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1
Markowitsch, Jörg y Günter Hefler. "Staying in the Loop: Formal Feedback Mechanisms Connecting Vocational Training to the World of Work in Europe". International Journal for Research in Vocational Education and Training 5, n.º 4 (17 de diciembre de 2018): 285–306. http://dx.doi.org/10.13152/ijrvet.5.4.3.
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Context: Vocational education and training (VET) is expected to be designed for creating learning outcomes which meet the needs for skills and competences in the labour market. Hence, identifying current and upcoming skill requirements and ensuring that these requirements are incorporated into education has long been the subject of academic and policy discussion. Governance processes keeping VET systems up-to-date have been more recently addressed as `feedback mechanisms'. The term broadly summarizes the interplay of institutions, actors and processes which allows the continuous renewal of VET provision (i.e. by creating new qualifications or updating curricula). The aim of the paper is to enhance the understanding of cross-national variations in formally institutionalised `feedback mechanisms' between VET and the labour market.Method: The research builds on a comparative analysis of case studies in 15 European countries. The paper presents examples for four different `formal feedback mechanisms' in Germany, France, England, and Austria.Results: Four main types of formal mechanism have been identified: 1) The liberal model explained by VET in England and Higher VET in Austria; 2) The statist model explained by school-based VET in Austria; 3) the participatory model explained by VET in France and 4) the coordinated model explained by apprenticeship training in Germany and Austria.Conclusions: Existing approaches in the economic sociology of labour markets, the varieties of capitalism approach as well as comparative research on welfare states are useful in predicting whether particular VET systems are likely to be predominant. However, they do not provide an alternative in describing differences in VET systems which the concept of formal feedback mechanism does. Moreover, by analysing formal feedback mechanisms, it is possible to demarcate where a VET sub-system ends and another VET sub-systems begins. In this sense research presented here also asks for new standards for comparative VET research as it suggests that entities to be compared are not countries' overall VET systems, but their potential sub-systems.
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Hupkau, Claudia, Sandra McNally, Jenifer Ruiz-Valenzuela y Guglielmo Ventura. "Post-Compulsory Education in England: Choices and Implications". National Institute Economic Review 240 (mayo de 2017): R42—R57. http://dx.doi.org/10.1177/002795011724000113.
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Most students do not follow the ‘academic track’ (i.e. A-levels) after leaving school and only about a third of students go to university before the age of 20. Yet progression routes for the majority that do not take this path but opt for vocational post-compulsory education are not as well-known, which partly has to do with the complexity of the vocational education system and the difficulty of deciphering available data. If we are to tackle long-standing problems of low social mobility and a long tail of underachievers, it is essential that post-16 vocational options come under proper scrutiny. This paper is a step in that direction.We use linked administrative data to track decisions made by all students in England who left compulsory education after having undertaken the national examination – the General Certificate of Secondary Education (GCSE) – at age 16 in the year 2009/10. We track them up to the age of 21, as they progress through the education system and (for some) into the labour market. We categorise the many different types of post-16 qualifications into several broad categories and we look at the probability of achieving various educational and early labour market outcomes, conditional on the path chosen at age 17. We also take into account the influence of demographics, prior attainment and the secondary school attended. Our findings illustrate the strong inequality apparently generated by routes chosen at age 17, even whilst controlling for prior attainment and schooling up to that point
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Wan, Jun y Wanyin Hao. "Talent Training Mode Under the Background of School Enterprise Cooperation and the Integration of Industry and Education". Journal of Theory and Practice of Humanities Science 1, n.º 01 (30 de noviembre de 2023): 31–36. http://dx.doi.org/10.53469/jtphs.2023.01(01).05.
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China's higher vocational education has entered a new stage of development. Many higher vocational colleges attach great importance to the talent training program based on school-enterprise cooperation and industry- education integration. To further strengthen the cooperation between school and enterprise, the enhancement of local government and schools, the lead of the enterprise, to build a "school+company+government" fusion new system of education, higher vocational colleges has become the main trend in the reform of talent cultivation, but also enhance the effect of professional personnel training in higher vocational colleges reality. From the perspective of the development process of school-enterprise cooperation and industry-education integration, higher vocational colleges have experienced the initial stage, the development stage and the new cooperation stage. Although many higher vocational colleges in China started late in the field of school- enterprise cooperation talent training, they have learned from the experience of school-enterprise cooperation in developed countries and developed at a relatively fast speed. At present, facing the situation of professional construction and personnel training reform in higher vocational colleges, it is necessary to innovate on the original school-enterprise cooperation and industry- education integration scheme. Therefore, this paper puts forward new suggestions on the reform and practice of talent training mode from the perspectives of school- enterprise cooperation and industry-education integration in higher vocational colleges.
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Усова, С. y S. Usova. "Vocational Guidance in School: Relevance and New Challenges". Profession-Oriented School 7, n.º 1 (11 de marzo de 2019): 39–46. http://dx.doi.org/10.12737/article_5c666cc4348bb4.74343113.
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The article analyzes the results of studies of the features of the choice of profession and university by modern youth, conducted in 2018. The problems of professional self-determination of schoolchildren are revealed and new tasks of vocational guidance work at school are identifi ed. The material of the authors can be useful for creating an environment for professional self-determination, early career guidance and pre-professional training of schoolchildren in educational organizations.
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Khubaeva, Lana K. "Vladikavkaz Loris-Melikov Vocational School". Vestnik of North-Ossetian State University, n.º 4 (25 de diciembre de 2021): 73–77. http://dx.doi.org/10.29025/1994-7720-2021-4-73-77.
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Mikhail Tarielovich Loris-Melikov is a person who has gone down in the history of Vladikavkaz by many good deeds that have left a rich cultural and historical mark forever. He took the most active part, including financially, in the organization and functioning of a number of charitable and social and cultural institutions, donating significant sums from his own capital and income. The craft school of pre-revolutionary Vladikavkaz survived all epochs of political transformations and military events. Thanks to the vocational school, production on the territory of Ossetia developed successfully since there were high-quality trained cadres in a new direction, but functions to this day, preserving the memory of Mikhail Tarielovich as its founder. The financial investment and the capital left by Loris-Melikov in his will served as the basis for the functioning of the school during the first few decades since its opening. The difficult periods in which the educational authorities were forced to change the rules of admission in connection with those and other reasons causing financial difficulties are also briefly touched upon. The article provides information on income in the form of interest deducted by the bank and the expenses of these amounts for the needs of the school, including scholarships for students. The content of the publication will make it possible to trace the expansion of directions in the training of specialists due to the opening in different years of new departments, with a narrow specificity. The publication will allow you to have an idea of the urban life of this period, since it partly reflects the life of the inhabitants who turned to the workshops of the vocational school for household services, which the school was quite capable of providing conclusion, we are talking about the post-revolutionary activities of the school based already on the Soviet education system.
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Doyle, Lesley. "Conceptualising a Transition: The Case of Vocational and Academic Learning in England, Scotland and the USA". Research in Comparative and International Education 7, n.º 4 (1 de enero de 2012): 446–64. http://dx.doi.org/10.2304/rcie.2012.7.4.446.
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The contention of this article is that the potentially productive developmental learning experience of the transition which young people in secondary school make between concurrent vocational and academic courses is largely unrecognised and thus unexploited. To support this contention, and to suggest a more productive way forward, understandings of, and attitudes towards, vocational learning and the rationales behind them are analysed. Following on from this, findings are presented from three related empirical studies on the experiences of young people, and their teachers, as they transition between vocational and academic courses. The findings are then conceptualised through the lens of theoretical approaches which privilege and highlight the importance of supported developmental learning, as distinct from the current focus on societal and policy rationales. Particular attention is paid to Beach's notion of ‘consequential transitions’. The article concludes with an outline of the opportunities that an approach based on symbiosis between vocational and academic learning can offer for the improved acquisition of skills, knowledge and understanding by young people.
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LUO, Qi. "School-based Training for Novice Teachers in Vocational Colleges". Journal of Social Science Studies 9, n.º 1 (2 de marzo de 2022): 25. http://dx.doi.org/10.5296/jsss.v9i1.19612.
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With the development of the new era, Chinese society needs more high-quality workers, and puts forward new requirements for the high-quality development of vocational education. In order to ensure the sound development of vocational education, the key is to improve the professional level of teachers in Vocational Colleges through school-based training, especially school-based training for novice teachers from the aspects of teachers' morality, theoretical teaching, practical teaching and so on.
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Li, Qian. "Promoting Comprehensive Reform of Vocational School Education with Innovative Management". Frontiers of Engineering and Scientific Research 1, n.º 1 (29 de mayo de 2022): 12. http://dx.doi.org/10.56028/fesr.1.1.12.
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With the advent of the era of big data, in order to meet the training needs of social talents, the field of education is also undergoing continuous reform and innovation. After continuous exploration and discovery, schools need new management measures and ideas to promote all-round development, especially vocational schools are bearing the responsibility of training skilled talents. How to cultivate talents to meet the needs of social development, employees to meet the needs of enterprises, and students to meet the aspirations of success, are all the goals of vocational schools. In the past few years, vocational schools have been exploring ways of educational reform through school enterprise cooperation, integration of industry and education, and collaborative education. With the coming of industry 4.0 era, vocational education has entered a new round of development and will face new opportunities and challenges. Therefore, in the form of deepening the comprehensive reform of vocational education, vigorously promoting innovative management methods will certainly promote the comprehensive reform of education in the true sense of vocational schools.
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Ohara, Eric, Slamet Prawiro Harto y Rita Fransina Maruanaya. "Policy Shift to Reduce Unemployment of Vocational School Graduates in Indonesia (A National Study)". Jurnal Pendidikan Teknologi dan Kejuruan 26, n.º 2 (25 de septiembre de 2020): 129–39. http://dx.doi.org/10.21831/jptk.v26i2.33144.
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One of the enduring issues and problems in Indonesia is the link and match between vocational secondary schools and the world of work in terms of quantity, quality, location, and time. This research focuses on the first issue i.e. quantity of vocational secondary school graduates in terms of supply and demand. The objective of this research was to explore the proportion of general secondary and vocational secondary school students, to find out the unemployment rate of both school types, and to identify policy alternatives to reduce the unemployment rate of vocational secondary school graduates. To achieve the objective, a quantitative descriptive research method was adopted. The research found that the national average proportion of students from general secondary schools and vocational secondary schools was 62.92%:37.08% in 2016 and 63.39%:36.61% in 2019. The national average unemployment rate of both school graduates was 8.72% and 11.11%% respectively in 2016, and 7.92% and 10.42% respectively in 2019. Thus, the unemployment rate of vocational secondary school graduates was higher than those of general secondary school graduates. In Java Island, however, where the population is about 40% of the Indonesian total population, the percentage of vocational secondary students increases significantly from 44.34%:55.66% in 2016 to 39.91%:60.09% in 2019. For this reason, a new policy is needed to reduce the unemployment rate of vocational secondary school graduates in the form of a moratorium for vocational secondary school expansion, particularly in Java Island. If for some reason, there is a need to build new vocational secondary schools in a certain area, it must be based on demand-driven guided by labor market signals. More comprehensively, a policy shift is required to reduce the unemployment of graduates from secondary vocational schools.
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Golle, Jessika, Norman Rose, Richard Göllner, Marion Spengler, Gundula Stoll, Nicolas Hübner, Sven Rieger et al. "School or Work? The Choice May Change Your Personality". Psychological Science 30, n.º 1 (8 de noviembre de 2018): 32–42. http://dx.doi.org/10.1177/0956797618806298.
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According to the social-investment principle, entering new environments is associated with new social roles that influence people’s behaviors. In this study, we examined whether young adults’ personality development is differentially related to their choice of either an academic or a vocational pathway (i.e., entering an academic-track school or beginning vocational training). The personality constructs of interest were Big Five personality traits and vocational-interest orientations. We used a longitudinal study design and propensity-score matching to create comparable groups before they entered one of the pathways and then tested the differences between these groups 6 years later. We expected the vocational pathway to reinforce more mature behavior and curtail investigative interest. Results indicated that choosing the vocational compared with the academic pathway was associated with higher conscientiousness and less interest in investigative, social, and enterprising activities.
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Ulitko, V. "Primary School Teacher Vocational Education: Model Building". Primary Education 7, n.º 6 (25 de diciembre de 2019): 12–16. http://dx.doi.org/10.12737/1998-0728-2019-12-16.
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The subject of consideration of the author of the article is the problem of creating conditions for the formation of readiness of primary school teachers to act effectively in changing educational situations, to solve new professional tasks for the implementation of a new educational standard. The feasibility of leaving additional education in the field of informal, involving significant academic freedom, an active subjective position of the participants, their reflexive partnership, is substantiated.
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de Brigard, Emilie. "Indian Summer School: Rouch in New England". Journal des Africanistes, n.º 87-1/2 (1 de mayo de 2017): 262–81. http://dx.doi.org/10.4000/africanistes.5738.
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Dmytruk, Vitalii y Ihor Ulychnyi. "PSYCHOLOGICAL AND PEDAGOGICAL DETERMINANTS OF VOCATIONAL GUIDANCE IN THE CONTEXT OF THE TASKS OF THE NEW UKRAINIAN SCHOOL". Academic Notes Series Pedagogical Science 1, n.º 203 (marzo de 2022): 57–61. http://dx.doi.org/10.36550/2415-7988-2022-1-203-57-61.
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The article examines the psychological and pedagogical aspects of vocational guidance and self-determination of high school students with the choice of future profession in the development of the New Ukrainian school. Mechanisms of professional self-determination and the capacity building of professional self-improvement of high school students in the context of transformational processes in the labour market in the digital economy are considered. It is established that one of the ways to increase the effectiveness of professional self-determination of student youth is the introduction into the educational process of methods of psychological and pedagogical design of career guidance measures aimed at forming the potential of professional self-improvement in high school students. The conceptual principles of professional orientation in the New Ukrainian school are revealed. The expected results of vocational guidance reform for all participants of the vocational guidance process in the New Ukrainian School are presented. The development of specialized training in high school is characterized as well as the need for lifelong learning, the importance of continuous personal and professional development. Ways to improve the career guidance process at the local level are highlighted. In the system of vocational guidance, it is very important to take into account the interests of the regional labour market. Career guidance in a community is an ecosystem that ensures its socio-economic development, and financial support for career guidance at the local level is an investment in human capital and sustainable community development. The advantages of organizing vocational guidance at the local level are a significant increase in opportunities for interaction with employers on vocational guidance of students, the creation and use of modern infrastructure. The functioning of educational and vocational hubs and career development centres based on educational institutions sounds promising, there students can try themselves in a particular profession, participate in projects for community and regional development.
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Suominen, Sanni, Kirsi Ikonen y Mervi Asikainen. "New Vocational School Students’ Basic ICT Skills Self-Assessment". Eurasia Journal of Mathematics, Science and Technology Education 17, n.º 11 (28 de agosto de 2021): em2022. http://dx.doi.org/10.29333/ejmste/11193.
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Ismail, Rusli, Nurlaela Nurlaela, Amiruddin Amiruddin, Fiskia Rera Baharuddin y Wirawan Setialaksana. "Development and validation of a new career maturity questionnaire for vocational high school students". Cypriot Journal of Educational Sciences 17, n.º 11 (30 de noviembre de 2022): 4045–54. http://dx.doi.org/10.18844/cjes.v17i11.7978.
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For vocational school students, career maturity is an important part of the curriculum. The evaluation of career maturity can be done using a questionnaire. The existing career maturity instruments of CMI and revised CMI show low internal consistency. This research aims to develop new instruments for measuring career maturity. The instrument consists of a 20-item Career Maturity Questionnaire and is constructed based on the theory of vocational career maturity. Exploratory factor analysis (EFA) was conducted to examine the measurement property of the new questionnaire. The results of the analysis show that the construct consists of three factors deriving from four factors of the vocational career maturity theory. Two factors are consistent with the vocational career maturity theory. The last factor is found to be the combination of career planning and self-concept. The Indonesian vocational career maturity comprises three factors (1) Career Planning and Self Concept, (2) Career Decision Making and (3) Career Exploration. The questionnaire contains sixteen items giving the required factor loadings. Further research can investigate the concurrent validity of the instrument. Keywords: career maturity, vocational school, exploratory factor analysis, development, validation;
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Liu, Xuedong y Yuelan Gao. "New Era, New Choice: The Implementation Path of the “General-to-Vocational Student Roughly Equivalent” Policy in High School Education". Science Insights Education Frontiers 10, n.º 1 (31 de octubre de 2021): 1323–40. http://dx.doi.org/10.15354/sief.21.or053.
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The “General-to-Vocational Student Roughly Equivalent” policy is an integral part of the top-level design of China’s vocational education. The paper analyzed the value of the policy from a multidisciplinary perspective and reviewed its development path. According to the statistical analysis of the “General-to-Vocational Student Ratio (GVR)” data from 2009 to 2018, it can be seen that the policy has been implemented well. Still, the GVR has a trend of further expansion. Therefore, to ensure the effective implementation of this policy, relevant policy recommendations are put forward from stakeholders such as the government, secondary vocational schools, and parents of students.
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Adamec, Petr. "Teaching Vocational Subjects in Secondary School: A New Career or a Backup Plan?" International Journal of Engineering Pedagogy (iJEP) 13, n.º 5 (6 de julio de 2023): 142–60. http://dx.doi.org/10.3991/ijep.v13i5.37555.
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For several years now, not only in the Czech Republic, we have been witnessing various discussions related to the issue of secondary vocational education, especially the shortage and decline of erudite and qualified teachers of vocational subjects. Another issue that increases the demand for new teachers is the ageing of the teaching staff of secondary vocational schools. The government and education policy are responding to this situation in various ways—by increasing salaries, mitigating qualification requirements, promoting qualification training, etc. The objective of this paper is to present a course aimed at qualifying teachers of vocational subjects for secondary schools and to report the results of a survey conducted among its participants. The results were compared according to selected socio-demographic characteristics. The new three-semester course has been implemented since 2020 at a public university in the Czech Republic, which has almost 60 years of experience in various forms of secondary school teachers of vocational subjects training within their fields of specialization. The survey was conducted via an electronic questionnaire and received responses from 100 respondents. The most interesting results include, for example, that about 60% of the respondents attended the course in order to obtain a qualification as a teacher of vocational subjects for secondary schools for possible future use—to strengthen their employability opportunities on the labour market, not because they are already working at a secondary school or because they currently need this qualification.
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Budgell, Phil. "Alternative Approaches to Vocational Education and Training". Vocational Education 23, n.º 1 (15 de febrero de 2021): 9–29. http://dx.doi.org/10.53656/voc21.11alter.
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In this paper, the author uses the planning cycle developed by Cedefop to compare Vocational Education and Training in England and Bulgaria. In the initial phase he uses reports from the EU, OECD and Cedefop to define the issues being faced in both countries. For the conceptualisation phase, the author focuses on the development of the National Qualifications Framework. Formal adoption is represented by the classification of individual vocational courses. The operational phase is interpreted as: the structure and organisation of schools; the curriculum framework; examples of vocational courses in schools and colleges; and work-based learning. Finally, a range of analytical strategies at: student; school; municipality; and national level are used to illustrate the monitoring, evaluation and impact phase.
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Ouyang, Yuandong. "Research on the Evaluation of Vocational College Students' Learning in Internet Education". Lifelong Education 9, n.º 3 (4 de abril de 2020): 73. http://dx.doi.org/10.18282/le.v9i3.823.
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<p>As an important part of national vocational education, secondary vocational education needs to actively adapt to the new changes and requirements under the internet environment, and actively carry out innovation in view of the problems in the Internet network education and the South emperor. Based on this, this paper first analyses the current situation and problems of secondary vocational school students' learning evaluation, then studies the structure of secondary vocational school students' learning evaluation system under the Internet network education, and finally gives the construction strategy of secondary vocational school students' learning evaluation system.</p>
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Zhao, Fengchen, Shuli Liang, Junpeng Ma y Ou Qi. "Research on the innovation of teaching mode of vocational and technical education". SHS Web of Conferences 166 (2023): 01078. http://dx.doi.org/10.1051/shsconf/202316601078.
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Vocational and technical education group is the main training object of new high-quality talents in our school, and teaching is the basic link of Vocational and technical education. The current teaching mode of Vocational and technical education has the disadvantages of emphasizing theory and neglecting practice. Therefore, it is necessary to discuss the teaching mode of Vocational and technical education in our school. Based on the current situation of the teaching mode of Vocational and technical education in our school, this paper puts forward the teaching and assessment mode of “combining theory with practice” and “combining thinking cultivation with practice”.
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P., I. Made Indra, Fanny Novika, Holil Padli, C. Nike Septivani y John Jhony Kurniawan. "LEARNING ASSISTANCE AND CURRICULUM ASSESSMENTS IN THE VOCATIONAL HIGH SCHOOL IMPLEMENTER PROGRAM OF THE VOCATIONAL HIGH SCHOOL CENTRE OF EXCELLENCE (SMK PK)". International Journal of Engagement and Empowerment (IJE2) 2, n.º 2 (8 de agosto de 2022): 158–67. http://dx.doi.org/10.53067/ije2.v2i2.64.
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The Center for Excellence Vocational School Assistance Program is a vocational development program with certain expertise and competencies in improving quality and performance. This activity is strengthened through partnerships and alignment with the business world, industry, and world of work, which eventually becomes a vocational reference school that can function as a driving school and a center for quality improvement. And other SMK performance. This Community Service activity provides learning assistance and assessment at the Vocational High School, implementing the Center of Excellence program implemented at SMKN 11 Bandung and SMK Wahidin Cirebon. It can conclude that the mentoring results from August 2021 to December 2021 obtained 100% achievement results with the implementation of a learning mentoring program with the new paradigm of the Vocational High School of Excellence, which carry online and offline operational curriculum assistance
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Rosvall, Per-Åke. "Programarbetslag som stöd för nyutexaminerade kärnämneslärares etablering som gymnasielärare?" Educare, n.º 1 (1 de marzo de 2014): 56–78. http://dx.doi.org/10.24834/educare.2014.1.1161.
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There have been many attempts to reform the Swedish education system in order to reduce the size of the gaps between different upper secondary school programmes. These have included changes in teachers’ responsibilities and teacher education. Within an individual school, teachers of Swedish language, English and mathematics may teach students of both vocational and further study preparation programmes. However, an analysis of new teachers’ experiences and the organization of teacher teams at one school, Apel School, suggests that despite these reforms, some traditional preferences have persisted. Notably, teachers of the subjects listed above had clear hierarchical preferences regarding the school’s various teacher teams. Very few teachers were keen to join teams that were involved with a vocational programme. This arguably put both newer teachers and vocational programme students into particularly vulnerable situations because the new teachers were assigned to the lesspreferred vocational programme teams but not provided with adequate support from more experienced teachers. Vocational students were more likely to have their teachers replaced as their old teachers advanced within the hierarchy. It is concluded that head teachers need to distribute new and experienced teachers in teacher teams more evenly even though experienced teachers express resistance.
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Zheng, Yuan. "Analysis on the Innovation Ways of Student Management in Vocational Colleges in the New Era". Learning & Education 9, n.º 3 (29 de diciembre de 2020): 110. http://dx.doi.org/10.18282/l-e.v9i3.1592.
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With the continuous progress of modernization, for vocational school students, they have more learning means and more ways to obtain information, such as using micro blog, wechat, and other micro communication carriers. And teachers also have more teaching methods, such as online teaching and setting online homework for students. Mankind has entered a new era. In this new era, vocational school student management is facing both opportunities for development, but also facing new problems and challenges. Therefore, on this basis, this paper will analyze the new scheme of student management in vocational schools in the new era, and put forward new cognition and understanding for the management of students
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Sherly, Sherly, Kisno Kisno, Nathanael Sitanggang, Edy Dharma y Humiras Betty Marlina Sihombing. "Vocational High School Prospective Graduates' Employability via Dual Vocational Certification (DVC)". GATR Journal of Management and Marketing Review (GATR JMMR) VOL. 7 (4) OCTOBER - DECEMBER 2022 7, n.º 4 (30 de diciembre de 2022): 194–202. http://dx.doi.org/10.35609/jmmr.2022.7.4(2).
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Purpose - VHS are educational institutions aiming to prepare ready-to-employ graduates by prioritizing their skills and expertise according to their areas of expertise. This study attempts to reveal the newness strategy for intensifying Vocational High School prospective graduates' employability through Dual Vocational Competency, which covers areas of expertise and supplementary certification (DVC) such as Occupational Safety and Health (OSH) certification. Methodology/Technique - A non-experimental quantitative research design was implemented in this study using ex post facto. The data collected in this study through Likert-scale questionnaires were competency certification, OSH certification, and prospective graduates' employability. Findings - The findings showed that each variable denoted that all variables were in the adequate category. It denoted that competency and Occupational Safety and Health (OSH) certification correlated to the employability rate of Vocational High School prospective graduates. Novelty - This article denotes the new strategy implemented called dual certification, which combines expertise and OSH certification. This certification model is held during the study period of the prospective graduates, and each variable denotes that all variables are in a good category. Type of Paper - Empirical Keywords: Dual certification; vocational high school; employability JEL Classification: I20; I25 Reference to this paper should be made as follows: Sherly, S; Kisno, K; Sitanggang, N; Dharma, E; Sihombing, H.B.M. (2022). Vocational High School Prospective Graduates' Employability via Dual Vocational Certification (DVC), J. Mgt. Mkt. Review, 7(4), 194 – 202. https://doi.org/10.35609/jmmr.2022.7.4(2)
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Prais, S. J. y Karin Wagner. "Schooling Standards in England and Germany: Some Summary Comparisons Bearing on Economic Performance". National Institute Economic Review 112 (mayo de 1985): 53–76. http://dx.doi.org/10.1177/002795018511200107.
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‘One of the most long-standing problems in this country is our failure to our school-leavers adequately for work.’(The Chancellor of the Exchequer in his budget March 1985)The way higher productivity depends on a workforce that is technically-skilled at all levels—from operators and foremen to senior engineers and directors of production—was examined on the basis of an interview-study of matched engineering firms in Britain and Germany in the last issue of this Review. The present article traces differences in workforce skills between these two countries to differences in preparation at school, particularly in mathematics and vocational education, and particularly for those in the lower half of the ability spectrum.
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Vulliamy, Graham. "Assessment and the ‘vocational school fallacy’ in Papua New Guinea". International Journal of Educational Development 7, n.º 1 (enero de 1987): 49–58. http://dx.doi.org/10.1016/0738-0593(87)90006-x.
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Petrovichev, N. "A New Stage in the Development of the Vocational School". Soviet Education 28, n.º 3 (enero de 1986): 41–54. http://dx.doi.org/10.2753/res1060-9393280341.
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Arofah, Gita Apriani Nur, Aniek Hindrayani y Jonet Ariyanto. "The Implementation of School Based Management to Increase Teacher’s Professionalism in Vocational School". Social, Humanities, and Educational Studies (SHEs): Conference Series 4, n.º 3 (30 de marzo de 2021): 81. http://dx.doi.org/10.20961/shes.v4i3.49974.
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<p><em>Vocational schools are expected to increase the professionalism of teachers in guiding their students to improve learning achievement. Studying the implementation of School-Based Management by identifying factors influenced in vocational school was one of the ways to find out the answer. With the sample of vocational schools in Karanganyar district, this study used qualitative method to collect the data and by snowball sampling to choose the informant, whose directly involved in the implementation of school based management. The results of this study identified that input, process, and output proved to increase learning performance. Input can be identified from vision, mission, goals, and school targets; process can be identified from constructing planning and program of quality improvement by Strength, Weakness, Opportunity, and Threats (SWOT) analysis; while output can be drawn from evaluating program implementation and formulating new goals. Other side, limited number of teachers who were not accompanied with good understanding about school-based management encourage lower performance.</em></p>
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Supriadi, Didi y Rejokirono Rejokirono. "Efektivitas Pengambilan Keputusan Kepala Sekolah SMK di Yogyakarta". SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial Dan Humaniora 6, n.º 2 (1 de agosto de 2020): 32. http://dx.doi.org/10.30738/sosio.v6i2.8019.
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It is important for the main decision-making of vocational schools to maintain managerial effectiveness. To order to achieve educational goals, vocational school administrators can choose a decision-making method that fits the problem facing them. The aim of this study was to analyze the effectiveness of vocational school pricincipal’s decision making. This research is a quantitative descriptive study with a questionnaire as a research instrument. The research sample is the headmaster of a vocational school in the Special Region of Yogyakarta. The methodology used in this study for analyzing data is descriptive analysis. The results showed that in decision-making the SMK headmaster was quite successful. This can be seen from the systematic and organized decision-making, re-evaluating as new information is available, assessing the effects of the decision, and communicating the decision basis effectively.Keywords: effectiveness of decision, vocational school, principal decision making
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Makhrian, Andy. "Pengembangan Proses Pembelajaran SMK Melalui New Media di Kota Bengkulu". Jurnal Studi Jurnalistik 1, n.º 1 (10 de diciembre de 2019): 25–36. http://dx.doi.org/10.15408/jsj.v1i1.21759.
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Education is a very important thing in human life. The progress of a nation is also determined by the progress of its education, the current education system has begun to follow the times, namely by using information technology, or information technology-based education. One of the information technology phenomena today is new media or new media. In the world of education, there is now aukonline education startup called quipper school. Quipper school tries to become the most complete online learning platform in indonesia that can be used not only for students but also for teaching staff.The only upper secondary education institution that uses quipper school media in the bengkulu city is currently state vocational high school 3. State vocational school 3 bengkulu city is a national standard school with an education system based on skills or skills. Through quipper school media teachers can provide information about lessons directly to groups of students at the same time without having to face to face directly.Thisstudyprovesthattheuseofquipperschoolmediahasasignificanteffectonthedevelopment of learning for students of smk negeri 3 kota bengkulu, then quipper school’s media display is very interesting, making students interested in using quipper school media in helping the learning process.
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Johannesen, Hedvig Skonhoft, Kari-Anne Kverneggen y Monika Øgård. "Læring på tvers: Hvordan kan yrkesfag- læreren legge til rette for boundary learning for elever i arbeidslivspraksis?" Nordic Journal of Vocational Education and Training 12, n.º 1 (17 de febrero de 2022): 51–75. http://dx.doi.org/10.3384/njvet.2242-458x.2212151.
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A well-known challenge in vocational education and training (VET) programmes is the lack of coherence between school-based and workplace learning. The Norwegian VET model consists of two years of upper secondary education followed by two years of apprenticeship at work. This small-scale study of vocational teacher’s vocational didactics aims to investigate boundary learning at the VET Programme for Sales and Service at the Norwegian upper secondary level. The research question explored is: How can vocational teachers improve boundary learning for students in work-based placements in the subject vocational in-depth study (YFF)? The methodological approach is qualitative interviews with vocational teachers and the systematic developmental work of vocational didactics by vocational teachers at one school. Our study focuses on boundary learning using the theoretical approach from Akkerman and Bakker (2011a). The findings show how vocational teachers develop and use boundary objects such as systematic reflection and subject based assignments to connect work-based learning from YFF to school-based learning. Further, a systematic development of vocational didactics is possible with a new proposed model of vocational didactics for boundary learning. The conclusion discusses how a developmental approach in the vocational teacher group combined with theore-tical concepts could enhance the students workplace and boundary learning.
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Krüger, Marc. "Design Thinking for German Vocational Schools? Discovering of an Innovative Approach by Testing in Teacher Education". Open Education Studies 1, n.º 1 (23 de diciembre de 2019): 209–19. http://dx.doi.org/10.1515/edu-2019-0015.
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AbstractDesign Thinking is an innovative approach that solves concrete problems and develops new products. Its constant spreading in industry, business, and non-profit organizations raises the question to which extent this approach may be of importance for German vocational schools. There is an increasing debate among scientists about design thinking in educational contexts, in which different authors regard it as useful for curriculum and school development as well as for coping with everyday school life. To assess the importance of design thinking for German vocational schools, pre-service teachers have tackled vocational school issues with design thinking. The paper concludes that design thinking is indeed of interest to vocational schools and that further work is recommended.
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Markova, S. M. y A. К. Narcosiev. "PROFESSIONAL EDUCATION OF VOCATIONAL SCHOOL STUDENTS". Vestnik of Minin University 6, n.º 3 (10 de noviembre de 2018): 3. http://dx.doi.org/10.26795/2307-1281-2018-6-3-3.
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Introduction:modern conditions of development of society cause the need for further development of the professional education connected with new requirements to the maintenance of the professional training corresponding to a certain level of development of culture, personal and professional qualities, scientific and technical development of productions reflecting character of the market relations.Professional education is aimed at the development of professional and personal qualities, skills to navigate at the labor market, to establish professional cooperation, which ensures successful employment.Thus, professional education is the Central link in the training of workers and specialists.The main purpose of this article is to determine the nature and characteristics of education in vocational schools, to identify effective methods of studying the problems of educational activity.Matherials and methods: in research theoretical and empirical methods of cognition are used: methods of the analysis of materials, the analysis of literature, the analysis of documents, the analysis of works, the analysis of orally transmitted ideas, methods of the analysis of the phenomenon of education in practice, oral polls (interviews, conversations), observations, written polls, experiment, and also complex, differentiated, integrationally-methodical, polytheistic approaches.Result of the research: professional education is expressed in the unity of socialization and professionalization of the individual. A professionally developed personality is considered as a socially-professionally - integrative type of its orientation and efficiency.Professional education is considered as a set of three components: personality orientation, technical processes management, management of technological methods of activity, which determines the effectiveness of professional work. The main integrator of professional education of future workers and specialists are objective and subjective factors of personal development, mutually supporting the success of the solution of personal, professional and social-life tasks.Universal values are of fundamental importance for professional education from the point of view of humanistic orientation, socio-economic transformations.The system of educational values highlights civil, cultural, socio-pedagogical, professional and environmental values. The formation of these values requires the implementation of integrative and professional sociological approaches to the education of workers and specialists.For professional activities, it is considered appropriate to create common and particular professional values, reflecting the specific occupations and activities.Discussion and Conclusions:the essence of professional education is defined, features of methods of research of problems of professional education, the factors influencing spiritually-moral and professional development of future workers and experts are revealed.
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Wannapiroon, Panita, Prachyanun Nilsook, Somsak Techakosit y Sayam Kamkhuntod. "STEM Literacy of Students in Vocational Education". International Journal of Technology in Education and Science 5, n.º 4 (28 de septiembre de 2021): 527–49. http://dx.doi.org/10.46328/ijtes.253.
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Knowledge of all disciplines is more or less equally important and crucial but, in education management, it is important to integrate disciplines so that the knowledge is useful and can be applied to create new things, solve problems and prevent future threats. STEM education for vocational student is not only a trend in education, but also an instructional approach that focuses on students and will lead to sustainable knowledge and learning. This research studied documents that explored the importance of STEM literacy for vocational school students in Thailand. Vocational education must be aligned with Thailand 4.0 and Industrial 4.0 models, and thus vocational schools must adjust their learning approach to be aligned with the Education 4.0 model. As vocational school students will be valuable to the development of the country, STEM literacy must be integrated into a project-based learning model which is a teaching approach for creating invention and innovation. The result of the study shows that STEM literacy for Thai vocational education consists of six components: identifying a STEM problem, exploring and acquiring new knowledge, applying STEM concepts, solving the STEM problem, communicating STEM information and making a STEM decision. The aforementioned components can be used to create a STEM literacy evaluation form for vocational school students.
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Zha, Shiping y Jianbo He. "A Brief Discussion on Study-weary of Secondary Vocational School Students and Coping Strategies". International Journal of Education and Humanities 7, n.º 2 (28 de febrero de 2023): 120–22. http://dx.doi.org/10.54097/ijeh.v7i2.5517.
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In the context of the new era, the state pays increasingly attention to the development of vocational and technical education. The "National Vocational Education Reform Implementation Plan" clarifies the development direction of secondary vocational education. Although secondary vocational education has made certain progress in recent years, there are still a large number of students with a rather severe degree of study-weary. The root cause lies in that these students have a basic learning ability before entering secondary vocational schools, and due to the discrimination in secondary vocational education and low social identity, they develop the study-weary. This paper provides an in-depth analysis of the reasons for the study-weary among secondary vocational students and gives reasonable countermeasures, in order to help improve teaching at this stage.
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Mahmudah, Fitri Nur, Sulistio Mukti Cahyono, Arif Susanto, Suhendar Suhendar y Khieng Channa. "Up-Skilling and Re-Skilling Teachers on Vocational High School with Industry Needs". Journal of Vocational Education Studies 4, n.º 2 (25 de diciembre de 2021): 249–62. http://dx.doi.org/10.12928/joves.v4i2.3777.
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The development era demands the skills of teachers to meet needs and adjust. This means that the teacher's ability to upgrade is needed. The objectives of this study were (1) to determine the up-skilling that must be done by vocational school teachers with world-standard work era 4.0; and (2) knowing the concrete steps that must be taken by vocational schools teachers in re-skilling the world-standard work era 4.0. The method used in this research is qualitative with a case study approach. The technique of determining participants using purposive sampling. Participants in this study were vocational school teachers, vocational schools service branches, and widyaiswara. Data collection techniques using structured interviews by preparing interview guidelines. Data analysis using Creswell case study data analysis model, namely (1) data management; (2) memoing; (3) exposure; (4) classification; and (5) interpretation. Data analysis in the study was carried out with the assistance of Software Altas. ti version 8. The results of this study are (1) up-skilling of industrial standard vocational school teachers in the era of 4.0 needs to be done with three components, namely (a) develop new skills; (b) time-to-hire; (c) competency assessment. Meanwhile, (2) re-skilling of vocational schools teachers with industrial standard era 4.0 consists of three components, namely (a) intelligent digital tools; (b) create new tasks and occupations; and (c) coaching programs. This implication can be used for widyaiswara in providing training to vocational school teachers.
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P. M. G. N. M., Jayarathne y Prabodanie R. A. R. "Impact of the 13 Years of Guaranteed Education Programme (13YGEP) on Employment Potential and Income: A Survey in Kandy District of Sri Lanka". Vidyodaya Journal of Humanities and Social Sciences 09, n.º 01 (2024): 86–99. http://dx.doi.org/10.31357/fhss/vjhss.v09i01.05.
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Teenagers who drop out of mainstream education face risks of unemployment and social exclusion. In Sri Lanka, many students who fail to qualify for further studies at the GCE O/L examination consequently dropout from school education. The 13 Years of Guaranteed Education Programme (13YGEP) is a vocational subject stream introduced to the school curriculum in 2017 providing a new pathway for the students who fail GCE O/L to learn vocational subjects at school. The purpose of this study was to evaluate the short-term impact of the new vocational programme on employment potential and income of the youngsters. Primary data were collected from a sample of 200 participants living in Kandy district. Data analysis was performed using Chi-Square tests of independence and graphical methods. The results suggest that the vocational programme does not have a statistically significant impact on early employment potential. However, 15 percent of the teenagers who acquired vocational education have perused self-employment, an outstanding progress which none of the school dropouts in the sample could achieve. The students who left school and perused employment early earn more compared to those who studied vocational subjects, indicating that work experience contributes to higher early-career income. While the students who completed the programme appreciate the benefits, those who left school do not regret the forgone opportunity. The results highlight the importance of facilitating and supporting those who complete the programme to start new businesses. This is the first ever empirical assessment of the impact of the 13YGEP which is specifically targeted at GCE O/L dropouts in Sri Lanka. The long-term outcomes of the programme should be further studied in larger scale to evaluate its effectiveness.
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Chaoming, Duan. "Implications of Modern Germany’s Educational Streaming for China’s General-vocational Streaming in an Ageing Society". Journal of Education and Culture Studies 5, n.º 6 (24 de diciembre de 2021): p81. http://dx.doi.org/10.22158/jecs.v5n6p81.
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China, which is at an important stage of economic transformation, is facing the double pressure of an aging population and a shortage of skilled workers. The vocational education system in China today cannot meet the development needs of the national economy. Germany’s successful experience of general-vocational streaming has some significance for the current unbalanced talent structure in China. At the same time, in the process of implementing education streaming, we should also pay attention to the generation of students’ self-identity and help them complete their career planning; vocational schools themselves should promote the quality of teaching, improve the vocational education system and school-enterprise cooperation system to fill the talent needs of China’s economic development in the new era. The vocational schools themselves need to improve the quality of teaching and consummate the vocational education system and school-enterprise cooperation system, so as to fill the talent needs of China’s economic development in the new era.
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Tianfu, Yang y Wang Hongyuan. "Research on the Connotation, Current Situation and Approaches of Cultivating the Artisan Spirit of Vocational School Students in the New Era". International Journal of Research and Review 9, n.º 5 (11 de mayo de 2022): 54–62. http://dx.doi.org/10.52403/ijrr.20220510.
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In the new era, with the rapid growth of economy and society in our country, teaching, as the significant section of economic and social development, has been frequently focused by our society. Vocational schools, the vital base to cultivate innovative talents, have exerted great functions to the national teaching reform and development of economy and society. How to cultivate the artisan spirit has become a contemporary theme in the new stage of boosting teaching quality and reforming the work of education and teaching. Realizing the connotations, current situations of artisan spirit of vocational students is the base and premise of cultivating their artisan spirit while studying the approaches of that is the final orientation and foothold. Accordingly, this research mainly gives a comprehensive analysis on the artisan spirit to render vocational education to serve for the economic and social development in the light of its connotation, current situation and approaches of vocational school students. Keywords: vocational school; artisan spirit; connotation; current situation; approaches.
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LEONARD, PAULINE, ALISON FULLER y LORNA UNWIN. "A new start? Negotiations of age and chrononormativity by older apprentices in England". Ageing and Society 38, n.º 8 (20 de marzo de 2017): 1667–92. http://dx.doi.org/10.1017/s0144686x17000204.
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ABSTRACTThe decision to start a new career might seem an unusual one to make in later life. However, England has seen a steady rise in numbers of workers undertaking an apprenticeship in their fifties and sixties, through a government-funded policy initiative opening up training to adults at all stages of the lifecourse. At the same time, in most Western contexts, the amalgamation of ‘older’ and ‘apprentice’ presents a challenge to normative understandings of the ‘right age’ to undertake vocational training. What is it like to make a new start as an older worker? This paper draws on new qualitative research conducted in England with older apprentices, exploring how they found the experience and management of training ‘out of step’. Inspired by Elizabeth Freeman's temporalities approach, our findings reveal how powerful norms of age-normativity routinely structure understandings, experiences and identities of older-age training for both organisations and apprentices. While these norms demand careful negotiation by both apprentices and trainers, if managed successfully older workers gain significant benefits from their training. These findings have resonance not only for England, but for other international contexts considering expanding vocational training into older age. The paper concludes that if adult training schemes are to succeed, some fundamental changes may need to be made to understandings of age and ageing within contemporary workplaces.
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Zhang, Zhongyue y Ahmad Johari Bin Sihes. "Overcoming Low Teaching Self-efficacy of English as a Foreign Language Teachers in Secondary Vocational Schools". Journal of Curriculum and Teaching 13, n.º 1 (31 de enero de 2024): 36. http://dx.doi.org/10.5430/jct.v13n1p36.
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The new English curriculum stand (MOE, 2020) has put forward high requirements for China secondary vocational school English as a Foreign Language (EFL) teachers’ qualities. As part of teachers’ qualities, teaching self-efficacy determines their teaching practices and students’ general achievements. Research has found China secondary vocational school EFL teachers lack confidence in teaching processes (Liu, 2018). Therefore, this study reports on a qualitative study exploring factors contributing to the enhancement of EFL teachers’ teaching self-efficacy in China secondary vocational education context. It is based on the views of 12 experts from Higher Education Institutions, Teacher Training Colleges and the Academy of Educational Sciences, and Secondary Vocational Schools in China to learn more about what factors can enhance EFL teachers’ teaching self-efficacy in China secondary vocational schools. The interview data were examined using thematic analysis which allows for a detailed exploration of the data, and 12 themes emerged from that analysis in terms of experiences, knowledge, and school culture. These themes encompassed various aspects, including enactive mastery experiences, vicarious learning experiences, interactive experiences, physical and emotional states, learners and learning, the pedagogy and curriculum, the English language, the self, vocational background, school spiritual culture, school material culture, and school system culture. The article concludes by considering the implications of the results for those designing policies and professional learning activities for secondary vocational EFL teachers and suggesting potential avenues for future research.
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Kertiasih, Ni Ketut, Djoko Kustono, Purnomo y Eddy Sutiaji. "Analysis on clout of <em>Tri Hita Karana</em>, technological competence, and entrepreneurship drive toward technopreneurship readiness on vocational high school students". Multidisciplinary Science Journal 6, n.º 10 (19 de abril de 2024): 2024167. http://dx.doi.org/10.31893/multiscience.2024167.
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This research intends to illustrate the analysis on the clout of Tri Hita Karana, technological competence, and entrepreneurship drive toward technopreneurship readiness among students in vocational high school. It has been widely known that a lot of vocational high school graduates had difficulty in finding employment. The disparity between the number of high school graduates with vocational training and the job opportunities that are accessible is the main cause of this issue. In fact, because they may develop new job opportunities based on technology, graduates of vocational high schools have a great opportunity to become independent workers. Therefore, in order to enable vocational high school students to become independent entrepreneurs, technopreneurship readiness should be developed. Tri Hita Karana should advocate for technopreneurship readiness as the embodiment of upholding positive relationships with God, other people, and the environment; having the technological know-how to compete and act responsibly; fostering creativity and innovation; and encouraging students' entrepreneurial drive. In this study, correlational design was used. This study used a sample of 167 vocational high school students from Buleleng Regency's Multimedia Expertise Program. Multiple regression analysis was used in the data analysis. According to research findings, Tri Hita Karana had a 22% influence on technopreneurship readiness, technological competence had an 18.8% influence, and entrepreneurship drive had a 23.7% influence. The connected stakeholders may use these findings as a foundation for organizing and deciding how best to improve the technopreneurship readiness of high school students pursuing vocational programs.
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Eicker, Friedhelm. "The German Industrial—Technical Vocational School of the Future". Industry and Higher Education 14, n.º 2 (abril de 2000): 113–20. http://dx.doi.org/10.5367/000000000101294959.
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The quality of vocational education immediately after high school in Germany depends on cooperation between schools and companies as partners in the vocational education ‘Dual System’. If this system is to remain efficient in the future, current problems need to be solved. Therefore, a new concept of cooperation is introduced. This concept considers regional potential and opportunities for development and incorporates other local investors besides the traditional partners of the ‘Dual System’.
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Kusuma, Hanif Aulia y Yoto Yoto. "Collaboration Skills in Vocational Schools in The Information and Communication Technology (ICT) Sector". Briliant: Jurnal Riset dan Konseptual 9, n.º 1 (17 de febrero de 2024): 158. http://dx.doi.org/10.28926/briliant.v9i1.1674.
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In 2018, the technology, business and ICT (information and communication technology) sectors were the sectors that received the most new students at the vocational school level. Jobs in the ICT sector are one of the sectors that are really needed in Indonesia. There are more job vacancies in the ICT sector for vocational schools than for high schools. However, in the 2015-2019 period, the number of ICT sector workers with high school graduates was higher than vocational school graduates. The soft skill that is most needed in ICT sector jobs is collaboration. The main objective of this literacy study is to describe learning methods to improve collaboration skills in vocational high school students in the ICT field. Systematic literacy study using the PICOC framework is the method used. The results of this literacy study are in the form of descriptions related to: 1. The concept of collaboration; 2. Challenges and obstacles; 3. Learning activities to improve collaboration skills. It was found that problem-based learning (PBL) can improve collaboration abilities. To be suited to the world of work, it is necessary to integrate the Scrum model to develop vocational school students' collaboration skills in the field of ICT.
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Huang, Chuanda. "Discussion on Ways to Cultivate Entrepreneurial Talents in Higher Vocational Colleges Under School-Enterprise Cooperation Mode". Learning & Education 10, n.º 8 (20 de junio de 2022): 171. http://dx.doi.org/10.18282/l-e.v10i8.3109.
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At present, our country’s higher vocational colleges on campus student talent training mode is used independently trains, but as a result of higher vocational college graduates for the current market environment to accept ability is bad, how to create a new way of talent training, enabling graduates in higher vocational colleges to better accept changing market conditions, in order to better solve the problem of higher vocational college graduates employment. Based on this, this paper will mainly discuss and analyze the ways of entrepreneurship talent training in higher vocational colleges under the school-enterprise cooperation mode, for reference and exchange of relevant people.
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Chen, Yun. "Research on the Effectiveness of Ideological and Political Education in Secondary Vocational Colleges in The New Era". International Journal of Education and Humanities 8, n.º 3 (17 de mayo de 2023): 154–57. http://dx.doi.org/10.54097/ijeh.v8i3.8475.
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In the vocational education of socialism with Chinese characteristics, it is necessary to cultivate high quality technical and skilled talents and implement the fundamental task of "cultivating virtues and cultivating people". Education as the foundation, moral first, ideological and political education into the implementation of vocational education, ideological and political education to achieve the full, full, all-round role of education. Secondary vocational education plays a fundamental role in vocational education and has great influence on the continuous education of vocational education. However, in vocational schools, the development of ideological and political education theory course has some problems, such as teachers, students, parents' understanding of vocational education deviation, students' bad behavior habits and lack of practical activities. It is necessary to create a good social and school atmosphere, change people's inappropriate understanding of vocational education, teachers of various subjects cooperate with each other, set teaching objectives based on professional characteristics, To set up or perfect the second class of ideological and political education to improve the effectiveness of ideological and political education in secondary vocational education.
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Pritadrajati, Dyah S. "FROM SCHOOL TO WORK: DOES VOCATIONAL EDUCATION IMPROVE LABOUR MARKET OUTCOMES? AN EMPIRICAL ANALYSIS OF INDONESIA". Buletin Ekonomi Moneter dan Perbankan 25, n.º 3 (30 de noviembre de 2022): 471–92. http://dx.doi.org/10.21098/bemp.v25i3.1315.
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The Indonesian government has been introducing revitalisation programmes for vocational schools, particularly during the period 2007 and 2011. It has targeted 7 out of 10 senior-secondary schools to be vocational schools by 2025 through new establishment or conversion of established general schools into vocational schools. To evaluate the government policy on the expansion of vocational education, this paperanalyses the effects of enrolment in vocational senior-secondary schools on four labour market outcomes; namely, labour force participation, risk of unemployment, job formality, and income. Using a rich socioeconomic survey from the Indonesian Family Life Survey, we find that public vocational education provides better labour outcomes for females than public general schools. However, no such difference is found for males. Moreover, our results suggest that many vocational schools, especially private ones, performed poorly in terms of their graduate’s job formality and income.
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Pritadrajati, Dyah S. "FROM SCHOOL TO WORK: DOES VOCATIONAL EDUCATION IMPROVE LABOUR MARKET OUTCOMES? AN EMPIRICAL ANALYSIS OF INDONESIA". Buletin Ekonomi Moneter dan Perbankan 25, n.º 3 (30 de noviembre de 2022): 471–92. http://dx.doi.org/10.21098/bmeb.v25i3.1315.
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The Indonesian government has been introducing revitalisation programmes for vocational schools, particularly during the period 2007 and 2011. It has targeted 7 out of 10 senior-secondary schools to be vocational schools by 2025 through new establishment or conversion of established general schools into vocational schools. To evaluate the government policy on the expansion of vocational education, this paperanalyses the effects of enrolment in vocational senior-secondary schools on four labour market outcomes; namely, labour force participation, risk of unemployment, job formality, and income. Using a rich socioeconomic survey from the Indonesian Family Life Survey, we find that public vocational education provides better labour outcomes for females than public general schools. However, no such difference is found for males. Moreover, our results suggest that many vocational schools, especially private ones, performed poorly in terms of their graduate’s job formality and income.
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Nadri Taja, Mulyadi Al Fadhil, Riyandi Baehaqi y Revi Rusdatul Jannah. "Philosophy of Religious Nationalist Character Education in Islamic Boarding School-Based Vocational Schools". Jurnal Pendidikan Islam Indonesia 7, n.º 2 (17 de septiembre de 2023): 26–39. http://dx.doi.org/10.35316/jpii.v7i2.484.
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This study aims to describe the philosophy of the religious nationalist character education program, as well as the role of schools in developing religious nationalist character e
This study aims to describe the philosophy of the religious nationalist character education program, as well as the role of schools in developing religious nationalist character education for Dārut Tauhīd Vocational School students. The research method used is a case study. Data collection techniques in this study used observation, interviews, and documentation studies. The results of this study indicate that religious nationalist character education is implemented through basic leadership training activities, mataba (new santri ta'aruf period), Commemoration of National/Islamic Holidays, community service programs, student council elections, and cycles. The philosophical values of religious nationalist character education developed by Dārut Tauhīd Vocational School are sourced from the Koran, hadith, Daarut Tauhiid Culture, and the Merdeka Curriculum. Specifically, the religious nationalist character developed at Dārut Tauhid Vocational School is the BaKu character (Good and Strong).
Keywords: character building; nationalist; religious
ducation for Dārut Tauhīd Vocational School students. The research method used is a case study. Data collection techniques in this study used observation, interviews, and documentation studies. The results of this study indicate that religious nationalist character education is implemented through basic leadership training activities, mataba (new santri ta'aruf period), Commemoration of National/Islamic Holidays, community service programs, student council elections, and cycles. The philosophical values of religious nationalist character education developed by Dārut Tauhīd Vocational School are sourced from the Koran, hadith, Daarut Tauhiid Culture, and the Merdeka Curriculum. Specifically, the religious nationalist character developed at Dārut Tauhid Vocational School is the BaKu character (Good and Strong).
Keywords: character building; nationalist; religious
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Kamil, Islamiah, Meiliyah Ariani y Umar Islamil. "ACCOUNTING SOFTWARE TRAINING FOR VOCATIONAL SCHOOL STUDENTS IN THE REGION OF TANGERANG – BANTEN PROVINCE". ICCD 1, n.º 1 (20 de diciembre de 2018): 493–95. http://dx.doi.org/10.33068/iccd.vol1.iss1.72.
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In workplaces, the use of accounting software in business processes is not something new, while most vocational high school graduates still do not understand the use of accounting software. Students who take accounting major, generally have received detailed accounting lessons, but some others are still studied manually. For this reason, trainings are held for Vocational High School students using the methods of: (1) counseling: delivering material in the form of theory. (2) Question and answer; to provide opportunities for participants who still have unclear understanding; (3) Demonstration, in the form of basic accounting material training (basic accounting process manually); (4) Transaction Analysis Practices, and preparation of Financial Statements using Accurate Accounting software. Trainees were students and teachers of Annurmaniayah Vocational School and Budi Mulya Vocational School, Tangerang Banten, and the training was held in the Accounting Laboratory of the Faculty of Economics, University of Prof. Dr. Moestopo (Beragama), on Saturday, March 25, 2017.