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Journal articles on the topic 'Vocational education'

To see the other types of publications on this topic, follow the link: Vocational education.

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2024

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1

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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2

Stadler, Adriano, and Anne M. J. Smith. "Entrepreneurship in vocational education." Industry and Higher Education 31, no. 2 (March 16, 2017): 81–89. http://dx.doi.org/10.1177/0950422217693963.

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Vocational entrepreneurship education is associated with specific techniques and teaching methods, including face-to-face student contact and knowledge alignment with labour market needs. The authors argue that entrepreneurship education provides particular benefits in different educational conditions and modes because it allows students to develop entrepreneurial behaviour for different vocations. This article presents the results of a study involving students enrolled on technical courses at a public institution in Brazil. The study investigates how vocational teaching and learning conditions, such as the entrepreneurial experience and profile of lecturers, affect students’ attitudes towards and perceptions of entrepreneurship education in a vocational teaching context.

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3

Öhman, Anna, and Eva Klope. "How does it feel? An exploration of teaching perceptive sensoriality in hairdressing education." Nordic Journal of Vocational Education and Training 14, no. 2 (June 14, 2024): 1–29. http://dx.doi.org/10.3384/njvet.2242-458x.241421.

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This study explores vocational didactics and embodied knowledge in hairdressing education by studying how perceptive sensoriality is used by teachers and students in creating shared understandings of vocational knowledge. Among multiple actions, touch is distinguished as a central resource in learning the vocation, as it emerges in interaction between teacher and student related to the ongoing teaching and its assignment. The data is based on video-recordings displaying how touch is used in manipulating objects and material, or in assessing qualities and defects. In such instances, touch becomes a diagnostic criterion (Goodwin, 1997) to investigate how the material worked with can be evaluated and handled. To bridge the gap between individual and collective vocational knowledge, metaphors are of use. The results show two approaches to the teaching of perceptive sensoriality. In order to learn the vocational subject content the teaching need to provide for and practice the individual’s embodied sense of touch as well as the vocation’s verbalised collective feel. This is the core of the didactical challenge.

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4

Moore, Mary Elizabeth Mullino. "Stories of Vocation: Education for Vocational Discernment." Religious Education 103, no. 2 (April 3, 2008): 218–39. http://dx.doi.org/10.1080/00344080801910024.

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5

Rosina, Hani, Virgantina Virgantina, Yahyaa Ayyash, Vina Dwiyanti, and Sutthiporn Boonsong. "Vocational Education Curriculum: Between Vocational Education and Industrial Needs." ASEAN Journal of Science and Engineering Education 1, no. 2 (April 10, 2021): 105–10. http://dx.doi.org/10.17509/ajsee.v1i2.33400.

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This study aims to describe curriculum development in vocational education based on the development of Information Technology and the needs of the industrial world. This study used the literature review method from scientific articles in ten years (from 2011 to 2021) using several specific keywords to obtain the data needed. The results of this study showed that vocational schools in Indonesia need to form graduates who have soft skills and hard skills that have a match or conformity with the business and industries. Thus, vocational education graduates when entering the real world will not have difficulties adapting to the development of technology in the industry. Based on this study, any incompatibility in the community and special skills can be avoided through the implementation of a vocational education curriculum.

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6

Sims, Leon, Legrande Hayes, and Roger Kaufman. "Vocational Teacher Education: Its Role in Vocational Education Reform." International Journal of Educational Reform 6, no. 2 (April 1997): 189–205. http://dx.doi.org/10.1177/105678799700600206.

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7

Zhong, Jinglei. "Construction and Application of a Competence Model of Accounting Vocational Education." International Journal of Emerging Technologies in Learning (iJET) 14, no. 21 (November 18, 2019): 16. http://dx.doi.org/10.3991/ijet.v14i21.11346.

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Accounting vocational education directly bears on the competence of accountants, and affects the development of the accounting industry. In light of the back-ground of vocational education, this paper develops a competence model of ac-counting vocational education in China, applies the established model in an actual case, and puts forward measures to improve the competence of accounting voca-tional education. The research results show that: the evaluation index system of accounting vocational education should highlight importance, incentives and ef-fectiveness; the management and leadership ability is the primary factor of the competence of accounting vocational education; an excellent accounting vocation-al educator must enjoy outstanding management and leadership ability, account-ing ability and accounting skills; the competence of accounting vocational educa-tion should be improved mainly through incentive measures, from the perspective of adjusting the education purpose. The research findings lay the theoretical basis for self-evaluation, self-management and career planning of accounting vocational educators and accountants.

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8

Naughton, Patrick W. "VOCATIONAL EDUCATION PREPARATION." Community College Journal of Research and Practice 17, no. 4 (January 1993): 309–14. http://dx.doi.org/10.1080/0361697930170401.

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9

O'Connor, Noel. "Rediscovering vocational education." International Journal of Hospitality Management 15, no. 4 (December 1996): 307–16. http://dx.doi.org/10.1016/s0278-4319(96)00035-7.

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10

Alberto Gomes, Candido. "Vocational education financing." Prospects 21, no. 3 (October 1991): 455–65. http://dx.doi.org/10.1007/bf02336452.

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11

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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12

Shavit, Yossi, and Walter Muller. "VOCATIONAL SECONDARY EDUCATION." European Societies 2, no. 1 (January 2000): 29–50. http://dx.doi.org/10.1080/146166900360710.

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13

Guo, Yuqi. "Carl D. Perkins Vocational Education Act and American Vocational Education." Journal of Education and Development 6, no. 3 (July 6, 2022): 12. http://dx.doi.org/10.20849/jed.v6i3.1219.

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The vocational education has a long history and has developed into a relatively complete legal protection system. In particular, since 1984, the United States has adopted the vocational education act as the basis, after a series of reforms in vocational education, the Perkins Act is typical in the history of American vocational education, and it is the epitome of the development of vocational education. This paper begins with the Carl D Perkins Act of 1984, analyzes the background of the act, probes into the many forces and organizations promoting the Act, and analyzes the main contents and purposes of the act, further discussion on the impact of the Perkins Act on American vocational education will provide some reference for better understanding the vocational education.

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14

Lewis, Theodore. "Vocational Education as General Education." Curriculum Inquiry 28, no. 3 (January 1998): 283–309. http://dx.doi.org/10.1111/0362-6784.00092.

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15

Hadrian, Balqis, Yuni Siti, Muhammad Effendi, and Kaniati Amalia. "Manajemen Pendidikan Teknologi Kejuruan dan Vokasi." TSAQOFAH 4, no. 1 (December 6, 2023): 492–500. http://dx.doi.org/10.58578/tsaqofah.v4i1.2224.

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Teaching and Vocational Technology Education Management" refers to the field of education management that is specifically concerned with the development, management, and improvement of vocational education systems. Background related to this topic may include some of the following aspects: Improving the Quality of Workforce: Vocational and vocational technology education is one of the main means of improving the quality of workforce. Improved quality of vocational education can help to produce workforce that is ready to work and has skills that fit the needs of industry and the labour market. Challenges in Curriculum Implementation, Vocational curriculum implementation requires good management. It covers planning, organization, guidance, and control of resources as well as vocational education processes, such as facilities, teachers, and teaching materials. Vocational management education often involves partnerships and close collaboration with industry. Effective management is needed in establishing relationships with companies and industrial organizations to ensure that vocation programs are tailored to the needs of the industry sector. The use of Technology in Learning, the use of technology in vocational education has become an important aspect. This includes technology infrastructure management, digital content development, as well as training and technology support for students and instructors.Certification and Accreditation, Vocational education management also involves certification and accreditation processes. This includes managing the process to ensure that vocational education institutions meet the standards set to provide quality education. Research and Innovation Vocational education management should also support research and innovation in learning methods, curricula, and meeting the needs of emerging industrial sectors. Financial Resource Management: Financial management in the context of vocational education is important, including the allocation of funds for equipment, facilities, and program development. Increased Participation: Vocational education management also includes efforts to increase student participation, including those from diverse social and economic backgrounds. Improving the image and sense of prestige of vocational education is an important aspect in vocational management. This can affect students' interest in enrolling and completing vocational programs. Professional and vocational technology education management plays a central role in addressing these issues and ensuring that vocational education contributes positively to the development of qualified labour force and economic growth. Teaching and Vocational Technology Education Management (TVET) is a discipline related to the management of educational and training programmes aimed at developing technical and practical skills required in various sectors of employment. It covers planning, organization, resource management, curriculum implementation, improvement of teaching quality, as well as evaluation and continuous development of vocational education programmes.

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16

ADӐSCӐLIŢEI, Cristian. "Conceptual and correlational aspects of vocational education from the perspective of preventing adaptation difficulties in the school environment." Acta et commentationes: Științe ale Educației 33, no. 3 (September 2023): 143–50. http://dx.doi.org/10.36120/2587-3636.v33i3.143-150.

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The article presents a comprehensive overview of the scientific content related to the concepts of vocation, vocational education, and vocational identity. It elucidates and explicates the principles of vocational education. Delving extensively into the notion of identity, it emphasizes that it is precisely from this perspective that research on phenomena captured by the vocational identity concept becomes fertile. Arguments are put forth in favor of the Correlation Matrix concerning vocational education from the perspective of preventing school adaptation difficulties. This tool assumes that it will also be beneficial for the student in the future, across various contexts, ensuring the development of vocational identity and the prevention of adaptation challenges in the school environment.

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17

Sun, Huayun. "Vocational Core Competence in Higher Vocational Education." Journal of Theory and Practice of Humanities Science 1, no. 01 (November 30, 2023): 37–42. http://dx.doi.org/10.53469/jtphs.2023.01(01).06.

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From the perspective of talent training objectives, material engineering technology major cultivates highly skilled talents with comprehensive production process knowledge and management knowledge of material engineering technology and strong practical ability, who are oriented to the first line needs of production, construction, management and service. Refractory industry at present, the whole foundation is relatively weak, refractory resource utilization level is low, the quality of the refractory grade is not high, excess production capacity, the ordinary products some high quality high technology content of key products can production, but the quality is not stable, service life and refractory consumption compared with foreign advanced level, there is a considerable gap. the fundamental reason is the lack of high-level talents. To better meet the iron and steel, machinery, chemical industry, power and other industries to the needs of the refractory material, must be to the professional production and technical management personnel's quality and ability are put forward new requirement, not only can be competent the job requirements of the current position, and should have the ability of learning new technology, to adapt to the new job, it is particularly important in today's high-tech.

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18

Rospigliosi, Pericles, Tom Bourner, and Linda Heath. "Universities' Engagement with Vocationalism: Historical Perspective." International Journal for Research in Vocational Education and Training 3, no. 3 (December 19, 2016): 185–211. http://dx.doi.org/10.13152/ijrvet.3.3.2.

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The aim of this article is to explore the historical context of vocationalism in universities. It is based on an analysis of the history of the university from a vocational perspective. It looks for evidence of vocational engagement in the activities of universities over time, taking a long view from the birth of the Western University in the Middle Ages to the 1980s with the emergence of current issues of vocationalism in university education. It adopts a chronological perspective initially and then a thematic one. The main findings are: (1) vocationalism in university education is as old as the Western University itself, (2) there is evidence from the start of the Western University of vocational engagement in terms of the provision of vocationally relevant subjects, vocationally relevant skills and the development of vocationally relevant attitudes, (3) whereas most graduate employers used to be concerned with the vocationally relevant knowledge, skills and attitudes students acquired on their degree courses, most are now more concerned with graduate capacity and disposition to learn within their employment after graduation and (4) subject-centred education is compatible with university education that supports the vocational aspirations of students.

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19

Kang, Dongning, and Bo Zhang. "The Feasibility of Practical Vocational Education in Higher Education Institutions." International Journal of Emerging Technologies in Learning (iJET) 17, no. 14 (July 26, 2022): 94–108. http://dx.doi.org/10.3991/ijet.v17i14.32811.

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Practical vocational education needs to lay stress on the integration of theoretical knowledge of common courses such as PE and other cultural courses with the professional knowledge of various high vocational courses. However, existing studies on practical vocational education emphasize more on theoretical research, while the practical and empirical research is slightly insufficient. For this reason, this paper attempts to analyze the feasibility of practical vocational education in higher education institutions. At first, the paper analyzed the influencing factors of the effect of practical vocational education on vocational college students, and adopted Partial Least Squares (PLS) regression to explain the independent variable and 17 dependent variables of the said effect and the relationship between each evaluation index and the corresponding evaluation criterion. Then, to verify the feasibility of practical vocational education in regional higher education institutions, this paper employed an optimized Back Propagation Neural Network (BPNN) to predict the effect of practical vocational education on vocational college students. At last, the experimental results proved the effectiveness of the constructed model and gave the conclusion of feasibility analysis.

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20

Kratz, Fabian, Alexander Patzina, Corinna Kleinert, and Hans Dietrich. "Vocational Education and Employment: Explaining Cohort Variations in Life Course Patterns." Social Inclusion 7, no. 3 (September 5, 2019): 224–53. http://dx.doi.org/10.17645/si.v7i3.2045.

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A stylized finding on returns to vocational education is that vocational compared to general education generates a differential life course pattern of employability: while vocational education guarantees smooth transitions into the labour market and thus generates initial advantages, these erode with increasing age, leading to late-life reversals in employment chances. We contribute to this research by assessing cohort variations in life-cycle patterns and distinguishing two explanations for late-life reversals in employment chances. The adaptability argument states that this phenomenon is due to the lower adaptability and occupational flexibility of those with vocational education. In contrast, the health argument states that vocational education leads to physically more demanding occupations, faster health deterioration, and, thus, lower employability in later life. Using data from the German Socio-Economic Panel, we employ non-parametric state probability analysis to assess cohort variations in employment patterns, and mediation analysis to assess how much of the late-life reversal of employment patterns is due to a faster health deterioration among the vocationally educated. Results show that the early life advantage of vocational education increases across cohorts. Furthermore, those with vocational education exhibit faster health deterioration, and a small part of the late-life employment disadvantage of this group works through lower levels of health after midlife.

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21

A, Audu, G. "Role of Entrepreneurship Education and Vocational Education in the Management of Education." Journal of Advances in Education and Philosophy 6, no. 7 (July 13, 2022): 377–82. http://dx.doi.org/10.36348/jaep.2022.v06i07.004.

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This paper reviewed the role of entrepreneurship and vocational education in sustainable development. Graduate unemployment is one of the greatest challenges that bedevil Nigeria, a nation endowed with enormous wealth in terms of human, mineral and natural resources. This paper stresses the importance of entrepreneurship and vocational education curriculum in solving unemployment problems and achieving sustainable development. This papers argues that entrepreneurship and vocational education will provide students who are leaders of tomorrow with skills with which they can be self-reliant because human resource through knowledge based capacity are the cornerstone for effective management and utilization of natural resources. The paper concludes that entrepreneurship and vocational education when engendered leads to employment generation, growth of the economy and promotes sustainable development. The paper recommended that educational institutions at all levels must inculcate and intensify the integration of entrepreneurship and vocational education into its curriculum systems.

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22

Karlsson, Tobias Lasse. "Being someone or doing something: How students in municipal adult education view their future vocation." Nordic Journal of Vocational Education and Training 12, no. 3 (October 29, 2022): 71–94. http://dx.doi.org/10.3384/njvet.2242-458x.2212371.

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Being an adult, deciding what to do with your life, and trying to understand the consequences of educational choices can be difficult. Vocational education and training (VET) programmes within the Swedish municipal adult education (MAE) offer an opportunity to learn a vocation, and last 6–18 months. This study aims to explore how adult VET students perceive desirable vocational habitus and is based on 18 interviews comparing students from two vocational MAE programmes in assistant nursing and floor laying. Semi-structured interviews were conducted at the beginning of the students’ training and data were analysed using inductive thematic analysis. The results show that choosing a VET programme is a process of choosing what you want to do for work but also who you want to be. However, whether or not students see themselves as suitable is contrasted between how they perceive their future vocation and what the vocational community expects from them, which in turn affects their learning process and development of a vocational identity. Noticing the discrepancies between students’ perceptions and vocational expectations can both reduce the risk of losing students during training and reduces the risk of reproducing unequal ideals.

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23

Yuen, Steve Chi-Yin. "How Vocational Teachers Perceive Microcomputers In Vocational Education." Journal of Research on Computing in Education 20, no. 4 (June 1988): 375–83. http://dx.doi.org/10.1080/08886504.1988.10781852.

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24

Lindberg, Viveca. "Vocational knowing and the content in vocational education." International Journal of Training Research 1, no. 2 (January 2003): 40–61. http://dx.doi.org/10.5172/ijtr.1.2.40.

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25

Jia, Yuzhi. "On the Innovation of Higher Vocational Physical Education Guided by Vocational Education." Transactions on Economics, Business and Management Research 4 (January 26, 2024): 28–30. http://dx.doi.org/10.62051/0snmjv98.

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Higher Vocational College is an important strategic position to cultivate applied talents in the field of education in China, and physical education is an essential course in higher vocational colleges. From the perspective of vocational education background, physical education curriculum education in higher vocational colleges should be improved and innovated with the change of educational objectives and teaching forms, to ensure higher efficiency and quality of personnel training. Therefore, this paper mainly discusses the innovation and development of physical education in Higher Vocational Colleges with vocational education as the leading background, with the purpose of promoting personnel training to a higher level, making students more professional and professional, to promote students' vocational skills and have better core competence in social work in the future.

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26

Al-alawneh, Khawla Mahmoud, and Abdelhakeem Y. Al-Hejazi. "Perceptions of Vocational Education Students at Al-Balqa Applied University toward Vocational Education." Jordanian Educational Journal 9, no. 2 (April 30, 2024): 318–42. http://dx.doi.org/10.46515/jaes.v9i2.709.

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This study aimed to explore the perceptions of vocational education students at Al-Balqa Applied University toward vocational education. The sample of the study comprised 768 students enrolled in the second semester of the academic year 2021/2022. To achieve the objectives of the study, the descriptive survey methodology was used.A questionnaire consisting of 32 items was designed. The questionnire items fell into four categories: Syllabi, vocational advising, educational environment, and local community viewpoint about vocational education. Results of the study revealed that students’ perceptions toward vocational educations are within a ‘medium’ level. Further, the study revealed no significant statistical differences at (∝=0.05) value in the responses of the subjects of the study attributed to the two variables of academic year and university college and there were statistically significant differences at the significance level (∝ = 0.05) in the responses of the study sample due to the gender variable and in favor of females. Considering these results, the study recommended raising the community awareness about the significance of vocational education and improving the way people perceive it.

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27

Vaganova, N. O., V. M. Lopatkin, and A. S. Vasiliev. "Authenticity in vocational education." Transport Technician: Education and Practice 2, no. 2 (June 21, 2021): 147–57. http://dx.doi.org/10.46684/2687-1033.2021.2.147-157.

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An attempt was made to apply an authentic approach to teaching, which consists in creating conditions for the accumulation of students’ own experience in vocational education. The concept of “authenticity” establishes a connection between training and real production conditions and determines the quality of the personnel potential of enterprises.The work is based on theoretical studies of authentic education, the practice of training specialists in professional educational organizations. The solution of the set tasks was facilitated by the study of state regulatory documents, orders of the leaders of the railway industry on interaction with public organizations using methods of comparative analysis, comparing the data obtained, pedagogical observation, working out the practice of network interaction.An interpretation of the concepts “quality of personnel resources”, “quality of education” is proposed, the term “professional authenticity” is specified. The conditions for the formation of an authentic specialist are identified, indicators of the formation of professional authenticity are determined, the content of the interaction of a professional educational organizations and production is concretized to achieve an authentic goal. Rethinking the concept of “authenticity” made it possible to identify and describe the complex of organizational and pedagogical conditions for the formation of the professional authenticity of a future specialist.An authentic approach to education has gained relevance in the international educational community due to the applied nature and proposed new methods and technologies for training specialists, which causes the need for its further research.

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28

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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29

Gremaud, Tony. "Vocational education in Canada." Journal of Vocational Education & Training 69, no. 2 (April 3, 2017): 282–85. http://dx.doi.org/10.1080/13636820.2017.1311490.

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30

Onstenk, Jeroen. "Entrepreneurship and Vocational Education." European Educational Research Journal 2, no. 1 (March 2003): 74–89. http://dx.doi.org/10.2304/eerj.2003.2.1.12.

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Entrepreneurship is an important European Union objective for education and lifelong learning policies (European Community, 1999). This article reports the results of a research project on entrepreneurship competencies in higher and vocational education commissioned by the Dutch Ministry of Economic Affairs. A three-layered concept of entrepreneurship competencies is presented. The way in which innovations in higher and vocational education develop competencies for entrepreneurship, enterprising behaviour and employability is analysed. The views of students and teachers in entrepreneurship-oriented education are presented. The article ends with recommendations on promoting entrepreneurship competencies in (vocational) education and lifelong learning.

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31

Braxton, JoAnn P. "Vocational Education in Cosmetology." Clearing House: A Journal of Educational Strategies, Issues and Ideas 75, no. 1 (September 2001): 4–5. http://dx.doi.org/10.1080/00098650109599223.

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32

Koski, Douglas D. "Vocational Education in Prison." Journal of Offender Rehabilitation 27, no. 3-4 (August 19, 1998): 151–64. http://dx.doi.org/10.1300/j076v27n03_11.

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33

Toner, Phillip. "Innovation and Vocational Education." Economic and Labour Relations Review 21, no. 2 (December 2010): 75–98. http://dx.doi.org/10.1177/103530461002100206.

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34

Platt, John S. "Vocational Education in Corrections." Remedial and Special Education 7, no. 3 (May 1986): 48–55. http://dx.doi.org/10.1177/074193258600700309.

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35

Johnson, Richard, and Myles Harris. "Vocational education: your options." British Journal of Healthcare Assistants 11, no. 5 (May 2, 2017): 233–35. http://dx.doi.org/10.12968/bjha.2017.11.5.233.

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36

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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37

Thomas, R. Murray. "Transitions in vocational education." International Review of Education 60, no. 5 (August 27, 2014): 733–35. http://dx.doi.org/10.1007/s11159-014-9430-4.

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38

Białecki, Ireneusz, and Elżbieta Drogosz-Zabłocka. "Vocational Education in Poland." International Journal of Sociology 29, no. 2 (June 1999): 66–93. http://dx.doi.org/10.1080/15579336.1999.11770195.

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39

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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40

Wesson, Linda Hampton. "Vocational Education: Tech Prep." Clearing House: A Journal of Educational Strategies, Issues and Ideas 66, no. 4 (April 1993): 197–98. http://dx.doi.org/10.1080/00098655.1993.9955968.

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41

Warren, Mike. "Vocational Education: Talking Turkey." Clearing House: A Journal of Educational Strategies, Issues and Ideas 67, no. 5 (June 1994): 245–46. http://dx.doi.org/10.1080/00098655.1994.9956076.

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42

Lewis, Morgan V., and Ted Paquin. "More on Vocational Education." NASSP Bulletin 69, no. 482 (September 1985): 137–41. http://dx.doi.org/10.1177/019263658506948229.

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Garrison, James W. "Philosophy as (Vocational) Education." Educational Theory 40, no. 3 (June 1990): 391–406. http://dx.doi.org/10.1111/j.1741-5446.1990.00391.x.

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Piskorskaya, S. Yu. "Communications in vocational education." Professional education in the modern world 12, no. 4 (March 26, 2023): 636–41. http://dx.doi.org/10.20913/2618-7515-2022-4-3.

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Introduction. The article considers vocational education in the aspect of the relationship between the educational organization, the real sectors of the economy and the state. Purpose setting. The objectives of the study are to identify the reasons for employers» dissatisfaction with the quality of training of graduates of educational organizations and to search for options for modernizing the system of vocational education by establishing a correspondence between the needs of business and industry.Methodology and methods of the study. The research methodology is based on a philosophical understanding of the main components of vocational education that are responsible for the quality of graduate training.Results. As a result of the analysis of the content and organizational components of education, it was revealed that the state policy of the Russian Federation dictates the need to modernize the system of vocational education in terms of establishing close ties (professional communications) between universities, business, industries and the state.Conclusion. It is noted that such communications should be considered as business communications, since this makes it possible to consider professional education in the context of an interdisciplinary approach, in which not only professional and applied, but also supra-professional competencies necessary for employers are formed. A list of academic disciplines is given that reveals certain aspects of communications from the economic, informational, technological and organizational side. It has been established that the most important task is to train managers who will develop certain technological projects and then implement them in the form of specific products, systems, services. The main problems, tasks, principles and mechanisms of training and retraining of personnel are identified, and possible results are presented. It is noted that educational programs should be built not only on in-depth fundamental training, but also on the interdisciplinarity of projects, the development of programs in agreement with enterprises, and the organization of training specialists using project- oriented technologies. It has been proved that focus on the real sectors of the economy, interaction with industry enterprises will make Russian education an important tool for the scientific and technological development of the country.

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Frei, Cornelia. "Vocational Education and Training." CHIMIA 78, no. 6 (June 26, 2024): 449–50. http://dx.doi.org/10.2533/chimia.2024.449.

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Bilboe, Wendy. "Vocational education and training in Kuwait: Vocational education versus values and viewpoints." International Journal of Training Research 9, no. 3 (September 2011): 256–60. http://dx.doi.org/10.5172/ijtr.9.3.256.

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Wu, Min, and Ping Liu. "German “duale ausbildung” vocational education and its enlightenment to China’s vocational education." SHS Web of Conferences 166 (2023): 01001. http://dx.doi.org/10.1051/shsconf/202316601001.

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Taking the key factors for the success of German “duale ausbildung” vocational education as the starting point, this paper introduces in detail five aspects: the leading role of the government, the main role of enterprises, the degree of social recognition, the team of dual qualified teachers, and the assessment and evaluation system. This paper analyzes the problems faced by vocational education in China, such as low social recognition, weak cooperation between schools and enterprises, inadequate talent training in schools to meet social needs, and insufficient attention from the government, and draws on the successful factors of dual vocational education in Germany to propose four inspirations for the reform of vocational education in China, including: improving laws and regulations, improving the security mechanism, improving the attractiveness of vocational education, strengthening the construction of “dual teachers” team Improve the social applicability of vocational education.

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Bora, Bhargab Pratim. "Vocational Aspiration Of The Undergraduate Students- A Study." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (April 11, 2021): 267–74. http://dx.doi.org/10.17762/turcomat.v12i6.1365.

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Man responds to his environment by active degree of aspiration or aversion by movement towards or a way from flue exciting stimulus. In social life, aspiration is about one's education and occupation plays a major role in shaping one's destiny of life. Aspirations are the target a person sets for him to achieve which creates a 'desire' or 'will' in him. Formation of a strong desire and ambition motivates individual to strive hard to achieve that goal. Such motivation is keenly required if one has to succeed in life. If one goes through the education on a preferred vocation, he can get job satisfaction from the vocation and the individual shall be well placed. Aspiration adds to the efficiency of the person by exhibiting the best in him on the job. Therefore, before providing for education for a vocation, there is a need for planners to try to know which vocations are aspired by the students. Here in this study, different aspects of vocational aspiration was studied with 119 sample students by using simple random sampling technique with the help of self-constructed questionnaire as a tool.

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Huggler, Jørgen. "John Deweys kritik af liberal education." Studier i Pædagogisk Filosofi 5, no. 2 (December 13, 2017): 79. http://dx.doi.org/10.7146/spf.v5i2.96929.

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The paper deals with John Dewey’s aversion against liberal education and his concern about a ‘dual track’ educational system separating liberal education and vocational education. It investigates the reason why Dewey maintains that the philosophical ‘dualisms’ culminates in the question on vocation.

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Broad, Janet Hamilton. "Vocational knowledge in motion: rethinking vocational knowledge through vocational teachers’ professional development." Journal of Vocational Education & Training 68, no. 2 (January 19, 2016): 143–60. http://dx.doi.org/10.1080/13636820.2015.1128962.

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