality evaluation in vocational colleges. Based on the concept of PDCA cycle theory, this paper attempts to use PDCA method to increase the innovative potential of teaching quality evaluation, and construct a set of closed-loop evaluation management scheme of teaching quality in the whole process and all-round spiral dynamic cycle mode-a five in one pluralistic structural teaching quality evaluation and management system of vocational colleges, families, enterprises, third-party institutions and society. This paper also discusses how PDCA method will affect the design and reform of teaching quality evaluation of vocational education in China, and deeply analyzes the problems and countermeasures that vocational colleges may face after trying to implement the pluralistic structural teaching quality evaluation and management system.
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Grigal, Meg, Debra Hart, and Cate Weir. "Postsecondary Education for People With Intellectual Disability: Current Issues and Critical Challenges." Inclusion 1, no. 1 (June 1, 2013): 50–63. http://dx.doi.org/10.1352/2326-6988-1.1.050.
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Abstract Increasingly, people with intellectual disability are seeking, accessing, and benefiting from higher education. This article presents an overview of current legislative and policy issues as they related to postsecondary education for people with intellectual disability, including the Higher Education Opportunity Act, the Americans with Disabilities Act, and state vocational rehabilitation program policies. Policy actions are suggested. In describing existing and emerging practices, critical issues and future challenges are reviewed by the authors. Finally, current research on the impact of postsecondary education on the systems and people involved is shared and recommendations for future areas of exploration are provided.
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Kett, Joseph F. "“THEORY RUN MAD”: JOHN DEWEY AND “REAL” VOCATIONAL EDUCATION." Journal of the Gilded Age and Progressive Era 16, no. 4 (October 2017): 500–514. http://dx.doi.org/10.1017/s1537781417000366.
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Democracy and Education appeared amid intense debate over the relationship between school and work. This debate revealed a stark contrast between Dewey's idea to educate young people to understand the complex relationships of modern industry and the ideas of educators who equated vocational education with training fourteen- to sixteen-year-olds for maximal productivity, a view written into the Smith-Hughes Act of 1917. Whereas Dewey favored integrating vocational education with “a new kind of general education,” his antagonists assailed advocates of the “general” or “academic” curriculum as reactionaries who infected public education with impractical theories that only served those with time and money to indulge their interest in cultural values detached from daily life. Significantly, Dewey did not respond with a defense of theory over practice but with an assertion that his opponents’ thought was permeated by theories, ironically drawn from some of the same sources that influenced mainstream advocates of the “new” education. Understanding how combatants could derive conflicting conclusions from the same sources illuminates the paradoxes and aids in explaining the timing and scope of the Progressive movement.
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BARANOVSKA, LILIYA, and NATALIIA ZHURAVEL. "LEGISLATIVE SUPPORT FOR HIGHER EDUCATION IN AUSTRALIA." Comparative Professional Pedagogy 13, no. 1 (May 25, 2023): 28–36. http://dx.doi.org/10.31891/2308-4081/2023-13(1)-4.
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The article examines and analyses legislative support of higher education in Australia and compares it with the educational legislation of Ukraine. It is defined that Australia is a federal country and its education legislation is provided by the National and State Governments. The national government develops the national education policy and substantiates its guiding principles. The federal government is responsible for funding higher education and provides additional funding to the states. State and territory governments control all aspects of education except universities. The laws in this country are effective. In education, they are focused on improving the quality of professional training, forming such competences of higher education students that employers expect and that are appropriate for workplaces. Higher education in Australia is provided by universities and colleges, as well as institutions of the state-controlled TAFE (Technical and Further Education) system. Universities in Australia provide theoretical training for higher education applicants. Vocational education, focused on the development of specific skills for activities in a specific workplace, is provided by TAFE institutions. Their programmes are developed in partnership with business and industry communities.
In addition to the public TAFE system, there are also private vocational colleges. The legislative framework of higher education in Australia includes: Australian Education Act, Higher Education Act, Higher Education Support Act, Australian Qualifications Framework, Training Packages.
The latter outline the standards of professional skills that can be used to train and assess the competences of education seekers. Training Packages were developed in the process of national consultations with industry. Their goals are to determine the match between the demand for qualifications and the supply; encourage the development of a flexible and relevant workforce and training; ensure national recognition of professional and technical training results; support people in the choice of education and career.
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Кулалаєва, Наталя, and Ольга Гайдук. "DESIGNING AN EFFECTIVE EDUCATIONAL PRODUCTION ENVIRONMENT IN VOCATIONAL SCHOOLS UNDER DUAL VOCATIONAL EDUCATION." Professional Pedagogics 2, no. 27 (October 6, 2023): 107–19. http://dx.doi.org/10.32835/2707-3092.2023.27.107-119.
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Relevance: The issue of introducing dual education, in particular the design of a quality educational and production environment of a professional education institution under such conditions, is becoming more and more relevant. At the same time, it is important to take into account both objective and subjective factors affecting the specified process, as well as to determine the directions and prospects for the development of a high-quality educational and production environment of a professional education institution. The article aims to discover how to design an effective educational production environment in vocational schools in the conditions of dual vocational education, create it in the schools involved in the experiment, assess its quality under appropriate parameters and provide relevant recommendations. Methods: analysis of scientific and pedagogical sources and regulatory framework; study of the work practice of vocational education institutions according to research issues; SWOT analysis of the introduction of elements of a dual form of education in the professional training of future specialists, surveys of vocational education applicants, pedagogical workers of vocational education institutions and representatives of enterprises; modeling, analysis, synthesis and generalization of scientific material for the development and implementation of methodological tools; systematization and generalization of research results. The results. As part of this research, an effective educational production environment in the conditions of dual vocational education was designed in vocational schools involved in the experiment after introducing the authors’ methodical tools. The quality of the designed environment was assessed at the beginning and at the end of the formative experiment (the training course for vocational education teachers was organized; the authors’ methodical tools were implemented) with the help of such parameters as modality, extension, intensity, awareness, generalization, dominance, social activity, mobility. A detailed analysis of the obtained results shows a significant increase in the quality of the specified parameters of an educational production environment in vocational schools with some elements of dual vocational education at a high level. Conclusions. It is essential to support various innovations and initiatives of all the actors in the educational process to strengthen a creative atmosphere in vocational schools and, thus, prepare creative specialists who should act as proactive and free citizens of their country. It is crucial to build a constructive dialogue between all the actors in dual vocational education based on the principles of partnership and consensus to boost their motivation for joint productive activity and responsibility for its results and make their actions more coordinated. It is important to regularly update technological equipment in vocational schools and enterprises providing their production sites for practical training and promote continuing professional development of vocational education teachers and mentors at the enterprises to ensure high-quality vocational training of future specialists in the conditions of dual vocational education. Finally, it is advisable to improve educational programmes and curricula following the needs of enterprises (employers), as well as the fast-moving requirements of the labour market, to support the flexibility of the educational process.
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Veer Sen, Arjun. "JOB CRISIS; MERGING THE GAP BETWEEN SCHOOL AND UNIVERSITY EDUCATION AND VOCATIONAL EDUCATION." International Journal of Social Science & Economic Research 09, no. 01 (2024): 125–37. http://dx.doi.org/10.46609/ijsser.2024.v09i01.008.
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While the Right to Education Act of 2002 in India guarantees free and compulsory education of all children in the age group of six to fourteen years, such education does not necessarily lead to employment. In rural areas, states with poor Gross Domestic Products (GDP) tend to have higher school dropout rates due to the lack of quality education. According to Niti Aayog, the dropout rate in 2020-21 at the secondary level in Bihar (India’s poorest state) was 21.4 percent since school education does not guarantee employment. In fact, 25.5% of youth between the ages 15 - 29 are unemployed-this does not take into consideration the types of jobs taken up by them, such as an unproductive primary sector, thus serving as a research gap. This unproductive work results in lower income for the rural youth, amplifying the issue of poverty. This paper elaborates on the flaws of the current Technical and Vocational Education (TVET) System utilizing a case study and using comparative analysis with countries such as Norway and Germany with successful TVETs.
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Andersen, Mari J. Wikhaug. "Vocational teachers as policy actors." Apples - Journal of Applied Language Studies 18, no. 1 (June 10, 2024): 135–57. http://dx.doi.org/10.47862/apples.136338.
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Linguistic diversity has become a focus in the Norwegian National Curriculum (LK20), which establishes students experiencing “multilingualism as a resource” as a policy intention. This study explores if and how this policy intention corresponds with teachers’ experiences and practices in mainstream vocational education and training (VET). Using the concept of policy enactment developed by Ball et al. (2012) as a theoretical and analytical framework, I analyze the curricular aims set by the LK20 Core Curriculum and a subject-specific VET curriculum, comparing them to the teaching practices reflected in interview data gathered through linguistic ethnographic fieldwork in mainstream Norwegian VET programs in 2020 and 2021. My findings show that (a) the National Curriculum positions vocational teachers as subject-specific, mainly Norwegian-oriented language teachers held to ensure the enactment of “multilingualism as a resource”, even though most vocational teachers are not trained in language education, and that (b) vocational teachers act as interpreters, translators, and relatively passive receivers of language-related policies, also frequently assuming critical positions towards these policies and some organizational features of the educational institution. The study highlights the ambiguous and challenging positions vocational teachers find themselves in, emphasize the necessity of more multilingually-oriented approaches to mainstream vocational education, and show that for language-related policy intentions like “multilingualism as a resource” to be enacted, it is imperative to provide policy actors like vocational teachers with sufficient suitable resources.
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Романова, Ганна. "БІБЛІОТЕКА ЗАКЛАДУ ПРОФЕСІЙНОЇ ОСВІТИ ЯК СУБ`ЄКТ ПРОЄКТУВАННЯ ОСВІТНЬОГО СЕРЕДОВИЩА." Professional Pedagogics 2, no. 27 (December 1, 2023): 146–53. http://dx.doi.org/10.32835/2707-3092.2023.27.146-153.
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The research's relevance is driven by the need to develop libraries of vocational education institutions as subjects of educational environment design. Objective: To substantiate the role of the vocational education institution's library in the design of the educational environment. Methods: Analysis of scientific sources and practical experience of vocational education institutions' libraries to substantiate their role in educational environment design. Results: The essence of the environmental approach is substantiated, the concept of “personal-development environment of a vocational education institution” is defined, the design skills of library staff are characterized, their role and functions in the modern educational process are determined, websites of vocational education institutions' libraries are analyzed, the specifics of the V. O. Sukhomlynskyi State Scientific-Pedagogical Library of Ukraine's activity in providing scientific-methodological support for the development of subjectivity of educational libraries in educational environment design are highlighted. Conclusions: The application of the environmental approach in modern vocational education implies indirect management of the educational process, with a primary focus on the proactivity of the student, his self-education, self-upbringing, and professional self-development; the design of a personal-development environment in a vocational education institution involves interaction among scientists, methodologists, educators, library staff, and students, and aims to effect positive changes both in the educational process and in the experience of the subjects of interaction; based on the analysis of research, the components of the modern personal-development environment of a vocational education institution are identified (subject, axiological, sociocultural, informational, organizational-activity, material-technical, virtual); libraries of vocational education institutions realize their subjectivity in the design of the educational environment, which involves changing the role and functions of their employees, who act as information intermediaries for students and teachers, master innovative pedagogical technologies, efficiently use computer and telecommunication technologies, navigate in the virtual space; the positive experience of libraries in designing educational environments of vocational education institutions is linked with the quality of functioning of their pages, blogs, websites, correlating with the systematic presentation of information about significant events, news, work regulations, communications, projects, content of recommended literature by profession, and providing feedback with users; important for the development of subjectivity of educational libraries, particularly those of vocational education institutions, is their scientific-methodological support by scientific institutions, in particular, the V. O. Sukhomlynskyi State Scientific-Pedagogical Library of Ukraine consistently carries out such activities as a coordination, scientific-methodological center of the network of educational libraries of the Ministry of Education and Science of Ukraine and the National Academy of Pedagogical Sciences of Ukraine.
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Khashimova, Yorkinoy I. "FORMATION OF ECONOMIC EDUCATION IN PRESCHOOL CHILDREN." European International Journal of Multidisciplinary Research and Management Studies 02, no. 06 (June 1, 2022): 59–66. http://dx.doi.org/10.55640/eijmrms-02-06-11.
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In modern conditions of the development of society and the formation of a market economy, the success of each person, and hence the prosperity of society as a whole, is possible only if the majority of people consciously, based on traditions and personal experience, act in accordance with objectively existing laws. To ensure their future in the new market conditions, completely new requirements are being put forward for preparing the future generation to participate in production and forming a willingness to be included in modern forms of economic relations, which is possible subject to studying the theory and practice of economics and shaping the economic thinking of the younger generation. This is also indicated in the concept of economic education in a secondary vocational school.
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Kim, Rah Kyung, and Stacy K. Dymond. "Special Education Teachers' Perceptions of Benefits, Barriers, and Components of Community-Based Vocational Instruction." Intellectual and Developmental Disabilities 48, no. 5 (October 1, 2010): 313–29. http://dx.doi.org/10.1352/1934-9556-48.5.313.
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Abstract This study investigated special education teachers' perceptions of the benefits, barriers, and components of community-based vocational instruction (CBVI). Participants included special education teachers (N = 68) from randomly selected high schools in Illinois who had experience delivering vocational curriculum to students with disabilities. Data collection occurred via a survey. Special education teachers perceived CBVI to result in numerous benefits for students with disabilities. Limited resources, requirements of the No Child Left Behind Act, and student issues were identified as barriers to implementation. Incongruence existed between teachers' ratings of the importance and use of the components of CBVI. Years of teaching experience, types of students with disabilities served, size of school, and experience with CBVI affected teachers' perceptions of CBVI.
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Haiduk, Olha, and Andrii Kalenskyi. "Sustainable development in vocational education: foreign experience." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 4 (56) (2023): 5–9. http://dx.doi.org/10.17721/1728-2217.2023.56.5-9.
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Background. To follow sustainable development principles during and after the Ukrainian war and post-war economic recovery demands coordinated action and a systematic reconstruction policy. Taking into account sustainable development principles, the Ukrainian government must take measures to lessen the negative impact on the environment and increase the positive impact on society's development. In view of this, the task arises of such an organization of the sphere of vocational education and training, which takes into account modern trends in the development of an economy focused on the preservation of natural resources with simultaneous observance of the UN concept of education for sustainable development. This indicates the need to introduce new, eco-oriented and energy-efficient technologies, the maintenance and functioning of which will be provided by highly skilled workers who are able to professionally act in accordance with the principles of sustainable development. For professional training, this means that both future workers and retired military personnel who want to change their profession need to acquire competencies that will enable them to include sustainable development factors in their professional activities and, if possible, organize their work accordingly after graduation for the ecological post-war restoration of the country. M e t h o d s . Theoretical (analysis, synthesis, interpretation, abstraction, generalization, analogy and comparison – for structuring and analyzing the impact of sustainable development on vocational education in Germany); comparative - to adapt the experience of Germany to the conditions of the domestic system of vocational education; generalization - to formulate the conclusions of the study. Results. The impact of sustainable development on professional education in Germany, which has overcome its path from environmental education in vocational training to vocational training for sustainable development, is considered. It has been found that currently in Ukraine, at the level of state program documents and recommendations for the implementation of the Sustainable Development Goals, one can only see intentions to implement them. In the Standards of Education and, in particular, vocational education, and until now, in the requirements for learning outcomes, in the lists and descriptions of key competencies by profession, there is no competence focused on sustainable development, but only environmental and energy-efficient competence, which, in our opinion, is much narrower in its meaning. ConclusIons. The development considered in the article from environmental education to professional training for sustainable development in Germany shows that in order to better adapt education for sustainable development in vocational education in Ukraine, it is necessary to set the task of understanding the formation of competence focused on sustainable development in future skilled workers, taking into account the Sustainable Development Goals. To this end, it is necessary to intensify scientific research on the formation of the specified competence of future skilled workers with their subsequent introduction into the Standards of vocational education.
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Chinedu, Caleb Chidozie, Atif Saleem, and Wan Hanim Nadrah Wan Muda. "Teaching and Learning Approaches: Curriculum Framework for Sustainability Literacy for Technical and Vocational Teacher Training Programmes in Malaysia." Sustainability 15, no. 3 (January 31, 2023): 2543. http://dx.doi.org/10.3390/su15032543.
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Given the impact of unsustainable practices, work, and living patterns, it has become increasingly important to raise global citizens as stewards of the earth’s life support system. Thus, developing sustainability literacy has become very crucial. A sustainability-literate professional can make sound decisions and act in environmentally friendly, socially acceptable, and economically viable ways. Technical and vocational education and training (TVET) arguably has the potential to educate workers, graduates, and citizens alike in developing sustainability literacy since it is regarded in many nations as the supplier of skilled labour. TVET teacher training programmes in Malaysia have been vastly proficient in developing vocationally competent teachers and workers. Still, there remains uncertainty regarding the extent to which these vocational teaching professionals have been trained to develop sustainability competencies and literacies. The implication is that, when technical and vocational teachers responsible for training workers do not possess the requisite competencies to engage in sustainability education, the potential for TVET to become a viable tool for ESD diminishes. Given this backdrop, this study was undertaken to propose a curriculum framework for sustainability literacy for technical and vocational teacher training programmes. Using a modified Delphi method (MDM) consisting of 15 expert participants from Asian-Pacific countries, four important curricular elements for sustainability literacy were identified and defined. These include the learning outcomes for sustainability literacy, teaching competencies for sustainability literacy, pedagogical approaches to foster effective teaching and learning for sustainability, as well as ESD integration strategies. The specific indicators within this curriculum framework were also defined. The paper concludes with vivid implications for practice within TVET teacher training programmes in realising Goal 4 of the United Nations Sustainable Development Goals (SDGs).
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Ferm, Lisa, and Maria Gustavsson. "Gendered Vocational Identities – Female Students' Strategies for Identity Formation During Workplace-Based Learning in Male-Dominated Work." International Journal for Research in Vocational Education and Training 8, no. 3 (December 21, 2021): 334–54. http://dx.doi.org/10.13152/ijrvet.8.3.4.
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Purpose: This article investigates female vocational students' strategies for becoming part of a workplace community, what these strategies are and how they are tied to the formation of vocational identities within male-dominated industrial work. Of particular interest is how female students enrolled on Swedish upper secondary industrial programmes experience workplace-based learning at industrial workplaces as part of their vocational education. The theoretical framework derives from Wenger's concept of community of practice, but his theoretical concept does not explicitly include gender dimensions. Therefore, the concept of community of practice is also combined with Paechter's assumption of gender, whereby femininity and masculinity can be considered as different communities of practice. Methods: The article draws on evidence from a Swedish study based on interviews with 20 female students enrolled on the industrial programme at six upper secondary schools. In this vocational programme, there is a distinct gender distribution and only a small minority of the students on the programme are girls. In the analysis, the focus is on the female students' strategies used during workplace-based learning to become part of the work community which consists almost exclusively of male workers.Findings: The female students deliberately negotiated vocational identities as female industrial workers to become accepted in the male-dominated work community. The findings highlight three specific strategies that the female students used: Acting like gender does not matter, acting like boys (not like drama queens), and acting tough and joking around. The female students' strategies were part of – and tied to – a complex vocational identity formation process that featured contradictory requirements. By taking individual responsibility, they identified relevant information for becoming industrial workers and chose to act like boys. The female students saw no problem with being a girl, yet they struggled with implicit, diffuse and hidden gender structures and prejudices in the male-dominated industrial companies. Nevertheless, they strived for what they perceived to be an attractive vocational identity as industrial workers; it was an alternative, atypically feminine way of being that attracted the female students. Conclusions: The study concludes that female students mostly rely on their individual agency when interacting with others in the male-dominated workplace community. A "gendered vocational identity" is formed which shows that the identity formation of female students is a complex double process, in which vocational and gender identities are formed simultaneously and in parallel within the male-dominated workplace.
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Maurice-Takerei, Lisa, and Helen Anderson. "Vocational education and training reform in Aotearoa New Zealand." New Zealand Annual Review of Education 27 (November 24, 2022): 116–30. http://dx.doi.org/10.26686/nzaroe.v27.8034.
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The Education and Training Act 2020 provides an opportunity to transform the Vocational Education and Training (VET) system in Aotearoa New Zealand to ensure participants are successfully prepared for participation in the current and future workforce. The authors of this paper discuss current reforms in the VET system beyond the changing of components and the assignation of requisite tasks. While change to processes and systems can have an impact on VET outcomes, the kind of change that transforms individual lives and life chances depends on the decision-making and approaches made possible only by individuals ‘at the coalface.’ Indeed, changes to training programmes and processes alone cannot give effect to improved outcomes. The authors suggest that it is educators, the often unnamed and invisible workforce that will provide the basis for transformational VET based change. The VET workforce who daily mediate training programmes and curriculum as educators, facilitators, trainers, instructors and teachers are central to the transformation of VET. Indeed, the most challenging and complex of changes within the Review of Vocational Education (RoVE) is one that is not yet accounted for or named – the VET education workforce. The authors call for a recognition of educators in VET and an acknowledgement of the centrality of their work in change. A case for planning and strategy that provides direction for the education and training workforce to build their knowledge and capability for a new VET is presented, without which the opportunity for transformational reform is at risk of being lost to componentry change.
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Korolev, S. V. "«Basic Education» and «Vocational Profile» as Ideologemes of the Bologna system." Russian Journal of Legal Studies 2, no. 3 (September 15, 2015): 115–24. http://dx.doi.org/10.17816/rjls18056.
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The article deals with two unquestioned hereto terms: «basic education» and “(scientific) profile”. The author unmasks their logical incoherence and ideological bias. The target of special critique is the Bologna system of higher education with its depersonalization of education in the disguise of the battle for objectivity and fragmentation of education in the disguise of its differentiation. As a lawyer, the author favours the normativist method, which inevitably combines with the systematic analysis of the federal legislation on education. The author also applies the juridical hermeneutics as elaborated by Frederic Carl von Savigny while analysing the actual problems of the Russian higher education. Within the nascent educational law of Russia the author suggests, firstly, differentiating between the exclusive and inclusive interpretation methods. Secondly, he insists on the necessity of subjecting the eventual decision act for or against either of these methods to the rule of law imperative and the principle of the social state as anchored in the Russian constitution of 1993.
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Yadryshnikov, Konstantin S. "Assessment of the regulatory impact of a normative act as a pedagogical tool for the formation of a student's legal culture." Pedagogy: history, prospects 3, no. 5 (October 29, 2020): 85–99. http://dx.doi.org/10.17748/2686-9969-2020-3-5-85-99.
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This article examines the problems of forming the legal culture of the students’ personality when teaching legal disciplines (on the example of educational institutions of Technical and Vocational Education and Training) with the use of pedagogical meth-ods - assessing the regulatory impact of a normative act. The paper provides an over-view of the application of regulatory impact assessment in various spheres of public life. The author substantiates the possibility and necessity of using the assessment of the regulatory impact of a normative act in pedagogy, as an independent pedagogical methodology. The necessity of forming the legal culture of a student's personality is revealed, the semantic load of the definition of «legal culture» is considered and the optimal definition of the concept is selected for use in this study. The paper proposes a relatively new pedagogical methodology for teaching legal disciplines, with the help of which the goals of education are realized and at the same time the legal culture of the individual is formed. The results of the effective application of the methodology for assessing the regulatory impact of a normative act (on the example of teaching students of Technical and Vocational Education and Training), expertise that is formed at the same time among students, are presented. The features of the application of the methodology for assessing the regulatory impact of the normative act are indicated, as well as the difficulties that the teacher should take into account when using this pedagogical toolkit. The conclusion is made about the possibility of applying the methodology for assessing the regulatory impact of a normative act in educational institutions of all types.
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Julianti, Kania Puja, and Alwi Al Hadad. "Pengaruh Manajerial Gaya Kepemimpinan Kepala Sekolah Terhadap Kinerja Guru di Sekolah Menengah Kejuruan (SMK) Hikari Kabupaten Bandung Barat." NUSRA : Jurnal Penelitian dan Ilmu Pendidikan 5, no. 2 (May 31, 2024): 899–905. http://dx.doi.org/10.55681/nusra.v5i2.2808.
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In principle, educational institutions are formal representatives who have authority over staff, students and the surrounding environment. In contrast, principals can act as managers, supervisors, instructors, administrators, leaders, and innovators. Improving the quality, efficacy and efficiency of education is the main goal of educational management, which is very important in implementing education. The implementation of education needs to be carefully planned through stages which include organizing, directing, supervising and planning so that it can function smoothly and produce quality results. This scientific research aims to determine the managerial leadership of school principals on teacher performance at HIKARI Vocational School, West Bandung Regency, as well as the principal's efforts to improve school management and increase the caliber of teacher performance at HIKARI Vocational School. A descriptive approach and qualitative research methodology were used to write this scientific research. The principal of Hikari Vocational School, the deputy head of curriculum and student affairs, and two teachers each served as research subjects. This research uses documentation, interviews and observation as data collection methods. First, research findings show that the principal of Hikari Vocational School applies a democratic leadership approach. Second, the principal uses supervision as one of two strategies to improve the performance of his staff.
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Nordby, Mette, Berit Reitan, and Guðrún Jónsdóttir. "Naturfag for yrkesfagelever: Er det handlingsrom i læreplanen til å utforme relevant og yrkesrettet undervisning?" Acta Didactica Norge 12, no. 3 (November 4, 2018): 8. http://dx.doi.org/10.5617/adno.5636.
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Fra flere hold blir innholdet i fellesfagene trukket fram som en årsak til dårlig motiverte elever og frafall i yrkesopplæringen. Forskriften til opplæringsloven stiller eksplisitte krav til at opplæringen i fellesfagene skal være tilpasset de ulike studieprogrammene. Denne studien stiller spørsmål om hvor stort handlingsrom kompetansemålene i læreplanen i naturfag gir lærere til utforming av relevant og yrkesrettet undervisning for yrkesfagelever. Vi har utviklet en analysemetode egnet til å vurdere om et innholdselement i et kompetansemål 1) vil være relevant for yrkesfagelever ved ulike studieprogram, og 2) mulig å tilpasse til yrkesfagelever ved ulike studieprogram. Vi har funnet at kompetansemålene i læreplanen i naturfag setter opp et relativt begrenset handlingsrom med tanke på utforming av relevant og yrkesrettet undervisning for yrkesfagelever. For å realisere kravet om at opplæringen i naturfag skal være tilpasset de ulike studieprogrammene mener vi at det må legges bedre til rette for dette i fremtidige læreplaner. På bakgrunn av funn i denne studien ser vi et behov for ytterligere forskning på yrkesfagelevers opplevelse av relevans i naturfag.Nøkkelord: læreplananalyse, naturfag, yrkesfag, relevans, yrkesretting, yrkesfagelever School science for vocational students: Is there scope for action in the curriculum to design relevant teaching adapted to the various vocational programs?AbstractFrom several sources, the curriculum in the common core subjects is accentuated as a reason for poorly motivated students and dropouts in upper secondary vocational education in Norway. The Regulation for the Education Act makes explicit demands that the teaching in the common core subjects should be adapted to the various vocational programs. This study questions the scope for action in the school science curriculum to create teaching for vocational students that is relevant and adapted to the various vocational programmes. We have developed an analytical method suitable for detecting if a content item in a competence aim 1) will be relevant for vocational students in the different vocational programs, and 2) is possible to adapt to vocational students in the different vocational programs. We have found that the competence aims in the school science curriculum establish a relatively limited scope for actopn in regards to designing relevant teaching, adapted to vocational students. In order to realize the requirement for adaption to the various vocational programs, we claim that this should be facilitated in future school science curricula. Based on findings in this study, we see a need for further research on vocational students and their experience of relevance in school science.Keywords: curriculum analysis, school science, vocational education, relevance, adaptation to vocational education
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Edmondson, Claudia A., and Hal M. Cain. "The Spirit of the Individuals with Disabilities Education Act: Collaboration Between Special Education and Vocational Rehabilitation for the Transition of Students with Disabilities." Journal of Applied Rehabilitation Counseling 33, no. 4 (December 1, 2002): 10–14. http://dx.doi.org/10.1891/0047-2220.33.4.10.
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This article looks at the intent of IDEA with regard to collaboration of services in the area of school to adult life transitions. In particular, the potential benefit of involving vocational rehabilitation counselors in the IEP process is discussed. An overview of the IDEA and transition is given including age requirements and IEP team constellation. Suggestions are made as to how the “spirit of the law” can be met to better serve students and young adults with disabilities through the transition to adulthood process.
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Giani, Matt S. "Does Vocational Still Imply Tracking? Examining the Evolution of Career and Technical Education Curricular Policy in Texas." Educational Policy 33, no. 7 (December 4, 2017): 1002–46. http://dx.doi.org/10.1177/0895904817745375.
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Vocational education has historically been viewed as a mechanism for reinforcing social stratification by channeling underrepresented students into pathways with limited educational and economic benefits. However, vocational education has evolved significantly over time, most notably with the shift to career and technical education (CTE) in the Carl D. Perkins Act of 2006 (Perkins IV). Texas began reforming its approach to CTE around 2009 in response to Perkins IV. This study compared demographic patterns in CTE participation and the relationship between CTE concentration and postsecondary access for two cohorts of Texas high school graduates, the latter of which began high school under the new CTE policy. The results reveal limited stratification in CTE participation and a positive relationship between CTE concentration and postsecondary access overall, and in particular enrollment in public 4-year colleges, for the latter cohort. The results suggest CTE may be becoming more effective at providing pathways to postsecondary.
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Herr, Edwin L. "The implementation of the Carl D. Perkins Vocational Education Act in a large industrial state: Pennsylvania." Economics of Education Review 8, no. 1 (January 1989): 83–92. http://dx.doi.org/10.1016/0272-7757(89)90038-1.
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Werum, Regina. "Sectionalism and Racial Politics: Federal Vocational Policies and Programs in the Predesegregation South." Social Science History 21, no. 3 (1997): 399–453. http://dx.doi.org/10.1017/s014555320001779x.
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Extant literature onvocational reformsgives the impression that they, like other educational reforms, resulted from a consensus between northern industrialists and professional educators (e.g., Bowles and Gintis 1976; Cohen 1968; Cremin 1961; Cuban 1982; Fones-Wolf 1983; Kett 1982; Powers 1992; Tyack 1981 [1974]). If national educational reforms reflected national economic interests, we should expect twentieth-century federal vocational legislation to reflect the interests of an increasingly industrialized national economy. By the same token, regionally specific economic interests should find their reflection primarily in local educational practice. This view rests on the assumption that a “national economy” has existed and that federal policies have not reflected sectional economic interests. In reality, southern sectional interests have shaped a variety of economic and social policies, ranging from post-Reconstruction child labor and compulsory education laws to New Deal policies such as the 1933 National Industrial Recovery Act (NIRA), the 1935 National Labor Relations (Wagner) Act, welfare policy, and the 1935 Social Security Act establishing old-age security and unemployment compensation (Alston and Ferrie 1985; Bensei 1984; Lieberman 1995; Quadagno 1988, 1994; Shulman 1991; Skocpol 1995).
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Maingi, Josephine M., Samuel O. Obaki, and Anthony Sang. "Institutional Factors Influencing Acquisition of Vocational Skills by Trainees in Public Vocational Training Centers in Kakamega County-Kenya." World Journal of Education and Humanities 2, no. 1 (October 9, 2019): p15. http://dx.doi.org/10.22158/wjeh.v2n1p15.
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Vocational Training Centers (VTCs) are anchored in the Technical Vocational Education and Training ACT (2013), which emphases on imparting vocational and technical skills in trainees. The purpose of this study was to determine the institutional factors influencing acquisition of vocational skills by trainees in public vocational training centres in Kakamega County. The study adopted a descriptive survey. The target population of the study was 1740 comprising of 60 county polytechnic, 60 county polytechnic principals, 480 instructors and 1200 second year finalist trainees. A sample size of 282 was picked consisting of 18 county polytechnic principals, 144 instructors and 120 second year finalist trainees as the respondents. Stratified random, purposive and simple random sampling was employed. Questionnaires were used to collect data from county polytechnic principals, instructors and trainees. Data were analyzed using both descriptive and inferential statistics. The study established that instructors were inadequate and the existing ones lacked in-service and industrial updates, financial resources were also inadequate to cater for training facilities and payment of more Board of Management instructors, tools and equipment were inadequate and not up to date and this forced instructors to use teacher-centered methods of instructing.
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Dewi, Desy Putriana, Soenar Soekopitojo, Aisyah Larasati, Muhamad Farid Kurniawan, and Era Ria Sofia Hartanti. "Developing Instrument to Measure Student’s Capability for Future Work in Industry 4.0 at Vocational Education Culinary Program." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 12 (July 31, 2020): 110. http://dx.doi.org/10.3991/ijim.v14i12.15589.
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Contradictions and levels of difficulty in the industrial era 4.0, especially culinary changes occur very quickly which requires humans to have the capability, to become individuals who have the skills to act. This study provides an assessment to measure the capabilities of vocational education students in statistics through instruments that have been designed and examine the competencies and soft skills that affect capabilities for future work in industry 4.0. The instrument was developed through mobile technology using Google Form and this research was conducted using quantitative methods and analyzed by confirmatory factor analysis. A total of 245 respondents from vocational education students in the culinary program were observed using a questionnaire that had been designed. Based on the results of the test analysis of exogenous confirmatory factors and endogenous indicators of capability (literacy, numeracy, ICT, critical and creative thinking, personal and social skills, and ethical understanding) showed significant value, while the reliability relationship with Cronbach alpha showed values> 0.06 which means significant. Based on the results of the goodness of fit test, this research model is fit which that means the mobile-based instruments that have been developed in this study are feasible to test the capabilities of students in vocational education at culinary programs
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Fuchs, Martina, Natascha Röhrer, and Beke Vogelsang. "Companies as local skill-providers? The ‘skills ecosystem’ in Mexico." Erdkunde 75, no. 4 (December 31, 2021): 295–306. http://dx.doi.org/10.3112/erdkunde.2021.04.03.
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A focus of economic geography is on how actors promote the local knowledge base. Studies usually show that companies act as recipients of locally generated knowledge, and not as producers of knowlege. Recruiting graduates of local vocational schools and universities enables the companies to play this role. However, companies sometimes also act as providers of knowledge, in the sense that they offer apprenticeships or comprehensive internships for pupils and students. This article focuses on this interface of ‘dual’ actvities, which connect the companies with vocational schools and universities. Recently, the concept of the skills ecosystem, which addresses this interface within the local actor network, has become popular. Starting with this concept and embedding it into the debate of economic geography, this contribution focusses on Mexico and investigates how the local actors integrate companies in dual activities. Based on qualitative methods, the study illustrates that there is a two-part skills ecosystem in Mexico’s Central Highland. The smaller part consists of dual vocational education and training and is found in the technological ‘high-road’ part of the economy. The other part mainly comprises low-tech and mostly smaller companies that do not engage in dual practices. The conclusion discusses the contribution of a skills ecosystems-approach to future research.
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Zai, Theresia Fransiska, Rahmadsyah Rangkuti, and Dian Marisha Putri. "Determining Illocutionary Act with VARIES Models." LingPoet: Journal of Linguistics and Literary Research 2, no. 2 (May 31, 2021): 64–74. http://dx.doi.org/10.32734/lingpoet.v2i2.5764.
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Research on the use of language is growing over time as many theories of language use are found. Language is no longer just for communicating but identifying something either implicitly or not. This paper discusses the language use to identify the act of utterance by knowing the context and social background in panel discussion conducted by descriptive qualitative approach with content analysis method and focused on language use based on the phenomenon of the panel discussion. The data in this study was in the form of utterance containing lexical items which is used to refer to speakers’ language uses in conveying social background and action. This research applied sociopragmatic approach to analyze speakers' social background using VARIES Model theory and speakers's meaning using Illocutionary Act theory through language use. The result of this study shows that vocational language can determine acts such as representative, expressive, directive speech act; age language to directive speech act; religion language to representative, directive and expressive speech act; informality language to representative, expressive and declarative speech act; education background to representative, directive, expressive, commissive speech act; sex language to representative, directive, commissive, expressive and declarative speech act
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Albizu, Mikel, Miren Estensoro, and Susana Franco. "Vocational Education and Training and Knowledge Intensive Business Services: A Promising Relationship in the Digital Era." Foresight and STI Governance 16, no. 2 (June 20, 2022): 65–78. http://dx.doi.org/10.17323/2500-2597.2022.2.65.78.
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Knowledge intensive business services (KIBS) act as bridges of innovation in the productive fabric. Given this growing importance, the occupational structure and demand of skills in KIBS activities need to be reflected on. This paper examines the occupational structures of KIBS, looks at the role that vocational training profiles can play within them. The focus of this analysis is the case of the Basque Country, to which the mismatch approach was applied. Beyond merely understanding the current role of vocational education workers, this approach makes it possible to explore the potential of VET graduates in KIBS. Three types of mismatches are studied here: vertical mismatch, horizontal mismatch, and skills mismatch. Results show that the relevance of VET workers varies within the different types of KIBS, being particularly important in T-KIBS. This leads to the conclusion that VET graduates can play a key role in digital transformation processes, both in manufacturing and services companies.
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Wang, Shang, Xuelei Wang, and Mengjie Li. "Experimental Research on Introducing Skills Competition-Based Content into Classroom Teaching." Scientific and Social Research 5, no. 2 (February 17, 2023): 1–8. http://dx.doi.org/10.26689/ssr.v5i2.4707.
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The goal of talent training in vocational education is to deliver skilled talents to the society. Skills competitions act as a platform for students to showcase their abilities. In this paper, skills competition-related content was incorporated into the teaching of the Engineering Mechanics course. The teaching experiment was carried out in a class of 40 students and the teaching quality was evaluated in the form of questionnaires. The results show that skills competitions can draw students’ attention and improve the quality of education. Therefore, more skills competitions should be organized to improve teaching quality.
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Puri, Peshal, Bal Mahat, and Dinesh Khati. "Unlocking Potential: A Comprehensive Analysis of Inclusive Education Policies for Children with Disabilities in Nepal." Education Journal 13, no. 4 (July 2, 2024): 148–60. http://dx.doi.org/10.11648/j.edu.20241304.11.
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Special Education Council was established in 1973 after the 1971 National Education System Plan transformed inclusive education in Nepal. Despite delays, 2015 constitutional mandates and 2019 National Education Policy support inclusive education. This review article examines Nepal's inclusive education policies from 1996 to 2017 focusing on changes and challenges. Recent successes include the 2010 ratification of the Convention on the Rights of Persons with Disabilities and the 2018 Compulsory and Free Education Act. The 2019 policy merger and 2076 Education Policy lack inclusive education implementation plans, indicating areas needing improvement. Utilizing Policy Implementation Theory alongside SWOT Analysis, this study endeavors to assess the efficacy of existing policies, evaluate historical adaptations, and scrutinize adherence to international commitments within the Nepalese context. As the International Institute for Educational Planning highlights, legislative frameworks play a pivotal role in fostering parity and inclusivity, underscoring the imperative for stakeholder consensus. Nepal's 2015 constitution meets international standards; however, physical accessibility is still a concern. The study focuses on accessibility, inclusive party laws, manifestos, and collaboration with OPDs, which are recommended for effective representation. Similarly, equal education and employment require inclusive curriculum design and barrier removal in inclusive education and vocational training. Nepal faces policy discrepancies, a lack of trained special educators, and insufficient resources. Implementing inclusive education policies in Nepal is challenging due to contextual, organizational, and policy barriers. It requires infrastructure investments, awareness campaigns, and targeted regulations. Infrastructure investments, awareness campaigns, and targeted regulations are needed implementing inclusive education policies in Nepal is complicated by contextual, organizational, and policy barriers. The study recommends a comprehensive, situation-specific strategy using school psychologists to promote inclusive mindsets in technical and vocational education with invest in infrastructure development to ensure physical accessibility for individuals with disabilities and enact policies that promote inclusive practices within educational and vocational training institutions.
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Cho, Hye Seung. "A Study on the Development Process of Women's Vocational Training Policies in South Korea." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 20 (October 31, 2023): 539–55. http://dx.doi.org/10.22251/jlcci.2023.23.20.539.
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Objectives The purpose of this study is to examine the process of change in women's vocational training policies in South Korea from the liberation to the present, and analyze the characteristics of women's vocational training policy.
Methods To this end, comprehensive policy documents regarding women’s vocational training policies, such as the 6th - 7th Five-Year Plan for Economic and Social Development, the 1st-4th Basic Plan for Women's Policy, the 1st-3rd Basic Plan for Gender Equality Policy, the 1st-3rd Basic Plan for vocational Competency Development, are analyzed.
Results South Korea's women's vocational training policy progress can be divided into five stages: preparatory stage, nascent stage, settlement stage, development stage, and transition stage. During the preparatory period, from the liberation to the early 1980s, no women's vocational training policy was established, and the focus of women's vocational training was on liberal arts education for vulnerable women. Since the mid-1980s, laws and policies on women's vocational training have been introduced in the nascent stage. From the 1990s, during the settlement period, women’s vocational training policies were actively pursued to expand vocational training opportunities for women. Since the enactment of the Framework Act on Women's Development (1995), a systematic policy for women’s vocational training has been established, leading to the development stage. Lastly, since 2015, during the transition period, policies such as gender mainstreaming of vocational training and expansion of women's vocational training opportunities for high-skilled occupations are promoted.
Conclusions Women's vocational training policies in South Korea have progressed along with the development of women's policy. Its policy direction has changed from low-skilled women to high-skilled women training. In addition, the policy target of women’s vocational training was gradually diversified and specified. The results of this study help to understand in depth the characteristics of Korean women's vocational training policies, and furthermore, provide implications for women's vocational training policy in developing countries.
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Gonon, Philipp, and Lena Freidorfer-Kabashi. "Education and Training Regimes within the Swiss Vocational Education and Training System. A Comparison of the Cantons of Geneva, Ticino, and Zurich in the Context of Educational Expansion." Education Sciences 12, no. 1 (December 30, 2021): 20. http://dx.doi.org/10.3390/educsci12010020.
Full textAbstract:
Swiss Vocational Education and Training (VET) is based on national legislation which was introduced in the 1930s and renewed in the 1960s (as well as in the 1970s and in 2002). At first, the goal of the national VET legislation was to further Vocational Education and Training in order to support small and medium enterprises; however, later, it also included industry and services and has more recently grown to support the learners themselves. The 1963 national legislation and the following implementation acts in the cantons were decisive in shaping the Swiss VET system from a historical and comparative perspective. We argue that still today we do not have a unified, national system of education, but rather e cantonal modes of education and also of VET. However, the cantonal actors—with a specific focus on Ticino, Geneva, and Zurich—argue with similar justifications, when it comes to the reform of VET. Nevertheless, within this national legal framework, the cantons adopt rather different solutions. The result is that different (language specific) regional pathways of VET were established, based on various education and training regimes. In this research paper, we aim to concentrate on the years from 1950 to 1970, a period that turns out to be particularly significant for the development of Swiss VET. We focus our research on the introduction of the Vocational Training Act in 1963 and look in detail at the extent to which the cantons developed their corresponding implementation acts from the perspectives of different motives and logics.
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Prauzner, Tomasz. "Didactic Significance of Modern Simulation Programs in Vocational Education – Divagations from Own Research." Journal of Education, Technology and Computer Science 31, no. 1 (2020): 86–94. http://dx.doi.org/10.15584/jetacomps.2020.1.12.
Full textAbstract:
Simulation programs in polytechnic (vocational) education have an important didactic function. On the one hand, they are a great example of modern didactic software, on the other hand, knowledge of the simulation software environment by a future graduate of a technical university increases the qualifications of the future employee and allows him to acquire an attractive profession. In the era of high requirements set by employers and competition on the education market, their knowledge seems highly justified. However, whether simulation programs, especially deterministic ones, can also act as teaching aids is not so obvious. In this article, in addition to purely theoretical considerations, will be presented stages of own research on didactic efficiency, or more precisely the impact of this group of software on the cognitive process during learning. More importantly, the didactic effectiveness was tested based on typical pedagogical research as well as by means of electroencephalographic tests using the QEEG method.