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Academic literature on the topic 'Vocational Education Policy'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Vocational Education Policy"

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

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This study aims to describe the challenges faced by educational actors in developing vocational education mainly in the political perspective of vocational education. This research is a qualitative research. Data were collected using open interviews with 16 participants. Participants in this study came from the government, schools, industry, professional associations, media, the community, and non-governmental organizations. The results showed that the interest groups in vocational education faced four challenges in the development of vocational education. The challenges are in the form of bureaucratic challenges, management challenges, collaborative challenges, and trust challenges. This challenge arises because the development of vocational education is closely related to the allocation of resources including, human resources, budget, and facilities. The implications of this research can be used to improve communication between interest groups in the development of vocational education that can be used at the national and global levels.
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Mulder, Martin. "Agricultural Education and European Vocational Education Policy-making." Journal of Agricultural Education and Extension 21, no. 4 (August 8, 2015): 289–92. http://dx.doi.org/10.1080/1389224x.2015.1063806.

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

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

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Context: Thailand is now facing skilled labour shortages, which has prevented the country from achieving significant economic progress. This paper examines Thailand’s vocational education policy discourses from 1992 to 2014 and how such policies were discussed to build the country’s skilled labour force.Approach:This study utilised a qualitative approach, using documentation analysis as a key research method. We also used data triangulation and thematic analysis to categorise the public discourses. In order to examine the vocational education policy discourses in Thailand, secondary data such as the five NESD plans (7th, 8th, 9th, 10th, and 11th) and other government policy statements were investigated and triangulated, along with data from newspaper articles, other public documents, reports from international organisations, and academic journal articles.Findings: Based on the findings of the study, we identified three key policy discourses regarding vocational education in Thailand during 1992-2014: (1) increasing the vocational skilled workforce, (2) the minor role of private vocational providers, and (3) collaboration between vocational providers and industry.Conclusion: We argue that there are five key policy themes in building a vocational skilled workforce: (1) the dedication of the government in increasing the quantity of vocational skilled workforce, (2) encouraging collaboration between vocational colleges and industries, (3) fostering a greater role for private vocational providers, (4) promoting a positive reputation for vocational education, and (5) maintaining the continuity of policy implementation.
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Chalapati, Nakarin, and Supaporn Chalapati. "Building a skilled workforce: Public discourses on vocational education in Thailand." International Journal for Research in Vocational Education and Training 7, no. 1 (April 29, 2020): 67–90. http://dx.doi.org/10.13152/ijrvet.7.1.4.

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Context: Thailand is now facing skilled labour shortages, which has prevented the country from achieving significant economic progress. This paper examines Thailand’s vocational education policy discourses from 1992 to 2014 and how such policies were discussed to build the country’s skilled labour force.Approach:This study utilised a qualitative approach, using documentation analysis as a key research method. We also used data triangulation and thematic analysis to categorise the public discourses. In order to examine the vocational education policy discourses in Thailand, secondary data such as the five NESD plans (7th, 8th, 9th, 10th, and 11th) and other government policy statements were investigated and triangulated, along with data from newspaper articles, other public documents, reports from international organisations, and academic journal articles.Findings: Based on the findings of the study, we identified three key policy discourses regarding vocational education in Thailand during 1992-2014: (1) increasing the vocational skilled workforce, (2) the minor role of private vocational providers, and (3) collaboration between vocational providers and industry.Conclusion: We argue that there are five key policy themes in building a vocational skilled workforce: (1) the dedication of the government in increasing the quantity of vocational skilled workforce, (2) encouraging collaboration between vocational colleges and industries, (3) fostering a greater role for private vocational providers, (4) promoting a positive reputation for vocational education, and (5) maintaining the continuity of policy implementation.
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McCulloch, Gary. "Policy, politics and education: the Technical and Vocational Education Initiative." Journal of Education Policy 1, no. 1 (January 1986): 35–52. http://dx.doi.org/10.1080/0268093860010104.

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

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

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

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

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Dissertations / Theses on the topic "Vocational Education Policy"

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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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Marshall, Stephanie jane. "Pre-vocational education : a comparative policy study." Thesis, University of York, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333742.

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Herd, George D. "Further education as social policy for labour market control." Thesis, University of Dundee, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262001.

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Meredyth, Denise Lee, and n/a. "Education and its Critics: Principles and Programmes in Australian Education Policy." Griffith University. School of Curriculum, Teaching and Learning, 1994. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050901.095322.

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This thesis is concerned with the relationship between the education system and its critics - with the terms in which programmes of educational reform are viewed by critical intellectuals, and with the claims and limitations of a particular mode of 'principled' critique. It explores this concern in relation to a number of recent developments in Australian education policy, describing the debates that they have engendered and identifying the political ambiguities that attend them. Three case studies are developed. The first is drawn from reactions to the recent bureaucratic reorganisation of higher education, especially those responses concentrated on the defence of the humanities. The second concerns developments in post-compulsory education, especially the construction of the new national credentialling system based on the assessment of 'Key Competencies'. The third addresses the endemic problem of educational assessment and equity. While each of these case studies is discussed in its own right, the three areas of discussion supplement one another within an overall argument concerning the relationship between the education system and a particular mode of 'principledt critique. In exploring this relationship, the thesis puts the case that we require a more historically-informed understanding of current problems in Australian education and a more pragmatic appreciation of the achievements of the existing education system. The issues raised are timely ones. Matters of educational policy have become particularly pressing over the past decade, as Australian education has undergone significant changes. In recent years, we have seen the effects of the drive towards a national education system, of the reorganisation of higher education, of the development of schemes for national credentialling and of the reconstruction of links between schooling, training and industry. These reforms have been driven by some pressing imperatives: to produce a trained and flexible workforce; to monitor levels of literacy and numeracy at a national level; and to satisfy the 'unmet demand' for increased educational places, while managing a limited educational budget.
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Turton, Richard. "Vocational education, training policy and business strategy, England and France." Thesis, University of Bristol, 2005. http://hdl.handle.net/1983/0107666e-c87a-4030-befe-406d54773068.

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Peasley, Donald D. "Ratings of quality indicators for secondary vocational education programs by education policy makers." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243604095.

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Hogue, Darryl Emery. "Understanding Perceived Benefit for Students, Employers, and Parents Who Participate in Work-Study Programs at Fulton High School." Thesis, Western Illinois University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10934225.

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The purpose of this mixed methods case-study was to understand why students enroll in the Community Involvement work-study program, why employers continue to host students, and what are the parents’ perceptions of their child’s experience. The following research question framed this study: What is the perceived impact of the Community Involvement Program?

Five additional questions further guided this study: 1. Why do students enroll in the Community Involvement Program? 2. What impact does enrolling in a work-study program have for participating students? 3. What motivates employers to become a volunteer host site for Community Involvement students? 4. What impact do parents perceive when their son or daughter participates in the Community Involvement Program? 5. How do students enrolled in the Community Involvement Program compare to those students who are not enrolled in the program based on GPAs, attendance patterns, and postsecondary plans?

This study examined the perceptions of the students, employers, parents, the instructor and the high school principal. Qualitative methods included open-ended surveys, interviews, focus groups, and student artifacts. Quantitative methods included analyzing Likert-type survey questions and archival data (GPAs, attendance patterns, and postsecondary plans). The findings will provide those involved in the education and workforce communities with insight into why students and employers continue to enroll in and support work-study programming.

The research study concluded that students, employers, parents, the instructor and the principal all found benefit in the Community Involvement Program. The study also confirmed the positive impact on GPAs, school attendance and postsecondary enrollment noted in the previous work-study literature. Seniors enrolled in the work-study program at Fulton High School had significantly higher GPAs, fewer absences, and were more likely to enroll in a two- or four-year postsecondary program as compared to seniors not enrolled. The students also shared that they believe the Community Involvement Program provided career exploration opportunities, lessons about work environment, lessons about postsecondary planning, and the development of meaningful relationships which impacted their future. Employers host students because they want to support the school and local community, see a positive impact on their work environment, find future employees, and develop meaningful relationships with the students. Parents noted that Community Involvement Program positively impacted their child’s career and postsecondary decisions, their children learned valuable work lessons, and developed relationships with employers that impacted career and college decisions. Each of the participants including the instructor and principal suggested expanding the program to all juniors and offer the program during the summer. Recommendations based on the findings included: 1) more high schools should offer work-study programs for one or two semesters to juniors and seniors, 2) encourage employers to host and expand opportunities for students, 3) hire students who participate, and 4) promote work-study opportunities in the community and schools.

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Child, Brenda. "The impact of competancy-based education and training policy on the healthcare professions." Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361084.

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Borchers, Tracy Schneider. "A study to define secondary computer literacy programs: Implications for restructuring vocational education policy directions." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1059.

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Larey, Desiree Pearl. "Focus schools and vocational education in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20023.

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Thesis (MEd)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: The main goal of this thesis was to better understand the role and function of the focus schools project in the Western Cape, to explore the reasons for their emergence in 2006, and to locate the policy initiative within historical and policy developments around vocationalism in the province. The study focused in particular on how one focus school experienced the roll-out of this policy decision, what the impressions of the learners and educators at a case study school were, and also how officials attached to the Western Cape Education Department described the emergence and implementation of the policy. Further goals of the study were to contextualize the policy process that led to this form of provision, and to conceptualise how this fitted in with educational development issues in the province. A brief backdrop of historical developments and its role in the education of communities in the Western Cape, particularly the coloured community, was provided to contextualize the policy initiative. The main contribution of the thesis is its description and analysis of policy documents and the viewpoints of a range of people connected to a new provincial initiative, focus schools, with regard to what a focus school is meant to achieve and how it is experienced. Data was collected by studying a range of unpublished policy documents, and to link these to interviews conducted with departmental and district officials, educators, learners, and one principal in relation to one case study school. The study showed that focus schools were regarded mainly as a form of vocational education provision to accommodate the desire of the Western Cape economy for intermediate skills in the mid-2000s. It illustrated how the focus school band has run its own unique course within educational structures since 2006, and highlighted how they have fulfilled their goal of getting more learners from historically disadvantaged communities into further study or into positions that better serve the needs of the local economy. The thesis suggested that the policy focus of getting learners into higher education seemed misguided and contrary to the goals of vocational education provision. This policy confusion was further highlighted by learners interviewed in the study who noted that they would have preferred to follow a more academically-based path. Few believed they could either get to university (as claimed by policy officials) or into a viable employment poisition by following a vocational route at school.
AFRIKAANSE OPSOMMING: Die hoofdoel van die tesis was om ´n beter begrip van die rol en funksie van die fokusskool-projek in die Wes-Kaap te verkry, die redes vir die ontstaan van hierdie skole in die jaar, 2006 te ondersoek, asook om die beleids-inisiatief binne die historiese en beleidsontwikkeling rondom beroepsonderwys (vocationalism) in die provinsie na te speur. Die navorsing konsentreer hoofsaaklik op hoe een fokusskool die implementering van die beleidsbesluit ervaar, en in hoe ´n mate die leerders en die opvoeders verbonde aan die gevallestudie-skool die onderwysvoorsiening beleef. ´n Gedeelte van die ondersoek gee ook die sieninge van sleutelpersone in die Wes-Kaapse Onderwysdepartement weer. Verdere doelwitte van die ondersoek was om die beleidsproses wat gelei het tot hierdie onderwysvoorsiening te kontekstualiseer, en om dit te konseptualiseer in hoe ´n mate dit inpas in die opvoedkundige ontwikkeling binne die provinsie. ´n Kort agtergrond skets van die historiese ontwikkeling en die rol wat onderwys in die gemeenskappe van die Wes-Kaap, spesifiek die van die bruin (kleurling) gemeenskap was aangebied om die beleids-inisiatief te konseptualiseer. Die belangrikste bydrae van die tesis is die beskrywing en analise van beleidsdokumente en die standpunte van 'n verskeidenheid van mense wat betrokke is by die nuwe provinsiale inisiatief, fokusskole, met betrekking tot wat fokusskole beoog om te bereik en hoe dit beleef word. Inligting was versamel deur die bestudering van 'n reeks van ongepubliseerde beleidsdokumente, en dit verbind met onderhoude wat gevoer was met departementele- en distriks-amptenare. Opvoeders, leerders, en 'n skoolhoof verbonde aan een gevallestudie skool was ook ondervra. Die navorsing het getoon dat fokusskole ´n vorm van beroepsonderwys is om die strewe van die Wes-Kaapse ekonomie vir intermediêre vaardigheidsvlakke te verhoog. Die planne was gedurende die middel 2000´s in werking gestel. Die navorsing het ook getoon dat die fokusskool-projek sy eie unieke verloop binne die onderwys strukture sedert 2006 gehad het. Die ondersoek het ook getoon dat die strewe om meer leerders uit die historiese benadeelde gemeenskappe sover te kry om verder te gaan studeer of posisies te vervul om die plaaslike ekonomie te bedien, nie so suksesvol is soos die beleid dit vooruitstel nie. Die tesis stel voor dat die beleidsfokus om leerders na hoër onderwys te lei, misleidend is en teenstrydig is met die doelwitte van beroepsonderwys. Die verwarring wat deur die beleid veroorsaak was, was verder belig deur die leerders wat onderhoude mee gevoer was. Die leerders se mening is dat hulle liefs verkies om die meer akademiese-gebaseerde weg te volg. Min van hulle het geglo dat hul weg oop is na hoër onderwys soos wat amptenare van die Wes-Kaapse Onderwysdepartement beweer of dat beroepsmoontlikhede daar is nadat hy beroepsonderwys in fokusskole gevolg het.
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Books on the topic "Vocational Education Policy"

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Service, Liverpool (England) Education Directorate Quality Assurance. A vocational education policy for educationin Liverpool. Liverpool: Education Directorate, 1997.

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Zanzibar. Wizara ya Vijana, Ajira, Maendeleo ya Wanawake na Watoto., ed. Zanzibar vocational education and training policy. Zanzibar: Ministry of Youth, Employment, Women and Children Development, 2005.

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Botswana. National policy on vocational education and training. [Gaborone]: Republic of Botswana, the Ministry, 1997.

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Massachusetts. Board of Regents of Higher Education. Joint policy on occupational education. Boston]: Commonwealth of Massachusetts, 1986.

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Sally, MacPherson, Brookes Dave, and Great Britain. Learning and Skills Development Agency., eds. Developing responsiveness in vocational education and training. London: Learning and Skills Development Agency, 2001.

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Dick, Andrew J., William Rich, and Tony Waters. Prison Vocational Education and Policy in the United States. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-56469-6.

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Education, Massachusetts State Council on Vocational. Vocational education/employment training coordination in Massachusetts. Boston, Mass: Massachusetts State Council on Vocational Education, 1987.

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Bainbridge, Steve. An age of learning: Vocational training policy at European level. Thessaloniki: CEDEFOP, European Centre for the Development of Vocational Training, 2000.

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Nixon, Jon. Vocational aspectsof learning: Towards a whole school policy. Basingstoke: Macmillan, 1989.

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APO Symposium on Vocational Training Strategy (2001 Korea, South). Vocational training strategies. Tokyo: Asian Productivity Organization, 2002.

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Book chapters on the topic "Vocational Education Policy"

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Winch, Christopher. "Vocational and Civic Education: Whither British Policy?" In Education Policy, 89–102. Oxford, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118680544.ch8.

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Heyes, Jason, and Helen Rainbird. "Vocational Education and Training." In Employment Policy in the European Union, 188–209. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-10650-6_9.

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Anderson, Karen M. "Vocational Training and Higher Education." In Social Policy in the European Union, 134–56. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-49515-0_6.

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Winch, Christopher. "The learning outcome approach to European VET policy tools: Where are the arguments and the evidence?" In Comparative Vocational Education Research, 81–95. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29924-8_5.

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Milana, Marcella, and Gosia Klatt. "Governing Adult Education Policy Development in Europe." In Handbook of Vocational Education and Training, 1–25. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_100-1.

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Milana, Marcella, and Gosia Klatt. "Governing Adult Education Policy Development in Europe." In Handbook of Vocational Education and Training, 789–812. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_100.

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Li, Jian. "The Vocational Education Policy Development in China." In Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices, 25–46. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4438-2_4.

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Cheong, Kee-Cheok, Hwok-Aun Lee, Kuppusamy Singaravelloo, and Abdillah Noh. "Technical and vocational education and training in Malaysia." In Policy Discourses in Malaysian Education, 86–104. New York, NY : Routledge, 2016. | Series: Routledge: Routledge, 2016. http://dx.doi.org/10.4324/9781315642703-6.

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Westerhuis, Anneke. "VET Research in Relation to VET Policy, Planning and Practice in 2013." In Areas of Vocational Education Research, 45–59. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-54224-4_3.

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Patiniotis, Nikitas, and Dimitris Stavroulakis. "Forming an Educational Policy that meets Practical Needs." In Vocational and Adult Education in Europe, 343–50. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9269-7_19.

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Conference papers on the topic "Vocational Education Policy"

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Wilson, Paul. "Alternative Strategies for Higher Education Provision at TAFE Queensland." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11160.

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Australia’s tertiary education and training sector consists of Higher Education, predominantly funded and controlled by the Federal Government, and Vocational Education and Training (VET) where both the Federal and State Governments have policy and funding responsibilities. While there has been increasing funding and stable policy in Higher Education over the past decade there has been significant change in the Australian VET sector in policy and reduced funding at the Federal and State levels. TAFE Queensland, the public VET provider in the state of Queensland, has undergone a huge transformation of its own over this period of extensive policy change. As a result of policy and organisational changes TAFE Queensland has had to seek alternatives to ensure that students who choose to study at this public provider are able to access higher education courses. This paper outlines various policy change impacts over the past decade and TAFE Queensland’s innovative approach to ensuring that quality applied degrees are available to interested students who prefer to study with this major public vocational education provider.
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Zolotaryeva, N. M. "State policy priorities in the sphere of further vocational education." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644649.

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Nallasamy, Mani. "Vocational education and training policy and its learners — What are the links?" In 2017 IEEE 6th International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2017. http://dx.doi.org/10.1109/tale.2017.8252310.

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Deraman, Aziz, Syahrul Fahmi, Mohamad Naim Yaakub, and Abdul Aziz Jemain. "Benefit, Monitoring & Evaluation System: A Case Study of Malaysian Technical Education System." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2465.

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This paper presents a case study of the Malaysian technical education system. The Technical and Vocational Department (TVED) is designated to prepare skilled technical and intelligent workforce to Malaysia in order to meet the goals of Vision 2020. For that reason, a web-based management support system is proposed to TVED for its planning, management and decision-making activities. e-BME is a system for education monitoring and evaluation by means of establishing internal and external efficiency indicators. e-BME would receive input mainly from Technical and Vocational Education (TVE) schools and graduates. There are four types of reports that are generated by the system: Management, Financial, Research and Planning. TVED could use these reports in its policy and decisionmaking activities. This system promotes faster data collection, higher integrity of generated information and a systematic channel for distribution of reports.
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Grataridarga, Niko, and Wiwiet Mardiati. "The Needs of Policy for Photographic Archives’ Digitization in Department of Library and Archives of DKI Jakarta Province." In 3rd International Conference on Vocational Higher Education (ICVHE 2018). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200331.171.

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Pasaribu, A., A. Rahman, and Z. Matondang. "Implementation of Education Management Standards Policy in The Medan City Education Departement Office." In Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.3-11-2018.2285750.

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Liu, Yanming, and Jianbo Gao. "Vocational Education Policy and the Path of corporate culture into the context of the internet." In International Conference on Education, Management and Computing Technology (ICEMCT-16). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemct-16.2016.154.

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Sung, Hsiu-Te, Szu-Chi Hsieh, and Wei-Sheng Hung. "Exploration on the social justice aspect of our technical and vocational education policy in Taiwan." In 2012 IEEE 6th International Conference on Management of Innovation & Technology (ICMIT 2012). IEEE, 2012. http://dx.doi.org/10.1109/icmit.2012.6225868.

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Zhu, Yurong, Limei Cao, and Jinxiu Yang. "The Effect Study of Free Policy on Secondary Vocational Education Quality Improvement in Poor Areas." In 2017 World Conference on Management Science and Human Social Development (MSHSD 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/mshsd-17.2018.18.

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Hanafi, Nurhizrah Gistituati, Rusdinal, and Hasdi Aimon. "The Effect of Principal Policy on Teachers’ Professional Commitments and Its Impact on Learning Effectiveness in Vocational Schools." In 2nd International Conference Innovation in Education (ICoIE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201209.187.

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Reports on the topic "Vocational Education Policy"

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Herbert, George. How Can Middle-income Countries Improve Their Skills Systems Post- COVID-19? Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.082.

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Abstract:
Vocational training systems in middle-income countries are going to face multiple challenges in the post-COVID era, notably, challenges related to (1) automation; (2) the transition to a green economy, and (3) demographic pressures. Of these, automation - linked to the burgeoning ‘fourth industrial revolution’ that is set to transform the global economy - represents the most serious challenge and is the only one of the three challenges discussed in any depth in this paper. Whilst estimates of the likely scale of automation in the coming years and decades vary widely, it appears likely that waves of automation will lead to a dramatic decline in many kinds of jobs that largely involve routine, repetitive tasks. These trends pre-date COVID-19, but the disruption caused by the pandemic provides an opportunity to prepare for these challenges by implementing vocational training system reforms as part of the Build Back Better agenda. Reforms to vocational training systems will be crucial to ensuring middle-income countries respond appropriately to accelerating labour market changes. However, they should only form a limited part of that response and need to be integrated with a wide range of other policy measures. Vocational training reform will need to occur in the context of major reforms to basic education in order to ensure that all workers are equipped with the cross-cutting cognitive and socio-emotional skills they will require to perform hard-to-automate tasks and to be able to learn and adapt rapidly in a changing economy. Middle-income countries will also likely need to progressively expand social protection schemes in order to provide a safety net for workers that struggle to adapt to changing labour market requirements.
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