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Relevant bibliographies by topics / Vocational Education Training

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Academic literature on the topic 'Vocational Education Training'

Author: Grafiati

Published: 25 May 2024

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Journal articles on the topic "Vocational Education Training"

1

Fenn, John B. "Education or vocational training?" BioTechniques 40, no. 6 (June 2006): 780–81. http://dx.doi.org/10.2144/000112200.

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Foster, Philip. "Vocational education and training." Prospects 22, no. 2 (June 1992): 149–55. http://dx.doi.org/10.1007/bf02195542.

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Sally, Smith. "Researching vocational education and training." Journal of Vocational Education & Training 68, no. 4 (October 2016): 475–76. http://dx.doi.org/10.1080/13636820.2016.1245809.

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Moodie, Gavin. "Identifying vocational education and training." Journal of Vocational Education & Training 54, no. 2 (June 2002): 249–66. http://dx.doi.org/10.1080/13636820200200197.

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Becker, Rolf, and Anna Etta Hecken. "Higher Education or Vocational Training?" Acta Sociologica 52, no. 1 (March 2009): 25–45. http://dx.doi.org/10.1177/0001699308100632.

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Aleshchenko, N. M. "Advanced training in industry education." Transport Technician: Education and Practice 2, no. 4 (November 24, 2021): 398–402. http://dx.doi.org/10.46684/2687-1033.2021.4.398-402.

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The experience of the Federal Agency for Railway Transport (Roszheldor) conducting annual training courses for the heads of educational institutions of secondary vocational education and heads of state universities of railways supervising their work, organized by the Training and Methodological Center for Education in Railway Transport, considered. The main issues and problems that were discussed from September 13 to 16, 2021 at the courses “Improving the quality of secondary vocational education in the field of railway transport: prospects and ways of development”, held on the basis of the Emperor Alexander I St. Petersburg State Transport University.The topical issues, the study of which is devoted to the event: the results of the work of educational institutions of secondary vocational education of Roszheldor; interaction of educational organizations of Roszheldor with the main employer — JSC Russian Railways; educational and methodological support of basic professional educational programs of secondary vocational education; new organizational and methodological mechanisms in the system of secondary vocational education through Federal educational and methodological association; introduction of technological innovations into secondary vocational education in railway transport through professional skill con-tests; WorldSkills championships; informational, organizational, scientific and methodological resources for solving problems of training mid-level specialists for railway transport.

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Mirzaxmatovna, Anarkulova Gulnaz. "Effective Methods of Training Vocational Education Specialists in Higher Education Institutions." International Journal of Psychosocial Rehabilitation 24, no. 2 (February 29, 2020): 5614–21. http://dx.doi.org/10.37200/ijpr/v24i2/pr2020797.

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Cronin, Mary E., Kathy Wendling, Deborah C. Lord, and Dominick R. Palmisano. "Community Vocational Training." Intervention in School and Clinic 27, no. 1 (September 1991): 52–55. http://dx.doi.org/10.1177/105345129102700112.

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Härnqvist, Kjell. "GENERAL EDUCATION, VOCATIONAL TRAINING, AND FURTHER EDUCATION." Higher Education in Europe 13, no. 1-2 (January 1988): 32–42. http://dx.doi.org/10.1080/0379772880130104.

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

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

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Dissertations / Theses on the topic "Vocational Education Training"

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Tsang, Kwok-chun. "Vocational education and training in Hong Kong : a case study of a training centre of the Vocational Training Council /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811310.

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

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

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Kap, Hrvoje. "Comparative Studies of Vocational Education and Training." Doctoral thesis, Stockholms universitet, Sociologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-119482.

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The thesis consists of an introduction and three studies, which are comparative sociological and institutional analyses of a number of countries' publicly regulated vocational education and training systems at upper secondary and post-secondary level. Official regulation of programme content and curricula - the main empirical material - is interpreted, and focus is directed on aspects which distinguish between, among others, general and vocational elements of teaching, learning and training. The analyses employ concepts from educational studies, historical sociology and institutional sociology with the aim of conceptual elaboration and illumination of similarities and differences between cases. Study I compares upper secondary vocational education and training programmes in Denmark, Finland, Norway and Sweden. The programmes are analysed and compared with respect to scope, sequence and selection of curricular units of subject matter and periods of training. Programmes combine general and vocational elements in various ways, thereby offering choices for obtaining both the occupation-related qualification, as well as higher education eligibility. The combination of curricular units with additional subject matter seems to, in some cases, lead to emerging learning aims. Study II focuses on vocational education and training systems at upper secondary level in Denmark, Norway and Sweden, and seeks to identify differences and similarities by conceptualising features of ideal types along different dimensions. It furthermore develops a method of analysis and visualisation which enables more accurate understanding of how various learning aims are designed within educational programmes. Some of the results indicate that the resources necessary for attaining the full, intended educational qualification are not guaranteed in any of the three cases; however, this applies particularly to apprenticeship-based programmes, where it can be attained only after training contracts with status-like features, resembling parts of occupational jurisdictions, are seized within sheltered circumstances. In the school-based programmes, a larger proportion of resources are guaranteed, but training is shorter and less vocationally oriented. Vocational education and training programmes in all three systems orient learning not only towards vocational, but also general learning aims. Study III compares admission criteria to post-secondary vocational education and training programmes in Denmark and Sweden, focusing on the Danish erhvervsakademi and the Swedish yrkeshögskola. Options, as elements of life chances, for individuals holding upper secondary vocational education qualifications who wish to apply for admission to these programmes, differ in terms of scope between the two cases. In the Swedish case, options are wide and mostly structured by course-based admission criteria; while in the Danish case, options are more narrow and structured by qualification-based admission criteria.

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Manuscript. Paper 3: Manuscript.

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Mbewe, Mambwe Luka. "Assessing the Zambian technical and vocational training." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1132.

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

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Chan, Kwan-tak. "Diploma disease and vocational education and training in Shanghai, China." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23500761.

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Law, Chun-wah. "Experience from Siemens Training Centre in Germany." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/HKUTO/record/B38628545.

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Michaelides, Anthony. "Vocational cooperative education in Cyprus, 1960-1986." Thesis, Durham University, 1987. http://etheses.dur.ac.uk/6691/.

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

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Tsang, Kwok-chun, and 曾國鎮. "Vocational education and training in Hong Kong: a case study of a training centre of the VocationalTraining Council." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959830.

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Books on the topic "Vocational Education Training"

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DANIDA and Denmark Udenrigsministeriet, eds. Vocational education and training. Copenhagen, Denmark: DANIDA, 1994.

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Mota, Artur. Vocational training in Portugal. Berlin: The Centre, 1987.

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Toshio, Ishikawa. Vocational training. Tokyo, Japan: Japan Institute of Labour, 1987.

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Cándido, Genovard, and European Centre for the Development of Vocational Training., eds. Vocational training in Spain. Berlin: European Centre for the Development of Vocational Training, 1987.

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Istituto per lo sviluppo della formazione professionale dei lavoratori. and European Centre for the Development of Vocational Training., eds. Vocational training in Italy. Berlin: European Centre for the Development of Vocational Training, 1988.

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John, Field. Educational and vocational training. Harlow: Longman Information & Reference, 1994.

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Stavrou, Stavros. Vocational training in Greece. Berlin: European Centre for the Development of Vocational Training, 1987.

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Dooney, Roy. Vocational training in Ireland. Berlin: The Centre, 1987.

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Debaty, Pol. Vocational training in Belgium. Berlin: European Centre for the Development of Vocational Training, 1987.

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Illinois. Department of Employment Security. Education & training. Springfield, Ill.]: Illinois Dept. of Employment Security, 2007.

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Book chapters on the topic "Vocational Education Training"

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Rainbird, Helen. "Vocational education and training." In The Social Dimension, 184–202. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-23062-4_10.

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Hyland, Terry. "Vocational Education and Training." In Mindfulness and Learning, 145–61. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1911-8_10.

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

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Hồ, Tiên Thị Hạnh. "Vocational Education and Training." In Higher Education in Vietnam, 208–26. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137436481_10.

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Hager, Paul, and Terry Hyland. "Vocational Education and Training." In The Blackwell Guide to the Philosophy of Education, 271–87. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996294.ch16.

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Buckley, Graham, and Per Blicher-Hansen. "Strategies for Vocational Training." In General Practitioner Education, 1–12. London: Springer London, 1992. http://dx.doi.org/10.1007/978-1-4471-1960-9_1.

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Wu, Xueping, and Yiqun Ye. "Vocational Training and Employment." In Technical and Vocational Education in China, 45–60. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0839-0_2.

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

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Holmes, Peter. "Vocational Training and Higher Education." In Experiencing the Outdoors, 207–21. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-944-9_17.

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Bash, Leslie. "Education, Jobs, and Vocational Training." In International Handbook of Comparative Education, 539–50. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-6403-6_34.

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Conference papers on the topic "Vocational Education Training"

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Moron, Carlos, Mª Paz Ramos, Pablo Saiz, Daniel Ferrandez, and Jorge Pablo Diaz. "MINDFULNESS IN VOCATIONAL TRAINING EDUCATION." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1102.

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Morón, Carlos, Mari Paz Ramos, Alejandro Payán, and Daniel Ferrández. "INNOVATION IN VOCATIONAL TRAINING." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1625.

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

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

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Al-Abdulwahed, Khalid, and Nouf Al-Ashwan. "Female Vocational Training." In SPE Middle East Oil & Gas Show and Conference. SPE, 2021. http://dx.doi.org/10.2118/204528-ms.

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Abstract The development of any country lies in all members of society in a country, the old generation to the younger and new ones. After launching the vision of 2030 pillars, the circle of women barriers becomes wider and unlimited in the field of employment. In order to merge women in the oil and gas industry, the first milestone must be considered is creating opportunities in the labour market alongside educating and training them to acquire great learning and hone skills that qualify the women to be in the industrial workforce. It will widely contribute to the socio-economic change in a country. The female has individual skills and capabilities that the companies’ needs to achieve its business objectives. The institutes which are fundamentally structured; can open another facility which is targeted the female vocational and technical training based on the same assets (strategies & policies). Another way to do so is through collaboration with international vocational institutions, local female universities and colleges. These days there is no doubt that the oil and gas companies are critically needed for the local talents and diversity of its range. As an example, SPSP has planned to inaugurate a new female vocational & technical center, in the meantime will offer a major source of job opportunities for well trained and qualified young Saudi women that how we encourage and retain more Saudi female to the petroleum energy sector. The training programs will include Health & Safety, and Electrical Diploma. There is a lack of trained and qualified Saudi female technical workforce at the industry sector. To solve this problem, the education and the labour sectors must work simultaneously to empower the female in this field. Many companies need to retool the female candidates from functional roles such as HR or Finance to target them into practice hands-on roles. To sum up, as Vision 2030 of rewarding opportunities to the women stated, ‘’ we are directing significant investment toward unlocking their talents and supporting their contribution to the Kingdom’s economic growth.’’ Business leaders should call for an action to increase female’s opportunity at the energy sector side by side the government’s efforts in the female vocational training programs.

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Magetos, Dimitrios, Dimitrios Kotsifakos, and Christos Douligeris. "Educational Virtual Worlds for Vocational Education and Training Laboratories." In 2023 8th South-East Europe Design Automation, Computer Engineering, Computer Networks and Social Media Conference (SEEDA-CECNSM). IEEE, 2023. http://dx.doi.org/10.1109/seeda-cecnsm61561.2023.10470662.

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Gao, Na. "Appreciation Education Helps Higher Vocational Talents Training." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.309.

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Kuna, Peter, Alena Hašková, and Ján Haller. "VOCATIONAL TRAINING IN CNC TECHNOLOGIES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0993.

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Kuna, Peter, Alena Hašková, and Ján Haller. "VOCATIONAL TRAINING IN CNC TECHNOLOGIES." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0820.

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Widiaty, Isma, and Ana Ana. "Vocational Pedagogy in Perspective Vocational High School Curriculum." In 3rd UPI International Conference on Technical and Vocational Education and Training. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ictvet-14.2015.22.

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Reports on the topic "Vocational Education Training"

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

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

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

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

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

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

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

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Snel, Herman, and Herman Brouwer. Strengthening Myanmar’s agricultural technical and vocational education and training system. Wageningen: Wageningen Centre for Development Innovation, 2021. http://dx.doi.org/10.18174/543718.

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Malamud, Ofer, and Cristian Pop-Eleches. General Education vs. Vocational Training: Evidence from an Economy in Transition. Cambridge, MA: National Bureau of Economic Research, July 2008. http://dx.doi.org/10.3386/w14155.

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Pfeiffer, Sabine, ed. Effects of Industry 4.0 on vocational education and training (ITA manu:script 15-04). Vienna: self, 2016. http://dx.doi.org/10.1553/ita-ms-15-04.

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

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

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Izawa, Eiko Kanzaki, Takashi Yamano, Daler Safarov, and Jorgen Billetoft, eds. Technical and Vocational Education and Training in Tajikistan and Other Countries in Central Asia:. Manila, Philippines: Asian Development Bank, 2021. http://dx.doi.org/10.22617/tcs210003.

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Bhandari, Usha. Power struggle in the Technical and Vocational Education and Training (TVET) sector in Nepal. Fribourg (Switzerland): IFF, 2023. http://dx.doi.org/10.51363/unifr.diff.2023.37.

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The governance of Technical and Vocational Education and Training (TVET) in Nepal was heavily centralized in the past as the country was operating under a unitary government system. The 2015 Constitution has opened the avenue to operate the TVET sector in a federalized setting with the sharing of TVET functions along with power and authority by three tiers of government. However, the sharing of power and authority between the federal and subnational governments has not been easy as highlighted by the Constitution. This paper attempts to analyse the challenges that are hindering the smooth transition of centrally held power and authority towards the subnational governments. It argues that although there is a general support and optimism for the federal transition, many challenges remain for the implementation. The existing political economy of the TVET sector limits the realisation of the Constitution’s goals of transformation for the TVET sector in a federal setting.

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