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Journal articles on the topic 'Vocational Education Policy'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

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

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This study aims to describe the challenges faced by educational actors in developing vocational education mainly in the political perspective of vocational education. This research is a qualitative research. Data were collected using open interviews with 16 participants. Participants in this study came from the government, schools, industry, professional associations, media, the community, and non-governmental organizations. The results showed that the interest groups in vocational education faced four challenges in the development of vocational education. The challenges are in the form of 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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2

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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3

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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4

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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6

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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7

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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8

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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9

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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10

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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11

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

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12

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

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Purpose: This article explores the relationship between governmental policy and the development of higher vocational education in China. Design/Approach/Methods: The article begins with a textual analysis of dozens of policy documents on higher vocational education issued by the Chinese government since 1999. Findings: The article argues that the development of higher vocational education in China has been largely policy-driven. This development can be divided into four stages: scale development, quality improvement, capacity building, and systemwide enhancement. The transition between each of these developmental stages was marked by new policy initiatives undertaken by the Chinese government. Originality/Value: The government’s recent efforts to expand higher vocational education enrollment by one million students have significant implications for China’s higher vocational education. Additionally, the proposed “1 + X” model—which attaches equal importance to academic education and skill training—may represent the beginning of a new stage in the development of higher vocational education in China.

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13

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

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

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

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15

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

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Abstract The article deals with the problem of forming social partnership policy in vocational training of service sector specialists in Germany and Austria. The foreign and domestic pedagogical experience in establishing an effective system of social partnership in vocational education has been analyzed. The author has considered main factors of social partnership development in vocational education that influence the forming of normative and legal support; a multilevel structure of government management, powers of employers and trade unions, regional economic development authorities of local government (industrial, commercial, trade, agricultural units), professional orientation of future specialists vocational education institutions and enterprises where specialists are trained; continuous monitoring of labour market needs and dynamic response to its changes; mechanisms of multivariate and multilevel approach to vocational education funding. Based on the analysis of scientific and reference sources the author has concluded that the main feature of vocational education in Germany and Austria is the participation of social partners who make common decisions and bear responsibility for normative and legal support; a multilevel management structure; monitoring of labour market needs and dynamic response to its changes; an optimal combination of theoretical and practical vocational training of future specialists.

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16

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

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Vocational education and related financial support are one of the priorities of the countries policy at the present stage. Education is the fundamental foundation that is necessary for development of the world. While the deterioration of the socio-economic situation in transition in Georgia, inadequate economic policies, the adoption of inappropriate employment decisions, the use of models used by developed countries, and many others, caused the departure of vocational education space in the country. In the survey is studied vocational education financing models of developed countries and the education policy of Georgia. The research process uses the qualitative and quantitative method of data collection. The work is undertaken in depth research of the current model of funding of vocational education programs, analysis and relevant conclusions.

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

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Purpose. The purpose of the article is to study the experience of the development of rural vocational education since the reform and opening up, analyze and summarize the rapid development of rural vocational education in China in the context of rural human resources development. Methodology / approach. The methods adopted in this research are mainly literature research and thematic research. Through thematic research on vocational education-related fields since the reform and opening up, and analysis, research, and induction of policies, data, phenomena, and conclusions in various vocational education literatures, it forms an objective summary of the development of rural vocational education in China since the reform and opening up. Results. Reform and opening up is the most critical period for the rapid development of various industries in China, including vocational education. This paper studies the overall situation of the development of vocational education in China since the reform and opening up, the relationship between the development of rural vocational education and policy support at the national level is concluded, it demonstrates that rural vocational education is an important cornerstone of national construction and development, and the focus and characteristic of rural vocational education is to condense the Chinese experience of school-running characteristics, it also summarizes the main problems of rural vocational education in China. Originality / scientific novelty. A multi-dimensional analysis of the development of China’s rural vocational education in the 42 years of reform and opening up has been made, and conclusions have been drawn for the development of rural vocational education with Chinese characteristics. Practical value / implications. This paper analyzes the key factors for the success of rural vocational education in China through the study of China’s practice in the field of rural vocational education since the reform and opening up, it has certain reference significance for the future policy formulation and development of rural vocational education, promotes the development of rural human resources and increases the rate of urbanization.

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

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Education is one of the most important things to prepare for the competitive human resources in achieving success in the era of globalization. The main source of the success of the national development of a country is the development of human resources. Vocational education is expected to be one form of education that is able to develop human resources. Vocational education is an education that prepares students to work in a particular field.This article aims to examine the aspect and sphere of research related to vocational education. The method used is the study of literature relating to research on vocational education as well as an analysis of several publications. The results show that there is a wide range of topics related to vocational training, ranging from models of learning, instructional media, graduate competence, motivation, teacher performance, the role of industry to the development of vocational education, teaching materials of vocational education, information systems education, curriculum development of vocational education, policy government and stakeholders for the development of vocational education.

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19

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

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The purpose of this article is to describe and analyse the state of the art of research on special needs education (SNE) in the context of the Nordic countries’ vocational education and training (VET) systems during the period January 2010 to September 2018. Twenty studies remained after the search procedure and thematic analysis, 15 of which deal with the practice level and five with the organisation level. No studies were identified as belonging to the policy level. The following themes were found at the practice level: teachers’ work and role, teaching and learning, student transition and student dropout. Themes identified at the organisation level were changes to vocational policy documents and educational practices, and school organisation and its implementation. Finland dominates in terms of number of studies. Furthermore, the review shows that there were few studies in the area of SNE in VET. The results show that further studies are needed to acquire more knowledge about SNE in vocational education.

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

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The purpose of this article is to describe and analyse the state of the art of research on special needs education (SNE) in the context of the Nordic countries’ vocational education and training (VET) systems during the period January 2010 to September 2018. Twenty studies remained after the search procedure and thematic analysis, 15 of which deal with the practice level and five with the organisation level. No studies were identified as belonging to the policy level. The following themes were found at the practice level: teachers’ work and role, teaching and learning, student transition and student dropout. Themes identified at the organisation level were changes to vocational policy documents and educational practices, and school organisation and its implementation. Finland dominates in terms of number of studies. Furthermore, the review shows that there were few studies in the area of SNE in VET. The results show that further studies are needed to acquire more knowledge about SNE in vocational education.

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21

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

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Purpose The purpose of this paper is to discuss the status, values, and attributes of dual education. It investigates key elements of the dual education system in four selected countries while examining and recommending dynamics and roles for governmental policy, technical and vocational institutes, and employers in developing a dual education system in Thailand to generate a competitive workforce. The tripartite system of technical and vocational institutes, employers, and government in Thailand’s dual education is central to this study. Design/methodology/approach This study employs a documentary study, a survey, in-depth interviews, and responses from a focus group from technical and vocational institutes, employers, and the government. Findings This study found growing interest among technical and vocational institutes, employers, parents, and students in dual education. Within the tripartite system framework, the nine essential factors to improve the capacity of Thailand’s dual education system are: the technical and vocational institutes, curriculum, in-school teachers, accredited qualification, students, employers, in-company trainers, government policy, and government and related agencies. The government, companies, and technical and vocational institutes must collaborate for mutual trust and benefit while ensuring the quality of dual education programs. Originality/value This study is the first to examine the status and development of dual education in Thailand through the collaboration of key players. This study reflects the challenges of a major developing country in developing a dual education system, which other countries might face.

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22

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

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23

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

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

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

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26

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

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

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Purpose The policy and practice sphere of higher education, skills and work-based learning has become increasingly problematic in the last few years, and the extent to which sustainability and sustainable development are embedded in policy and practice spaces is a cause for concern. The purpose of this paper is to posit a policy perspective from the University Vocational Awards Council (UVAC), the national representative organisation for universities committed to the vocational agenda and an independent voice in the sphere of higher education, skills and work-based learning. Design/methodology/approach This paper is a reflective policy and practice piece which draws on the latest policy moves by the UK Government and associated organisations and engages the latest literature to examine the issues in policy and practice that need to be tackled. Findings This paper argues for a greater integration of sustainable development into higher education, skills and work-based learning policy and practice, and specifically in relation to creating inclusive workplaces, promoting social mobility, a balanced approach to productivity, health and well-being and embedding educational approaches and methods which promote inequality in workplaces. Practical implications This paper is a call to all stakeholders to raise the game of sustainability and sustainable development in the policy and practice sphere of higher education, skills and work-based learning. Originality/value The paper is the only UK policy perspective explicitly dedicated to sustainability and sustainable development in the context of the sphere of higher education, skills and work-based learning. Although it is focused on UK policy context, it will be of interest to international readers wishing to learn about UK developments and the sustainable development challenges in relation to its apprenticeship, technical and vocational education system.

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

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The purpose of this study was to describe the pattern of link and match of the demand and supply for productive vocational school teachers which should be carried out in the future. This study is descriptive qualitative with the grounded theory approach. The unit of analysis consisted of: policy makers at central level; policy makers at local level; productive vocational school teachers; Teacher Education Institutes (LPTK), and Non-Teacher Education Institutes (Non-LPTK). The data were analyzed using the three phases: open coding, axial coding, and selective coding. The research results are as follows. (1) The pattern of the demand for productive vocational school teachers has been fulfilled through such programs as Three Year Diploma for Vocational Teacher of Engineering, Bond-based Remuneration for Bachelor’s Level, Civil Servant Recruitment, Regional Civil Servant Recruitment, and Non-permanent Teachers. (2) Productive vocational school teachers supplied included LPTK graduates majoring in 22 vocational skills training programs and Non-LPTK graduates majoring in 45 vocational skills training programs out of 48 programs. (3) Productive vocational school teachers were distributed in three types of programs. (4) A system of vocational teacher education was conducted by increasing and refining. (5) Link and Match pattern of demand and supply for productive vocational school teachers involved integration of supply for LPTK graduates and that of Non-LPTK graduates, the distribution of such supply, and the pattern of implementation of vocational teacher education.

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

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Vocational education is the proper treatment of work skills or life skills education, especially for students with special needs. This study aims to analyze the implementation of vocational education at A/B/C Melati 'Aisyiyah special school located in Tembung, North Sumatra Province, Indonesia. This study uses a qualitative approach, with field research type. The data collection is through observation, interview, and documentation, then analyzed with interactive analysis models, following the data validity test using triangulation methods. This study discovers that analyzing the vocational education implementation for special students at the high school level, namely from aspects: a) teacher potential, b) student potential, c) supporting infrastructure, d) vocational learning system and policy to grant students to work according to their ability, as one of the efforts to realize the school vision and mission. The implication of this study is to provide an overview of vocational education implementation for special students to have independence and responsibility in living their lives.

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

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Objective Completion rates in vocational education are typically poor for Aboriginal students (<30%). A scholarship program was designed for Australian Aboriginal students using five enablers of success previously identified for Aboriginal preregistration tertiary nursing students. The purpose of this study was to evaluate whether the five enablers contributed to the success of Aboriginal students in vocational education and whether there were any other enablers. Methods Semistructured interviews were conducted with two groups of Aboriginal students in Certificate III and IV Dental Assisting and Certificate IV in Allied Health Assistance, and their teaching and support staff. The data were initially coded inductively. Initial codes were then categorised according to the five enablers identified to contribute to the success of Bachelor of Nursing students. New categories were created for data not assigned to the enablers. Results Twenty students (64.5% of the cohort) and six staff (75%) consented to participate. The five enablers were perceived to have contributed to the success of the scholarship recipients and two additional enablers were identified. A completion rate of 96.8% was achieved by the scholarship recipients (30 completions of 31 enrolments). Conclusions In contrast with the state average, a completion rate of 96.8% was achieved using seven enablers in this study. To improve completion rates for Aboriginal students, vocational education programs need to be customised to cultural, family and community context. The seven enablers in this study should be subject to a larger study to inform policy, funding, design and delivery of vocational training for Aboriginal students. What is known about the topic? It is well established in the literature that Aboriginal students have poorer educational outcomes than other students. What does this paper add? This paper validates five previously identified enablers to improve outcomes for Aboriginal students and an additional two for vocational education. These enablers may also be applicable to other types of education. What are the implications for practitioners? Practitioners can use the enablers in this study to design and implement vocational education programs and improve educational outcomes for Aboriginal students.

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

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

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This paper reviews the policy context that has sought to shape the curriculum of Australian schools during the 1980s. Three elements which have shaped that context are identified: concern with the economy, concern with the cost of education and the integration of education and youth policies. In theoretical terms, the policy context is firmly located in instrumentalist thinking and the curriculum of schools has become very much a public policy issue. Education systems seem to have responded to this context by moving towards a full secondary education for all students, stressing the need for balance and coherence in the curriculum, introducing new curriculum options and giving more credence to the vocational orientation of students. There have been no explicit attempts to move towards an overly vocational curriculum. Two basic problems remain: the extent to which current policy priorities will cater specifically for disadvantaged groups and the willingness of teachers to move curriculum practice in the directions being advocated by policy makers.

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

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

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The implementation of the “One Belt and One Road” initiative and Chinese education opening policy have created conditions for comprehensively promoting vocational education reform and high-quality development. Through the questionnaire survey of 70 countries in Asia and Africa on the demand for vocational skills and vocational skill level certificates, this paper analyzes the needs of Asia and Africa respectively, and then takes 8 countries as the pilot to analyze the specific needs of each country. Domestic vocational colleges can seek the corresponding state to cooperate according to what high level professional they owned which help China’s vocational education model and education standards go global, and help Chinese-funded enterprises train local employees, and help China’s technical and industrial standards go global.

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

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An investigation and validation of effectiveness of technical and vocational education at secondary level for poverty alleviation is need of the day. Four sub-components such as locale, age, education and socio economic status have been considered important in determining the effectiveness of technical & vocational education at secondary level for poverty alleviation. Out of 815 pass outs in Matric technology and vocational education during 2013, 2014 and 2015, the parents of 494 were selected through proportionate stratified random sampling technique for study. The study established that there is a significant positive strong relationship between parents’ perception towards effectiveness of technical &vocational education and poverty alleviation. The curriculum, assessment & evaluation and social aspects significantly and positively predicted the outcome variable poverty alleviation. The study is useful for policy makers, professionals, researchers and practitioners.

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

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

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

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Abstract The article tackles the problem of developing plurilingual competencies through vocationally oriented foreign language in Sweden. The author analyses the pedagogical conditions of realization of plurilingual education at upper-secondary schools, vocational and higher education establishments and the aspects of teacher education for this purpose. The vocational foreign language education in Sweden is determined by the country’s multilingual policy and English is given much priority in many societal domains including educational. English and other foreign languages are used as the medium of instruction while teaching the content of other subjects. At the higher educational level students are encouraged to write research papers in English. Participation of Sweden in numerous multilingual initiatives of the Council of Europe providing the opportunities for both teachers and learners of vocational and higher educational institutions with the opportunities of the cross-border cooperation in this sphere and international mobility. Still, there is a problem of teacher’s training for teaching foreign languages in professional spheres. Using skills as a framework of foreign languages for specific purposes teachers are provided with the necessary knowledge and tools to deal with their own students’ specializations.

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

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The relevance of the curriculum between vocational education (diploma) and industry needs is still a matter in the world of education in Indonesia. This happens the link and equivalent in the preparation of the education curriculum have not existed. The Indonesian government through the policy of an independent learning and independent campus learns to create appropriate curriculum designs between vocational education and industry. This research is to find out the industrial curriculum design for diploma graduates. The methodology used a study by finding theoretical references that are relevant to the topic and sought through descriptive analysis. the right and appropriate partnership, it can produce curricula based on the industry required by student competencies in four categories, namely (1) Core foundations, (2) Concentrations (3) Experiences (Industry Experience and Internship), (4) Final Projects. These four categories provide an increase in student competencies that are in line with industry needs.

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

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

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

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

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

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The present study is based on the issue of the competitiveness of vocational education graduates. This condition is likely due to the irrelevance between the content or the competencies developed and the superiority of the regions (Regency/Municipality). Therefore, the first step to improve the competitiveness of the graduates is evaluating the accordance of their competencies developed by the vocational education in every region of the regency or municipality. This study used a policy evaluation method formulated in the form of Service Quality (ServQual) by taking all vocational schools in 6 (six) sample districts/cities. The research instruments used are in-depth interview and document studies. The data were then analyzed using Location Quotient (LQ), growth ratio, and Overlay (Ovr) analysis. It indicates that the content of vocational education reflected in the competence of skills developed was not relevant to the issues or potential of each district/city. This condition causes the low competitiveness of vocational education graduates, both in entrepreneurship and competitiveness in the national and international labor market.

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

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The article analyses the EU policy for innovations in the sector of vocational education and training (VET). It reveals the activity results of the European network “Innovations in vocational education and training” leading by the European Centre for the Development of Vocational Training (Cedefop). The paper identifies main development directions in VET systems and reviews its best practices of the EU countries based on the analysis of the experience of Campus of Occupations and Qualifications (France), Centre for Management, Training and Employment of Youth (Italy) and Centres of (Vocational) Excellence (Great Britain). Additionally, the following research covers some best practices in public and private educational sectors of Ukraine e.g. two university-based models of innovations eco-system realised via innovation hubs and startup schools, STEM-centres and Fabrication Laboratories. Therefore, the main ideas of positive European experience are identified being the valuable tool for developing the modern policy for innovations and VET in Ukraine. The identified local practices in education sector can be adapted to the capacity and needs of VET sector after additional and more detailed study.

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

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

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This paper explores the policy issues circling around the structural "transition" in upper secondary education implicit in the twenty-year increase in secondary and third-level school enrollment rates in Taiwan. This expansion has taken place within a secondary school system which is rigidly divided into both general, i.e., academic, and vocational tracks and into public and private sectors: the majority of students are enrolled in the private vocational sector which is only loosely articulated with the university sector. These features of the school system are analysed against the background of social and economic developments in Taiwan as well as public opinion. The analysis suggests that the present structures of school must be "reformed" in ways that will result in a more unified secondary system with both greater public funding and better articulation of all school types with the third level. The policy options that circle around the possibility of such reforms in the areas of curriculum, examination structures and second level-third level articulation are discussed and a policy framework for the reform of the Taiwan secondary education sector is outlined.

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

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

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This paper presents critical issues in the conceptualisation and positioning of applied learning (APL) in Hong Kong trials. It draws on a critical review of official documentation and interviews with participants involved in the 2003-09 developmental trials of APL policy: policy makers, APL provider leadership personnel, school leadership personnel, APL teachers and course coordinators, and APL students. Analysis of the documentation and interview data revealed five critical limiting issues of the way APL was promulgated in and through the policy development process: (1) its de-vocationalisation; (2) its under-theorisation; (3) its limited academic recognition; (4) its lack of vocational recognition; and (5) its poor standing. Those issues suggested the importance of the following considerations in APL policy development: a clear and consistent prioritisation of vocational and general education goals; a strongly theory-driven approach; academic credit equivalence into general educational qualifications; the dual recognition of APL in both general secondary and vocational education qualifications; and sensitivity to the unintended consequences of policy developments.

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