Journal articles on the topic 'Vocational education progams'
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Iswarani, Dyahrizki. "Implementation of topsis method for decision support of department at SMKN 4 Surabaya." IJEEIT International Journal of Electrical Engineering and Information Technology 5, no. 1 (June 7, 2022): 28–34. http://dx.doi.org/10.29138/ijeeit.v5i1.1861.
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Vocation high school has many skill programs. The skill program implemented at the Vocational High School adapts to the needs of the existing world of work. The skill program at the vocational level also adjusts to community and market demands. Vocational education is secondary education that prepares students especially to be ready to work in certain fields. Based on the information obtained, there are 4 majors that is Accounting, Office Administration, Multimedia, Online Business and Marketing and Travel Business. The skill program implemented at the Vocational High School adapts to the needs of the existing world of work. Metode Technique For Others Preference By Similarity To Ideal Solution (TOPSIS) as decision-making that lies in its ability to make more informed judgments because it is based on the predetermined criteria and preference weights (priority).
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Okolo, Cynthia M., and Patricia Sitlington. "The Role of Special Education in LD Adolescents' Transition from School to Work." Learning Disability Quarterly 9, no. 2 (May 1986): 141–55. http://dx.doi.org/10.2307/1510363.
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Despite increasing interest in the transition of handicapped youth from school to postsecondary training and employment, available data indicate that few secondary-school special education programs provide relevant services. This article gives a rationale for and a delineation of the types of services which can facilitate the transition process for learning disabled (LD) adolescents. First, the authors review recent studies of LD individuals' vocational adjustment and identify the skills needed for successful transition to the world of work. Current practices in secondary special education and vocational education are then discussed. The authors conclude that secondary special education programs should provide six types of vocationally relevant activities: (a) occupational awareness, exploration, and basic work experience; (b) indepth career/vocational assessment; (c) instruction in job-related academic skills; (d) instruction in job-related interpersonal skills; (e) support services to other disciplines involved in vocational programming; and (f) post-school placement and follow-up. Finally, recommendations for personnel preparation and future research are suggested.
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Okolo, Cynthia M., and Patricia Sitlington. "The Role of Special Education in LD Adolescents' Transition from School to Work." Learning Disability Quarterly 11, no. 3 (August 1988): 292–306. http://dx.doi.org/10.2307/1510774.
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Despite increasing interest in the transition of handicapped youth from school to postsecondary training and employment, available data indicate that few secondary-school special education programs provide relevant services. This article gives a rationale for and a delineation of the types of services which can facilitate the transition process for learning disabled (LD) adolescents. First, the authors review recent studies of LD individuals' vocational adjustment and identify the skills needed for successful transition to the world of work. Current practices in secondary special education and vocational education are then discussed. The authors conclude that secondary special education programs should provide six types of vocationally relevant activities: (a) occupational awareness, exploration, and basic work experience; (b) indepth career/vocational assessment; (c) instruction in job-related academic skills; (d) instruction in job-related interpersonal skills; (e) support services to other disciplines involved in vocational programming; and (f) post-school placement and follow-up. Finally, recommendations for personnel preparation and future research are suggested.
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Widayana, Gede, and A. Mukhadis. "Development of Vocational Education as Demands Revitalization of Vocational High School in Dual Skills Program." International Journal of Research and Engineering 4, no. 12 (January 4, 2018): 278–82. http://dx.doi.org/10.21276/ijre.2017.4.12.1.
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Minskoff, Esther H., and Sherry DeMoss. "Facilitating Successful Transition: Using the TRAC Model to Assess and Develop Academic Skills Needed for Vocational Competence." Learning Disability Quarterly 16, no. 3 (August 1993): 161–70. http://dx.doi.org/10.2307/1511324.
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Successful transition from school to employment requires a variety of services, one of which is vocational education at the secondary level. Students with learning disabilities have difficulties meeting the academic demands of mainstream vocational education programs. The TRAC model for assessing and developing academic skills for 26 vocational education programs is described. The TRAC program is designed for use by special education teachers in conjunction with vocational educators to provide a positive first experience for students with learning disabilities in the long transition process to adult competence.
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Gaylord-Ross, Robert, Joyce Forte, Keith Storey, Cory Gaylord-Ross, and Devi Jameson. "Community-Referenced Instruction in Technological Work Settings." Exceptional Children 54, no. 2 (October 1987): 112–20. http://dx.doi.org/10.1177/001440298705400203.
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Two studies investigated the extent to which students with serious vocational handicaps could learn work behaviors in technological settings. In Study 1, 12 students learned a number of chemical laboratory tasks. The median amount of training time per task was 2 hours and 37 minutes. In Study 2, pre- and posttraining videotape vignettes of 6 students performing a technical task were presented to a group of 27 respondents. On a social validity questionnaire, they judged the students to be significantly ( p < .001) more vocationally competent after training. The characteristics of an effective secondary vocational training program are discussed.
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Hendon, Claude. "Workforce Development Programs in Florida: Varied Purposes and Varied Performance." Practicing Anthropology 22, no. 1 (January 1, 2000): 14–19. http://dx.doi.org/10.17730/praa.22.1.t518g50888w78lp6.
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In preparation for welfare reform, the Florida Legislature's Office of Program Policy Analysis & Government Accountability reviewed its workforce development programs. The review identified the eight largest programs, including four primarily federally funded programs: (1) Job Training Partnership Title IIA (JTPA IIA) program for economically disadvantaged adults, (2) the Job Training Partnership Title III (JTPA III) program for displaced workers, (3) Project Independence, the state's old welfare to work program, and (4) Vocational Rehabilitation, the employment training program for persons with disabilities. The review also examined the vocational education programs provided by local school districts to adults through vocational-technical schools and community colleges.
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Anene, Ogboji, Bernadine, Onuoha, Chijioke, and Ibenegbu, Christopher. "Implementation of Visuals Arts (Fined and Applied Arts) as Vocational Programmes in Tertiary Institutions: Problems and Prospects." Review of European Studies 8, no. 4 (November 16, 2016): 131. http://dx.doi.org/10.5539/res.v8n4p131.
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<p>Over the years, Nigeria and indeed world leaders have been battling to combat the raging poverty and unemployment rates. Although vocational education has been identified as a panacea to these, significant studies reporting obstacles to the implementation of visuals arts as vocational education programs in tertiary institutions have remained grossly insufficient. This is the issues addressed in the study. Survey research design was adopted while 200 purposively selected art education and vocational education respondents from the University of Nigeria, Nsukka, provided participated in the study. Among others, that the respondents agreed that the problems facing the implementation of visual art in tertiary institutions as a vocational education program range from poor awareness to lack of parental support. Further studies examine from students’ perceptive, on how best to implement visuals arts as vocational education programs are recommended.</p>
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P, I. Made Indra, and Fanny Novika. "PENDAMPINGAN PENYUSUNAN RENCANA STRATEGIS, IMPLEMENTASI VISI MISI DAN EVALUASI KEGIATAN YANG EFEKTIF EFISIEN MENCAPAI SMK PUSAT KEUNGGULAN (SMK PK)." Indonesian Journal of Engagement, Community Services, Empowerment and Development 2, no. 1 (April 15, 2022): 149–56. http://dx.doi.org/10.53067/ijecsed.v2i1.53.
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The Central Vocational School of Excellence (SMK PK) is one of the priority programs of the Directorate General of Vocational Education (Ditjen Vocational Education) of the Ministry of Education and Culture in 2021. This program is an effort to develop Vocational High Schools with certain expertise programs in order to improve quality and performance, as well as become a reference for other schools . The Center for Excellence Vocational School program carries the spirit of Independent Learning which focuses on strengthening human resources and bringing the world of education closer to the professional world. Formulation of strategic plans, implementation of vision and mission and evaluation of activities that are effective and efficient in achieving the Center of Excellence Vocational High School PK is one of the activities to achieve and meet the targets of a SMK became SMK PK. This community service activity is carried out in the form of vocational assistance by STMA Trisakti to Wahidin Cirebon Vocational School. This mentoring activity will be held on Thursday, August 19, 2021, until October 11, 2021, online and offline. Overall SMK Wahidin Cirebon has completed the preparation of the strategic plan, the implementation of the vision and mission and the evaluation of activities have been well structured and directed
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Sriwardani, Nyenyep. "Persepsi mahasiswa terhadap perkembangan pendidikan vokasi di program pendidikan teknik mesin." Jurnal Pendidikan Vokasi 1, no. 1 (February 28, 2011): 179. http://dx.doi.org/10.21831/jpv.v1i1.5813.
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THE PERCEPTION OF STUDENTS ON THE DEVELOPMENT OF VOCATIONAL EDUCATION IN MECHANICAL ENGINEERING EDUCATION PROGRAMSVocation education or educationfor life and education for earning living is an option to determine a future. Vocation education conceptually focused on education adjusting to the demand driven, link and match between the employee with the employer. While success is measured by the number of education graduates and the suitability of the absorption area of work with a practiced expertise. Vocation education system serves the political, economic, social, art and so on. For a number of Indonesian workers productive enough, and have the ability to adapt imported technologies to the characteristics of the skill intensive quality improvement and implementation of education advocacy was the main focus should be. In this study we tried to describing the data to determine student perceptions of PTM to the development of vocation education. From this it can be seen that there are still some students who do not understand the vocation education and there are several roles and functions of teachers who are not perceived by the students benefit. This phenomenon can be anticipated with the provision of guidance and motivation to the students more intensively, and increased educational facilities are more adequate to be more intensive faculty in also appreciate themselves.
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Ray, Sarah M., Ovidio Galvan, and Jill Zarestky. "Gender-Inclusive Educational Programs for Workforce Development." Adult Learning 29, no. 3 (March 5, 2018): 94–103. http://dx.doi.org/10.1177/1045159518759733.
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Vocational and workforce education provide economic opportunity but often exclude or limit the participation of women. Here, we lay the foundation for developing workforce programming from a feminist perspective and building inclusion efforts within academic institutions for vocational education students and practitioners. Based on a systematic review of the literature, we present findings pertaining to three aspects of feminist pedagogy—career choice, care, and multiculturalism—as the basis for identifying the best practices for a feminist pedagogy of vocational education. We conclude with a discussion of the impact of the findings on the personal/social and political/structural qualities of education programs and provide an extensive and concrete checklist for vocational and workforce program administrators and educators to use when evaluating and modifying their programs for inclusive practices.
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Salam, Ahmad Abdun, Ibnu Siswanto, and Mar’atus Sholikah. "The Effect of Entrepreneurship Education on Student’s Entrepreneurship Intention in Vocational School." Indonesian Research Journal in Education |IRJE| 5, no. 1 (April 4, 2021): 85–102. http://dx.doi.org/10.22437/irje.v5i1.11185.
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Entrepreneurship education is crucial for students to learn knowledge around entrepreneurial skills, attitudes, and stimulates entrepreneurial intentions. This study aims to analyze the influence of entrepreneurship education program on student’s entrepreneurship intention in vocational schools with gender as moderation. There were 198 respondents from seven vocational schools in Yogyakarta province participated in this quantitative study. The analysis technique used is PLS-SEM with the help of SmartPLS software. The result revealed that entrepreneurship education programs are positively related to student’s entrepreneurship inspiration and intention. Extracurricular entrepreneurship activity is also positively related to entrepreneurship education inspiration and student’s entrepreneurship intention. However, the result displayed that gender insignificantly moderates the relationship between entrepreneurship education program and student’s entrepreneurship intention in vocational high school. Besides, schools and teachers need to present learning programs and extracurricular activities that can inspire and intend to generate interest in student entrepreneurship in the future.
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Utomo, Pramudi. "The future orientation for novice teacher induction program in vocational education." Jurnal Pendidikan Vokasi 8, no. 1 (February 28, 2018): 67. http://dx.doi.org/10.21831/jpv.v8i1.14758.
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This paper presents the discussion with purpose to identify the orientation of teacher induction program in vocational education that is in line with changing times and future challenges. The problems associated with the teacher induction program in vocational education are whether the program has been oriented towards changes and future challenges. This research was conducted explanatory sequential mixed method approach. This study applies a six-step on research procedure. Respondents consisted of 52 novice teachers, 115 mentors, 15 principals, and 24 school supervisors. The subject of the qualitative research was nine resources persons. The respondents were given a Likert scale questionnaire to gather opinions and to be interviewed about the implementation of induction programs in vocational schools. Data were analyzed using PASW-18 and Atlas.ti software. The results of the study indicate that the future orientation of the induction program for novice vocational teachers involves many aspects in teacher professional development. These aspects include understanding of new target groups, developing job markets, technological developments, business/industry cooperation, regional development, new learning paradigms, and vocational education policy.
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Wahyuni, Retno Tri, Muhammad Ihsan Zul, Hamid Azwar, and Elva Susianti. "Program Penguatan Kapasitas Tendik SMK Sebagai Salah Satu Upaya Pendukung Penguatan Ekosistem Vokasi Di Provinsi Riau." Dinamisia : Jurnal Pengabdian Kepada Masyarakat 6, no. 5 (October 30, 2022): 1368–78. http://dx.doi.org/10.31849/dinamisia.v6i5.11123.
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Capacity Empowerment Program for Vocational High School Personnel is one part of the sosial corporate responsibilty (CSR) of PT Pertamina Hulu Rokan (PHR) in partnership with the PCR. This program is in order to support the strengthening of the vocational ecosystem in Riau Province which is in line with Governor Regulation Number 6 of 2022 concerning strengthening vocational education and training through partnerships with Industry, Business, and the World of Work. Capacity Empowerment Program for Vocational High School Personnel is packaged in the form of training and Microsoft Office certification. Through this program, it is hoped can support strengthening governance in vocational education units. A total of 144 people from 42 vocational schools signed up for this program. After going through the selection process, 26 participants from 25 vocational schools were selected. The series of programs run according to the planned schedule. Feedback on the program indicated that participants experienced increased knowledge and skills regarding Microsoft Office. All training participants were also declared competent in the Junior Office Operator scheme and received a certificate from the National Professional Certification Agency (BNSP).
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Rahmat, Muhammad Hudan, and Marko Ayaki Lumbantobing. "THE ROLE OF LABORATORY IN THE EFFORTS OF INCREASING VOCATIONAL EDUCATION QUALITY IN INDUSTRIAL REVOLUTION 4.0." BALANGA: Jurnal Pendidikan Teknologi dan Kejuruan 7, no. 1 (June 20, 2019): 1–5. http://dx.doi.org/10.37304/balanga.v7i1.549.
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The competition of working world in the industrial revolution era 4.0 requires many countries to improve themselves in producing the quality of human resources. Therefore, vocational education institutions as producers of workforce that ready to work have to produce the top notch output. This demand have to be immediately reflected and implemented in formal education and training programs. By the existence of laboratory, students are able to do anything to learn and practice their skills due to the characteristics of vocational education are more underlined in the development of learners' psychomotor aspects. Hence, the existence of laboratory has a crucial role for vocational education in order to enhance the quality of vocational education thus the improvement of vocational program quality for final graduates are achieved greatly.
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Findeisen, Stefanie, Andreas Jüttler, Markus P. Neuenschwander, and Stephan Schumann. "Transition from School to Work – Explaining Persistence Intention in Vocational Education and Training in Switzerland." Vocations and Learning 15, no. 1 (January 24, 2022): 129–54. http://dx.doi.org/10.1007/s12186-021-09282-4.
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AbstractVocational education and training (VET) programs are typically regarded as the means to enable successful school-to-work transitions. However, high rates of premature contract terminations in VET programs suggest that adolescents face difficulties during this transition. This paper aims to examine the determinants of persistence intention, claiming that persistence intention is a crucial indicator of imminent dropout decisions. The analysis is based on a longitudinal data set of trainees in dual VET programs in Switzerland (n = 1,163) containing two measurement points (before and after the transition from school to VET). Drawing on Social Cognitive Career Theory (Lent & Brown, 2008, 2013), we are interested in the effects of work adjustment indicators, selected characteristics of the vocational choice process, and environmental support before and after the transition on trainees’ persistence intention. We use structural equation modeling to analyze both direct and indirect effects of different predictor variables on persistence intention. The results show significantly positive effects of both occupational self-efficacy and perceived person-vocation fit during the training program on trainees’ persistence intention. Moreover, there are only indirect effects of anticipated person-vocation fit and occupational self-efficacy at the end of compulsory education. Trainees’ relationship with the trainer also has an indirect effect on persistence intention. Social integration in the workplace is both directly and indirectly linked to persistence intention. Overall, the model explains 48% of the variance in persistence intention. Implications for VET programs and future research are discussed.
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Szymanski, Edna Mora, John King, Randall M. Parker, and William M. Jenkins. "The State-Federal Rehabilitation Program: Interface with Special Education." Exceptional Children 56, no. 1 (September 1989): 70–77. http://dx.doi.org/10.1177/001440298905600110.
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There are many differences between state and local special education programs and the state-federal vocational rehabilitation (VR) program. The differences are highlighted through discussion of the history of the state-federal VR program, differing definitions of individuals with disabilities (used in VR and special education), operation of the VR program, and funding differences and resultant differences in evaluation standards between VR and special education programs. Recommendations are made to effect productive interaction between special education and state-federal VR agencies.
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Adkisson, Anthony C., and Catherine H. Monaghan. "Transformative Vocational Education." International Journal of Adult Vocational Education and Technology 5, no. 1 (January 2014): 23–34. http://dx.doi.org/10.4018/ijavet.2014010103.
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How our culture thinks about particular events as linear, normal, and expected does not always fit with the experiences of every learner, particularly underserved urban adult learners. As adult educators in this context, are there ways we might improve or change our pedagogy of instruction by developing a better understanding of transitional life moments for vocational learners. What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches learning for underserved adult learners transitioning into a vocational education classroom, after years of disengagement with formal learning institutions with the need to update their technology skills? In this article, we discuss the need to use alternative conceptions of transformative learning to understand vocational learners as they make decisions to participate in vocational education programs. We explore the key issues for adult educators including implications for practice and research.
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Hasanah, Kusmarini Wachidatul, Budi Susetyo, and Imas Diana Aprilia. "Local Wisdom-Based Vocational Education Program for Special Needs Students." Multicultural and Diversity 1, no. 1 (September 19, 2022): 25–33. http://dx.doi.org/10.57142/md.v1i1.15.
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The vocational education programs based on local wisdom in the area where students live provision in preparing students to be able to compete in the social work and have a better functional value because these skills can later be applied to daily life and can be a provision to meet the economic needs of their household. This study describes the objective conditions of implementing the local wisdom-based vocational education program at SLB Tamima Mumtaz Malang. The research method applied in this research is descriptive with a qualitative data approach, and the data were collected through documentation studies, observations, and interviews. The results show that the vocational education program is designed by considering the natural potential and employment opportunities in the environment where students live. The program is determined based on the analysis of the results of environmental observations, materials, and profiles of students.
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Newton, Danielle, Andrew Day, Margaret Giles, Joanne Wodak, Joe Graffam, and Eileen Baldry. "The Impact of Vocational Education and Training Programs on Recidivism: A Systematic Review of Current Experimental Evidence." International Journal of Offender Therapy and Comparative Criminology 62, no. 1 (May 13, 2016): 187–207. http://dx.doi.org/10.1177/0306624x16645083.
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Although the association between unemployment and offending is well established, relatively little is known about the impact of vocational education and training programs on re-offending, with much of the previous work in this area failing to control for, or correct, selection bias. This article reports the findings of a systematic review, which considers the findings of only those studies that have used experimental or quasi-experimental designs to evaluate vocational training and employment program outcomes for adult offenders. The analysis identifies key features, based on these studies, of those programs associated with the best outcomes and recommends selection criteria for those who are most likely to benefit from prison vocational education and training.
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Apri Wahyudi, Salamun, Abdul Hamid, and Choirudin. "STRATEGI PENGELOLAAN VOCATIONAL LIFE SKILL PADA PENDIDIKAN ISLAM." Jurnal Manajemen Pendidikan Islam Al-Idarah 6, no. 1 (January 5, 2021): 39–45. http://dx.doi.org/10.54892/jmpialidarah.v6i1.131.
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Abstract
Tujuan penelitian ini untuk menjelaskan strategi penelolaan vocational life skills pada pendidikan Islam. pendidikan keterampilan dilatarbelakangi sebagai upaya pendidikan Islam dalam menjawab kebutuhan masyarakat yang menginginkan peserta didik tidak hanya memiliki kemampuan ilmu tetapi juga keterampilan untuk bekal hidup di masyarakat. Pengelola program pendidikan keterampilan pada pendidikan Islam mencakup aspek planning, implementing, and evaluating. a) Perencanaan program pendidikan keterampilan di Sekolah Islam meliputi pendidikan keterampilan yang akan dilaksanakan, mengadakan sosialisasi, menentukan tujuan, menyebar angket, menentukan waktu pelaksanaan, kurikulum pendidikan keterampilan pilihan, menyiapkan sarana prasarana. b) Pelaksanaan meliputi: menyeleksi dan memilih Pembina (tutor) untuk mengampu mata pelajaran pendidikan keterampilan, membuat modul pendidikan keterampilan terkait materi yang akan di ajarkan pada masing-masing guru Pembina. c) Adapun evaluasi, meliputi: penilaian terhadap program pendidikan keterampilan apakah sudah sesuai dengan target visi, misi dan tujuan melalui evaluasi persemester dilakukan oleh seluruh dewan guru bersama kepala sekolah dan evaluasi tahunan dilakukan kepala sekolah, komite madrasah.
Keywords: Vocational Life Skills, Strategi Pengelolaan, Pendidikan Islam
Abstract
This study aim to describe management education program vocational skills at the Islamic schools. The background behind the education skills is an effort to Islamic schools in responding to the needs of people who want learners to have not only capabilityin science but also in skills for the provision of life in the community. The managements of skills education programs in Islamic schools are planning, implementing, and evaluating. a) Planning for skills education programs in Islamic schools includes skills education to be implemented, conducting socialization, determining goals, distributing questionnaires, determining the implementation time, selected skills education curriculum, preparing facilities, and infrastructure. b) Implementation includes: selecting and selecting coaches (tutors) to teach skills education subjects, making skills education modules related to the material to be taught to each coach teacher. c) The evaluation includes: an assessment of the skills education program whether it is in accordance with the target vision, mission, and objectives through a semester evaluation carried out by the entire teacher board together with the principal and an annual evaluation carried out by the principal, madrasah committee
Keywords: Vocational Life Skills, Management Strategies, Islamic Education
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Tietjen, Grant E., Christopher R. H. Garneau, Veronica Horowitz, and HarmoniJoie Noel. "Showing Up: The Gendered Effects of Social Engagement on Educational Participation in U.S. Correctional Facilities." Prison Journal 98, no. 3 (April 5, 2018): 359–81. http://dx.doi.org/10.1177/0032885518764921.
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The United States is home to the world’s largest correctional system where the majority of released ex-convicts reoffend. Consequently, accessing successful methods of reducing recidivism has become tantamount, with education as the most powerful predictor of decreased recidivism. This research found gendered differences in educational program usage based on group membership. Participation in prison parenting groups was found to be a greater predictor of college and vocational educational program usage for women than for men. For male inmates, membership in any type of organized group activity was found to predict greater educational program usage in college and vocational education programs.
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Pejatović, Aleksandra. "Centri za kontinuirano obrazovanje odraslih - bliski susret obrazovanja i rada." Obrazovanje odraslih/Adult Education 9, no. 2 2009 (2009): 51–60. http://dx.doi.org/10.53617/issn2744-2047.2009.9.2.51.
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Since the end of 2003, five regional training centers for adults (RTC) have been created through Secondary Vocational Education Reform programs in Serbia. The centres were projected as ''specialized training and organisational units for vocational education and training of adults''. In fulfilling their primary role, they follow and respect concepts and approaches such as: concept of social partnership in professional training of adults; doing business according to labour market principles; in planning and programming they use results of analysis of the skills needed in the labour market and the analysis of traning needs in companies; their offer is created according to needs; in creating training programmes they use modular approach based on training outcomes, etc. Up to date, the RTCs have realised a number of traning courses for different adult target groups.
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Šīna, Inga. "Vocational Education Network Optimization Program Implementation Problems and Solutions." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 461. http://dx.doi.org/10.17770/sie2012vol2.524.
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The aim of the paper is to analyze two-year results of the optimization programs of vocational school network and vocational education balancing solutions in the European Social Fund project " Improvement of national qualification system, vocational education contents and co-operation among the bodies involved in vocational education." The topic is of particular importance as the prestige of vocational education is low, the school network optimization yielded no results and vocational training does not deliver the qualities and eduation demanded by the job market. Innovation of the article - there have not been evaluation of network optimization results. Methodology applied: monographic, study of related documents, survey,interviews. The author concludes that there is a lack of a differentiated vocational education network,which is appropriate to the demographic trends; and the funds have not been allocated properly. It is offered to create integrated schools, which would be implementing basic education, vocational programs, adult education and lifelong learning.
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Meldawita, Meldawita, and Dita Oki Berliyanti. "The Impact of Shared Values on CSR Programs in the Field of Vocational Education." Journal of Social Research 2, no. 3 (February 13, 2023): 826–35. http://dx.doi.org/10.55324/josr.v2i3.732.
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CSR programs in the field of sustainable education are very important in supporting sustainable development goals, namely the achievement of quality education. Industry involvement is an important factor in the realization of quality education, especially for vocational high schools, so that the competencies possessed by students and teachers are in accordance with the competencies needed by industry and the times. Therefore, it is interesting to explore more deeply what CSR programs are carried out by the industry to improve the quality of schools through increasing the competence of students and teachers and the impact felt by schools with this CSR program. The method used is a mixed method with concurrent embedded design ? where in this study qualitative method is the primary method used, while the quantitative method is used only to find supporting data.
PT. X & PT. Y is two automotive companies that have been fostering vocational schools in Indonesia for more than 3 years, through CSR programs in the field of vocational education. The short-term goal of the program is to improve the competence of students and teachers. And the long-term goal of this program is to contribute to sustainable development goal (SDG) number 4, namely quality education. The results showed that CSR carried out by the industry had a positive impact on schools and companies, and in its implementation using the concept of creating shared value (CSV).
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McElreath, David H., Daniel Adrian Doss, Carl Jensen, Stephen Mallory, Michael Wigginton, Terry Lyons, Lorri C. Williamson, and Leisa S. McElreath. "Failed Hopes of Education." International Journal of Adult Vocational Education and Technology 9, no. 1 (January 2018): 15–30. http://dx.doi.org/10.4018/ijavet.2018010102.
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This article describes how, generally, the majority of inmates will recidivate again within five years of being released from incarceration. Recidivism represents cyclical criminality that affects all American communities. Despite substantial expenditures toward the warehousing of inmates within the corrections system, less emphasis is directed toward leveraging vocational and career educational programs as resources through which recidivism rates may be reduced societally. However, in 2015, the Second Chance Pell Pilot Program was announced as an experimental program whereby prisoners may access Pell funding for educational purposes. Given the advent of this experimental program, this article reviews some historical literature and recommends future directions regarding education among corrections settings.
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Kagara, Abdul Bello, Dauda Ibrahim, and Kareem Wahab Bamidele. "BRIDGING THE MISSING LINKS IN THE IMPLEMENTATION OF TECHNICAL VOCATIONAL EDUCATION AND TRAINING CURRICULUM IN NIGERIA." Asia Proceedings of Social Sciences 6, no. 2 (April 25, 2020): 159–63. http://dx.doi.org/10.31580/apss.v6i2.1302.
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The implementation of Technical Vocational Education and Training (TVET) curriculum requires some level of government commitment because of it nature and important towards reducing unemployment. Technical vocational education is a skill acquisition intervention programs that target about learning wisdom which would make people appropriate and productive in designated areas of economic and technological activities. In order to meet the demand of this 21st century implementation of technical vocational education curriculum in Nigeria must in totality be overhauled by ensuring that what is needed to achieve its goal is put in place for positive outcome. This paper discusses the concept of technical vocational education and training and it’s important towards job creation, the nature of technical vocational education curriculum in technical vocational education institutions, technical vocational education curriculum implementation and the impediments of Technical vocational education curriculum implementation in Nigeria. It was concluded that TVET curriculum implementation faced a lots of challenges. Therefore, all stakeholders in the technical vocational education sub-sector should put hands in deck in order to improve the quality of technical vocational education programs implementation in Nigeria for better outcome
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Gitman, Elena, Svetlana Soloveva, and Tatiana Tokhtueva. "Readiness of additional vocational education teachers for pre-retirement age citizens education within Worldskills competition standards." KANT 36, no. 3 (September 2020): 252–57. http://dx.doi.org/10.24923/2222-243x.2020-36.48.
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The paper deals with the problem of vocational education teachers' readiness for training pre-retirement age citizens. With the introduction of the state program "Older Generation", aimed to improve the skills or mastering the new competence of pre-retirement age citizens, training centers for this contingent are actively opening up. The training is conducted by teachers of educational institutions of the secondary vocational education system. Training programs according to Worldskills standards within the framework of the championship movement "Skills of the Wise" provide an opportunity for people aged 50+ to upgrade their skills or to master a new competency on the basis of the existing one. The authors aim to identify the level of andragogical competence of a teacher of vocational education. The research is based on empirical methods such as comparative analysis, generalizations, observation, questionnaires, and experiment. The research results show that the education of older people cannot be based on general recommendations, and requires the use of certain methodological approaches in teaching methods.
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Smolyaninova, O. G., and V. V. Korshunova. "Activity Approach and Practice-oriented Primary Teacher Training, Experience of the Siberian Federal University." Psychological-Educational Studies 7, no. 4 (2015): 149–62. http://dx.doi.org/10.17759/psyedu.2015070414.
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Current issue was done under the Federal Target Education Development Program from 2011 to 2015, with the aim of networking development in vocational secondary education for teacher training based on new modules of applied bachelor programs focused on strengthening the practical orientation of future teacher training. This is considered as a basis of improvement of the federal higher educational standards, the development of new basic exemplary educational programs and finding new ways of educational outcomes assess according to the teacher professional standard. The authors believe that the successful activity in this area will improve the quality of primary school teachers training and will reduce the shortage of personnel in primary education and in secondary vocational education in Russia and Krasnoyarsk Territory in particular.
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Tukino, Tukino, Baru Harahap, and Algifanri Maulana. "Pembinaan Akuntansi Berbasis SAK ETAP Untuk Perusahaan Manufaktur Mengunakan MYOB Accounting V17 Di SMK Batam Business School." PUAN INDONESIA 3, no. 1 (July 24, 2021): 7–18. http://dx.doi.org/10.37296/jpi.v3i1.54.
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Vocational High Schools that are located close to each other, but have not synergized in the utilization of existing resources in each school are seen as less efficient. On the other hand, several vocational schools have adequate resources and potential to expand and simultaneously improve education services to the community through various education and training programs. In connection with these conditions, the Directorate of Vocational High Schools has programmed to combine these schools in one management and increase the capacity of Vocational High Schools through various education and training programs under the name Development of Large Vocational Schools. Financial statements function as a tool to analyze financial performance that can provide information about financial position, business, performance and cash flow so that it can be used as a basis for making economic decisions. The object of this service is aimed at the Batam Business School Vocational High School (SMK) around the Sekaran Village, where the majority of Batam Business School Vocational High School (SMK) players do not have financial reports. The purpose of this service program is to provide training to Batam Business School Vocational High School (SMK) actors in the preparation of accounting standards based on Financial Accounting Standards for Entities Without Public Accountability (SAK ETAP) as well as to design simple manual and computerized accounting systems that can help and facilitate students. Vocational High School (SMK) Batam Business School actors in making financial reports based on SAK ETAP
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Hegna, Kristinn, and Kaja Reegård. "Lokal yrkesfagskultur og ulikhet i fortellinger om ungdoms utdanningsvalg." Nordic Journal of Comparative and International Education (NJCIE) 3, no. 3 (December 12, 2019): 91–108. http://dx.doi.org/10.7577/njcie.3246.
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The literature on vocational educational aspirations typically lacks a conception of space, place and local employment opportunities. This article compares two locations in Norway, that is, the capital Oslo, characterised by knowledge-intensive industries, and a rural district in Rogaland, characterised by manufacturing and oil-related industries, to illuminate how aspirations, class and location intersects. In Oslo, there is a lack of available apprenticeships, a strong east-west segregation regarding enrolment to vocational education and training, and few schools provide vocational programs. In contrast, Rogaland has a firmly established vocational culture, and large shares of youth opt for vocational educations following ten years of compulsory schooling. Drawing on interviews with young people in Oslo and Rogaland, the case-comparative analysis illustrates how these two locations are (re)producing very different educational logics, directing youth either away from or towards vocational education. The article aims to contribute to understandings of educational aspirations by advocating place-sensitivity in the complex ways that social inequality in education is shaped, maintained and reinforced.
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Korshunov, Ilya A., Tatiana A. Meshkova, Maxim S. Miroshnikov, and Mikhail N. Sverchkov. "Russian Universities’ Further Education: Integration with International Markets." Integration of Education, no. 4 (December 28, 2018): 612–31. http://dx.doi.org/10.15507/1991-9468.093.022.201804.612-631.
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Introduction. The paper describes the role of Russian transnational corporations in the development and implementation of the Adults’ Education and Vocational Education and Trainings programs in foreign countries as the promotion of Russian technologies. As the competition between the universities in the international educational markets rises, they see the increasing need for the fixation of the programs they offer onto the needs of the global companies, broadening the possibilities for the students to obtain relevant qualifications and skills, and corresponding diversification of educational programs. Among the possible directions for the increase in the educational services that are offered for export could be adults’ educational programs, vocational education and trainings. Materials and Methods. The study of the additional vocational education programs for foreign students was carried out with specialized questionnaire. 180 higher education institutions took part in the survey. The analysis of the corporate segment of additional professional education services for foreign markets was carried out on the basis of semi-formalized in-depth expert interviews. Results. Based on the collected empirical data we were able to identify main participants of the Adults’ Education and Vocational Education and Trainings export and structure and spheres of the programs as well as target countries in this market in three years’ time. It was revealed that the most successful providers of the educational programs are the universities that on the one hand offer already well developed and sought-after educational programs on the Russian Adults’ Education and Vocational Education and Trainings market, and on the other hand – already have stable partnership ties with countries that send students to undergraduate programs. Discussion and Conclusion. This study elaborates on the role of universities in promoting competitive technologies through the distribution of Adults’ Education and Vocational Education and Trainings. Mechanisms for formation and implementation of corporate training programs by universities for Russian industrial corporations are structured. Barriers for the attraction of foreign students are discussed to increase the scope of training. Results of the study can be recommended for the universities concerned with the development of the Adults’ Education and Vocational Education and Trainings sector in the international context. Keywords: export education, university, adults educational programs and vocational education and trainings, structure of the market for educational programs, promotion of technologies, corporate education
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Melnarowicz, Władysław, and Krzysztof Melnarowicz. "Return to Vocational Education." Journal of KONBiN 44, no. 1 (December 1, 2017): 235–55. http://dx.doi.org/10.1515/jok-2017-0070.
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Abstract The article presents the description of the current education and vocational training systems in Poland and the world with special emphasis on technical professions. It draws attention to the events and decisions, which led to a decreased level of education, lower quality of graduates and problems, the youth graduating from secondary and high schools have with finding a job. The studies of the authors on the effectiveness of vocational training systems lead to the presentation of an innovative proposal of deriving operational goals of education from professional tasks and developing a modular design of curricula. Such an approach towards the construction of vocational training programs is based on the model of a modularized occupation MES (Modules of Employable Skills). The described concept is supported by: high efficiency, flexibility and economic issues.
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Jeglum, J. K., and J. B. Scarratt. "Forestry and Forest-industry Education in Finland." Forestry Chronicle 65, no. 6 (December 1, 1989): 405–13. http://dx.doi.org/10.5558/tfc65405-6.
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A general overview of the school system in Finland is provided as background to a detailed description of forestry education in that country. Vocational and technical forestry education is organized and conducted by the National Board of Vocational Education. Numerous occupational diploma programs are offered at 30 forestry schools and colleges, including programs for forest workers, forest machine operators and mechanics, forest technicians, sawmill technicians, wood-based panels technicians, forest engineers, and forest-industry engineers, Short courses and refresher courses are also provided for more than 30 000 people annually. Three universities offer higher degrees in forestry: the University of Helsinki, the University of Joensuu, and the Helsinki University of Technology. International forestry is an important element of forestry education. It is addressed through a marketing degree program that emphasizes international commerce through the training of students from developing countries and through foreign-exchange programs for students, teachers and researchers. Examination of the organization and teaching of forestry subjects in Finland suggests ways in which Canadian forestry education might be improved to meet the future needs of an increasingly technical forestry sector.
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Djafar, Suarti, Nadar Nadar, and Arwan Arwan. "INCREASING THE MATHEMATICIS LEARNING THROUGH THE DEVELOPMENT OF VOCATIONAL MATHEMATICS MODULES OF STKIP MUHAMMADIYAH ENREKANG." Edumaspul - Jurnal Pendidikan 3, no. 1 (April 2, 2019): 69–79. http://dx.doi.org/10.33487/edumaspul.v3i1.90.
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This research is Classroom Action Research which will be carried out in two cycles and through several stages in each cycle, namely planning, implementing actions, observing and reflecting. The purpose of this study was to determine the increase in mathematics learning outcomes of STKIP Muhammadiyah Enrekang students through the development of vocational mathematics modules. The subjects of this study were the fourth semester students of the 2018/2019 academic year study program in mathematics, totaling 10 people. The data collection technique that will be used is a test of student learning outcomes conducted at the end of each cycle, observation, reflection and student responses. The implementation plan begins with asking questions, thinking together and answering; 2) Application of the development of vocational mathematics modules about improving the learning outcomes of the mathematics education study program STKIP Muhammadiyah Enrekang. The goals and objectives of education held at the mathematics education study program of STKIP Muhammadiyah Enrekang can be achieved well, in order to produce vocational math modules for mathematics education study programs.
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Jin, Xiaodan, Can Zhang, and Jingru Su. "The Current Situation and Problems of Major Offerings in Higher Vocational Colleges Based on Industry 4.0: A Case Study of Higher Vocational Colleges in Xiamen." Mobile Information Systems 2022 (August 10, 2022): 1–9. http://dx.doi.org/10.1155/2022/5618247.
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As the concept of lifelong education continues to infiltrate the education system, the examination of degree programs for junior college graduates has become a promotion path for graduates of higher vocational colleges to continue their education. It optimizes the development space for graduates of higher vocational colleges. While the enrollment of junior college graduates for degree programs is expanding, the education system of degree programs for junior college graduates and higher vocational colleges in China has also ushered in a new round of challenges and development opportunities. At present, the education system for degree programs for junior college graduates is not sound enough, and the interface with higher vocational colleges is not close enough. Moreover, there are problems such as poor communication of students moving from higher vocational colleges to universities for undergraduate education and fluctuating quality of personnel training and education. Therefore, it is of significance to study the problems of major offerings in higher vocational colleges. In our study, we took higher vocational colleges in Xiamen as an example. And we systematically study and then analyze the universities offering degree programs for junior college graduates and their majors. Finally, the problems in the connection between the majors of higher vocational colleges and those of universities with degree programs for junior college graduates are discussed, and suggestions are given for the study. Moreover, the universities should respond to the real-time development policy of the country and cultivate interdisciplinary personnel with solid theoretical foundation, innovation skills, research capabilities, professional expertise, and practical skills for social development.
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Mahfud, Tuatul, Nuraly Masum Aprily, Ida Nugroho Saputro, Ibnu Siswanto, and Suyitno Suyitno. "Developing and validating the multidimensional industry commitment scales: The perspective of vocational high school students." International Journal of Evaluation and Research in Education (IJERE) 11, no. 1 (March 1, 2022): 361. http://dx.doi.org/10.11591/ijere.v11i1.21840.
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<span>Industry commitment plays a vital role in vocational education programs, especially in vocational high schools. The involvement of the industry is the key to the success of implementing vocational education. However, how to measure industry commitment in vocational learning is still not discussed. This study aimed to develop and test the validity of an industry commitment questionnaire. The industrial commitment questionnaire validation test gradually used three techniques, namely, content validity test, pilot test, and confirmatory factor analysis (CFA). The respondents were 390 culinary students of seven state vocational schools in Yogyakarta Special Region Province, Indonesia. This study revealed that industrial commitment can be measured by 12 items of industry commitment questionnaire consisting of four career opportunity items, two performance assessment items, four involvement/participation items, and two empowerment items. This study fills a gap in the assessment of industry commitment to engagement in vocational education programs. This study has implications for vocational education practitioners to evaluate the extent of industry commitment to vocational education programs.</span>
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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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Bulaeva, N., A. Ganeev, and I. Ruban. "Results of an Independent Assessment of the Quality of the Conditions for the Implementation of Educational Activities by Educational Organizations of General, Secondary Vocational and Additional Education in 2020." Standards and Monitoring in Education 9, no. 3 (May 20, 2021): 21–27. http://dx.doi.org/10.12737/1998-1740-2021-9-3-21-27.
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The article presents the results of a study conducted in 2020, commissioned by the Ministry of Education of the Russian Federation, on an independent assessment of the quality of conditions for the implementation of educational activities by organizations carrying out educational activities in basic general education programs, educational programs of secondary vocational education, basic vocational training programs, additional general education programs.
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Bulaeva, N., and A. Ganeev. "Features of the Organization and Conduct in 2020 of an Independent Assessment of the Quality of the Conditions for the Implementation of Educational Activities." Standards and Monitoring in Education 9, no. 2 (April 26, 2021): 3–8. http://dx.doi.org/10.12737/1998-1740-2021-9-2-3-8.
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The article presents the peculiarities of organizing and conducting in 2020, by order of the Ministry of Education of the Russian Federation, an independent assessment of the quality of conditions for the implementation of educational activities by organizations carrying out educational activities in basic general education programs, educational programs of secondary vocational education, basic vocational training programs, additional general education programs.
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Simpson, Hazel E. "Sexuality Education in Technical and Vocational Institutions in Guyana: Possibilities and Challenges." LEARNing Landscapes 10, no. 2 (July 7, 2017): 287–304. http://dx.doi.org/10.36510/learnland.v10i2.816.
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This paper reports on the results of an exploratory evaluation of a sexuality education program that was introduced in technical and vocational institutions in Guyana. The rationale for the program is outlined, along with the methodology employed in the evaluation of the program, including the analysis of data from document reviews, telephone and face-to-face interviews, and surveys of facilitators and students’ perceptions of the program. The findings of the evaluation are presented and the author offers some considerations to be taken into account when developing and implementing new programs.
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Ahmed Alnaqbi, Saif Khamis. "Attitudes towards Vocational Education and Training in the Context of United Arab Emirates: A Proposed Framework." International Journal of Business and Management 11, no. 1 (December 18, 2015): 31. http://dx.doi.org/10.5539/ijbm.v11n1p31.
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<p>The main goal of this study is to investigate the effect of parents and students’ attitude towards the intention to enter the vocational education in the UAE through examining the impact of different factors of attitude such as individual, organization, social, and demographic. Due to the inconsistent results, a new research has established for further investigation through introducing new variables that may better explain the nature of that relationships. In the literature, many theories have suggested that link between variables such as The Theory of Reasoned Action (TRA), Theory of Planned Behavior (TPB) and Social Cognitive Theory (SCT). The scope of the study is limited to the students who involved and non-involved in vocational education and along with their parents in the UAE. The importance of this study has many sides in both theoretical and managerial contribution. Theoretically, however, the variables of this study before studied separately in different counties especially in developed countries, but not studied in developing countries such as the UAE. In addition, this study will investigate the integrated variables in one of the developing countries, which fill the gaps in the existing body of knowledge. Therefore, the effects of attitude of students and parents on students’ intention to VET program will be study. The target of sample will be the students in grade 12 from the vocational and technical schools and institutions in the UAE and also another students who are not in the VET program which were from grade eight, the grade which before the grade that accept student to enter VET program. After all the relevant interviews are complete, the answers for all of the questions will then be analyzed. The process of analyzing will has three major stages. Firstly, to obtain the correct knowledge and realize the profound meanings from the answers given, the investigators have to re-read the answers a few times. Second stage will be categorizing the answers into different groups. In the third stage, analyzing the answers according to these groups and defines them in a qualitative manner; this is to ascertain the main themes and applied meanings behind the answers given.<br />Statistical Package for the Social Sciences 18.0 software (SPSS) was used in order to test the quantitative questions of this research. The data will analyze in four ways: Descriptive statistics, independent, samples (t) test, one-Way ANOVA test and scheffe’ test. <br />In case of finding the results, the parents’ questionnaire will distribute the three domains: Vocational education importance, Vocational education future and Social perception of vocational education. Whereas the students’ questionnaire will distribute the four domains: vocational education attitudes, social perception of vocational education, vocational education future and vocational education importance. <br />Furthermore, this study will help UAE government to plan, implement, enhance the vocation education within students to motivate them and develops their skills to find jobs for sustainable future. The increasing amount of technical education and vocational training resembles to a lowering capacity by business owners in the private industries, reflecting the negative effects of the basic operating sector of the production of technical education and vocational training. The significance of the study is prevail in being one of the first studies dealing with the connection between the schools of technical education and vocational training schools and the private sector (as a business) market.</p>
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Furdui, Amalia, Lucian Lupu-Dima, and Eduard Edelhauser. "Implications of Entrepreneurial Intentions of Romanian Secondary Education Students, over the Romanian Business Market Development." Processes 9, no. 4 (April 9, 2021): 665. http://dx.doi.org/10.3390/pr9040665.
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The study investigates the Romanian entrepreneurial education training program emphasizing the secondary education student entrepreneurial intents included in technical and professional Vocational Education Training (VET) programs, in order to identify its role in increasing student intention in the process of choosing a career as an entrepreneur among graduates of the vocational and technical Romanian education system. The study research methodology was based on the interpretation of two questionnaires consisting of 23 questions, which were applied to a population of 253 and 159 respondents. The survey period was conducted between 2019 and 2020. The respondents were students from the vocational and technical education system in Romania, mostly from the Central Region of Romania, but the results of the study could be extended to the entire Romanian education system. The data were processed using SPSS software, and the results of the study revealed direct, positive, and significant links between psychological and behavioral traits and entrepreneurial intentions of the student surveyed, moderated by the entrepreneurial education acquired through the school curriculum. These results could also be the basis for developing future policies and programs to encourage entrepreneurial behavior, especially for secondary education students from the Romanian education system, specifically on pre-university education.
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Putri, Iis Rahmania, Agus Setiawan, and Dindin Nasrudin. "Energy Literacy Profile of Vocational High School Teacher Candidates for Renewable Energy Engineering Expertise Program." Jurnal Ilmiah Pendidikan Teknik dan Kejuruan 15, no. 2 (December 6, 2022): 99. http://dx.doi.org/10.20961/jiptek.v15i2.67623.
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<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>This study examines the energy literacy profile of engineering students as vocational high school teacher candidates for renewable energy engineering expertise programs in terms of 3 energy literacy domains: knowledge, attitudes, and behavior. This research uses a quantitative approach with a descriptive-comparative design, conducted on 135 engineering students from 3 study programs at the Indonesian University of Education. The results obtained are that the energy literacy knowledge of engineering students as vocational high school teacher candidates for renewable energy engineering expertise programs is low. Still, their energy literacy attitudes and behaviors are quite good. There was no statistically significant difference in energy literacy between the female and male student groups. In this study, it was known that students from 3 study programs received energy content from different courses. Their energy literacy results were influenced by differences in the range and depth of energy content provided by each study program. The results of this study can be a consideration for universities to develop energy literacy education and learning models and pay attention to the needs, content, and depth of energy content in each study program, especially study programs that are qualified as teachers candidates of vocational high school Renewable Energy Engineering Expertise Program. </span></p></div></div></div>
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MARKOVA, V. M., and M. S. MEFANIK. "FUNCTIONS OF PROFESSIONAL TRAINING OF STUDENTS OF PROFESSIONAL AND TECHNICAL EDUCATION INSTITUTIONS." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 30, 2021): 82–89. http://dx.doi.org/10.31494/2412-9208-2021-1-3-82-89.
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The article analyzes the functions of vocational training of students of vocational education institutions. The analysis showed that it is possible to distinguish the following functions: cognitive function, personality development function, socialization function, cultural-humanistic function and technological function. Given the above, the implementation of the functions defined by scientists is entrusted directly to specific institutions that are specially created in the system of vocational education as "educational institutions that meet the needs of citizens in quality vocational education, mastery of working professions, qualifications, specialties according to their interests , state of health, abilities ". It is investigated that vocational education is the only field that specializes in the reproduction of the leading component - skilled workers for all branches of intangible and tangible production, as well as for various types of production activities of the future specialist. It is noted that the modern system of vocational education is branched with established traditions, which at the present stage is in a state of restructuring and reorientation in accordance with the requirements of society and the state, trends in such education abroad, new socio-economic conditions of the state. The main powers and activities of the vocational education institution are identified, including: organization of the educational process, educational-methodical, educational-production, educational, production-commercial and financial-economic activity; selection of forms and methods of training of future representatives of production; development of working curricula and programs on the basis of standard curricula and programs, determination of the regional component of the content of vocational education, which are approved in the prescribed manner. The specifics of vocational training of students of vocational education institutions are studied. Key words: vocational education institution, vocational training, vocational education, engineer-teacher, vocational education specialists, students of vocational education institutions, functions of vocational training.
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Sweet, Richard. "Vocational Preparation." Australian Journal of Career Development 4, no. 2 (July 1995): 5–7. http://dx.doi.org/10.1177/103841629500400203.
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National targets for growth in vocational preparation are unlikely to be met by relying upon wage-based models such as apprenticeships and traineeships. Full-time programs in TAFE, like full-time school courses, cannot provide the rich contextual and applied learning needed for high quality vocational education. A strategy that combines general and vocational education, workplace and classroom learning, school and industry training standards as well as links to post-school training is advocated. The Australian Student Traineeship Foundation, launched by the Prime Minister in 1994, is designed to promote and disseminate this strategy.
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Putra, Anggana Septione, Santoso Sri Handoyo, and Doddy Rochadi. "Kualitas Layanan Akademik Mahasiswa di Program Studi Pendidikan Vokasional Konstruksi Bangunan Universitas Negeri Jakarta." Jurnal PenSil 7, no. 2 (August 17, 2018): 63–70. http://dx.doi.org/10.21009/pensil.7.2.1.
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Abstrak
Penelitian ini bertujuan untuk mengetahui kualitas layanan akademik mahasiswa di Progam Studi Pendidikan Vokasional Konstruksi Bangunan Universitas Negeri Jakarta. Penelitian ini dilaksanakan di Program Studi Pendidikan Vokasional Konstruksi Bangunan Fakultas Teknik Universitas Negeri Jakarta Gedung L Kampus A UNJ, Jalan Rawamangun Muka, Jakarta 13220. Pelaksanaan penelitian pada bulan Februari 2018 sampai dengan Agustus 2018. Metode penelitian ini adalah penelitian deskriptif kuantitatif. Teknik pengambilan data dengan angket kepada mahasiswa Program Studi Pendidikan Vokasional Konstruksi Bangunan Universitas Negeri Jakarta Angkatan 2014, 2015, 2016 dan 2017.
Hasil penelitian adalah sebagian besar mahasiswa merasa puas dengan kualitas layanan akademik mahasiswa di Program Studi Pendidikan Vokasional Konstruksi Bangunan Universitas Negeri Jakarta.
Kata kunci : Kualitas Layanan, Layanan Akademik Mahasiswa.
QUALITY OF STUDENT ACADEMIC SERVICE VOCATIONAL EDUCATION CONSTRUCTION BUILDING STATE UNIVERSITY OF JAKARTA
Anggana Septione Putra1, Santoso Sri Handoyo2, Doddy Rochadi3
1Alumni of PVKB FT UNJ, angganas12@mail.com
2Lecturer of PVKB FT UNJ, santoso_handoyo@unj.ac.id
3 Lecturer of PVKB FT UNJ, drohadi@unj.ac.id
Abstract
This study ais to determine the quality of academic services of students in the Vocational Building Construction Study Program State University of Jakarta. This research was carried out in Vocational Education Study Program Building Construction Engineering Faculty, State University of Jakarta Building L Campus A, Jalan Ramawangun Muka, Jakarta 13220. Research implementation in February 2018 until August 2018. This research method is quantitative descriptive research. Data collection techniques with questionnaires to stundets of Vocational Education Study Program Building Construction Jakarta State University for 2014, 2015, 2016 and 2017.
The results of this study were that most of the students were satisfied with the quality of the academic services of students in the Vocational Education Program in Building Construction, State University of Jakarta.
Keywords: Service Quality, Student Academic Service.
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Лукичев, А. Н., В. Н. Чечелева, Д. И. Янгез, С. В. Зимин, Е. А. Цветкова, and Е. С. Колесникова. "Modern methodologies and innovations in general education disciplines teaching under the secondary vocational education programs." Management of Education, no. 2 (June 7, 2021): 238–46. http://dx.doi.org/10.25726/s8303-9480-0800-g.
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Статья посвящена вопросам использования в профессиональной деятельности преподавателя организации среднего профессионального образования (СПО) инновационных методик преподавания общеобразовательных дисциплин, позволяющих повысить мотивацию обучающихся и обеспечивающих опережающий вход в профессию/специальность в ключе современных тенденций в системе среднего профессионального образования. Первостепенными задачами данной работы является исследование образовательных инноваций в системе СПО, ориентированных на всестороннюю подготовку обучающихся, основой которой выступают общеобразовательные дисциплины; цель статьи – определение наиболее эффективных инновационных методик преподавания общеобразовательных дисциплин программ СПО, направленных на развитие критического мышления обучающихся, способность самостоятельно принимать разумные решения в современном ускоренно изменяющемся мире. Авторы статьи использовали общенаучные методы исследовательской работы: анализ методической литературы, в том числе зарубежных источников, с целью изучения теоретического и методического аспекта современных методик преподавания в системе СПО. Гипотеза исследования – применение инновационных методик преподавания общеобразовательных дисциплин в программах СПО является залогом опережающего развития системы СПО, необходимость которого определена на государственном уровне. Результаты анализа современных методик преподавания в сфере СПО обосновывают необходимость внедрения в обучающий процесс методов обучения на основе современной науки, эффективных педагогических технологий для подготовки профессиональных кадров, дающих не только знания и умения, но и обучающих поведенческим моделям. The article is dedicated to the issues of the use of innovation methodologies of general education disciplines teaching in the professional activity of a secondary vocational education establishment teacher allowing to encourage the students and providing a forward-looking entrance to profession/specialty in the sense of modern trends in the secondary vocational education system. The priority objects of this work are the research of educational innovations in the secondary vocational education system aimed at all-round training of the students based on general education disciplines; the purpose of the article is to determine the most efficient innovative teaching methodologies for general education disciplines of secondary vocational education programs directed at the development of the student’s critical thinking, ability to make reasonable decisions independently in the modern rapidly changing world. The authors of the article used the following general scientific methods of research work: methodological literature analysis, including foreign sources, with the purpose to study the theoretic and methodological aspects of modern teaching methodologies in the secondary vocational education system. The study assumption is application of innovative teaching methodologies for general education disciplines of secondary vocational education programs being the prerequisite for the secondary vocational education system advanced development, the necessity of which is determined at the country level. The results of the modern teaching methodologies of secondary vocational education analysis substantiate the necessity to implement into the study process the teaching methodologies based on the modern science, efficient pedagogical technologies for training of professional staff not only providing knowledge and skills but teaching the behavioral models.
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Natia Gorgadze, Natia Gorgadze. "The Role of Vocational Education in the Development of The Viticulture and Oenology Sector of Georgia." Economics 104, no. 6-9 (October 15, 2021): 102–15. http://dx.doi.org/10.36962/104/6-9/202169102.
Full textAbstract:
Today, the viticulture and oenology sector in Georgia has a fair potential for development. According to the statistical data, the income from the wine production is growing year by year for the country. Maintaining the growing potential of productivity in the viticulture and oenology sector is linked to the stable quality of grape and wine. The skilled workforce represents one of the essential components for ensuring production of high-quality products. Vocational trainings can provide both, the prospective and existing employees of the viticulture and oenology sector with the possibility to develop necessary skills. Moreover, each country has its own unique cultural, economic and social aspects that have to be taken into consideration in the process of assessing and reforming the country's educational potential. Numerous countries rely on the "mixed systems" that combine different types of work-based learning, including school-based vocational education and dual vocational education programs. However, in view of international best practice, dual programs are considered to be the best mode of instruction for vocational programs in the direction of viticulture and oenology. Introduction of work-based learning with the so called dual vocational education programs by the state in recent years, can be considered as a step forward in this direction. Also, the state offers short-term vocational education programs within the framework of close cooperation with the private sector. The viticulture and oenology sector is the first, together with the tourism sector, to be recognized as a priority by the state, therefore the training of students with dual vocational education programs has been piloted. In summary, for a vocational student, dual vocational education programs involve pursuing studies at a vocational education institution, where a student takes a theoretical course on a future profession, as well as a practical course necessary for acquiring practical and technical skills for the profession. This form of teaching provides more opportunities for deepening the public-private partnerships in education. On the one hand, it helps to reduce budgetary expenditures of the state and, on the other hand, allows the system to receive additional financial as well as intangible benefits. The interest of the private sector to participate in the educational process is multifaceted. However, one of the main reasons for the interest is possibility to hire experienced workforce in the future. Increasing the private sector involvement and delegating responsibilities to the private sector by the state represents a good opportunity to train/retrain qualified staff. This factor can be considered as a prerequisite for matching workforce demand and supply on the labor market. Training of highly qualified staff guarantees reduction of unemployment and poverty and ensures sustainable economic development of the country. Keywords: vocational education, dual vocational education programs, work-based learning, viticulture and oenology sector.
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Garbuja, Beg Prasad, and Rajan Binayek Pasa. "Role of Technical and Vocational Education and Training in Women Empowerment: A Case from Bima VDC of Myagdi District, Nepal." Journal of Training and Development 2 (August 11, 2016): 33–41. http://dx.doi.org/10.3126/jtd.v2i0.15436.
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This study analyzed role of technical & vocational education and training in women empowerment process specifically in local level. In fact, technical & vocational education and training programs not only provide self-employment opportunity to the women but also trigger capability to exercise control over their personal and family life, make choices to improve well beings and take active role in decision making. For justifying central argument; what are the changing role of technical & vocational education and training that has been fostering women empowerment as well as social and economic development process in this VDC (Village Development Committee), the researchers employed quantitative case study research design and applied key informant interview, observation and household survey as data collection techniques. Researchers purposively selected 63 sample populations (10 respondents who completed technical & vocational education and 53 respondents who participated in vocational skill development trainings). The study found significant role of technical & vocational education and training that have been transforming women empowerment and social and economic development process in local level. More so, for promoting social and economic development process, capable and skilled women are equally playing; decision making, leadership, educational and change agent role in the VDC. The study concluded that technical & vocational education and training program conducting in local level help to nourish knowledge, ability and develop vocational skills of women and empowering them. Similarly, empowered women are also playing transformative role in social and economic development process of the VDC. Finally the ideas in which vocational education and training found to be means and ends for women empowerment in this VDC can be replicate in other similar settings.