Improving access and quality of vocational education and training in Thailand

Relevance. This paper explores the key factors influencing the quality of vocational (vocational-technical) education through public-private partnerships. It delves into the involvement of partnership entities – the state, private business, and the community – in modernizing the content, forms, means, and structure of vocational training for future qualified professionals, in line with the needs of the contemporary labor market. Objective: To characterize the potential directions of public-private partnership impact on enhancing the quality of vocational (vocational-technical) education. Methods: The study involves processing scientific sources, legislative and regulatory documents, and empirical data on enhancing the quality of vocational (vocational-technical) education in the context of public-private partnership projects. It includes a scientific summary based on theoretical analysis and synthesis of scientific approaches to the development of the researched problem, particularly identifying the impact directions of public-private partnership projects on the quality of vocational education. Results: Based on the analysis of legislative and normative-legal documents in the field of vocational (vocational-technical) education and public-private partnerships, scientific sources, and empirical data, the potential directions of public-private partnership projects on the quality of vocational education are characterized. These include developing modern professional and educational standards for specific specialties based on a competence approach, modernizing the material-technical base of educational institutions, implementing contemporary production and pedagogical technologies, and providing various types of financial support to vocational (vocational-technical) education institutions. Conclusions: The paper identifies and describes the potential directions of public-private partnership impact on the quality of vocational (vocational-technical) education, including: joint participation in financing V(VT)E; modernization of infrastructure and material-technical base of V(VT)E; updating standards for educational programs in line with labor market needs; introducing modern forms, methods, and technologies of learning; ensuring adaptability of management systems, transparency of agreements, monitoring, and evaluation of V(VT)E quality, and establishing effective feedback with students, teachers, and employers. The paper concludes with the necessity of improving legal regulation for the participation of public and private partners in ensuring the quality of vocational (vocational-technical) education.

The actuality of the article is explicated via the need to study, identify and analyze the modern trends in ensuring the quality of vocational education and training in France in order to take them into account when creating the evaluative tools for assessing the quality of vocational education in Ukraine, which can be based on evaluators, methods and criteria for assessing the quality of vocational education and training in France. The goal was to identify and characterize the main modern trends in ensuring the quality of vocational education and training in France, as well as to clarify the possibilities of their consideration in the Ukrainian practice of ensuring the quality of vocational education in Ukraine. The methods included the study of scientific sources, legislative, regulatory and legal documents, empirical data on ensuring the quality of vocational education and training in France – to identify the state of the research problem; theoretical analysis and synthesis, generalization of views on the research problem – to determine the main trends in ensuring the quality of vocational education and training in France, as well as to form the conclusions. The results were based on the analysis of modern legislative, regulatory and legal documents, scientific and information sources, the main modern trends, features, criteria and methods of ensuring the quality of vocational education and training in France. Conclusions. The main current trends in quality assurance of vocational education and training in France are explicated: the educational reforms in France implemented in recent years have contributed to strengthening the quality assurance framework for vocational education and training, as well as the overall national qualifications system; the flagship of the quality assurance system for training providers is the “Qualiopi” certification, created by the French Ministry of Labor; the methodology used by “France Competences” for certification processes is itself a quality assurance mechanism; stricter control over training providers registered on the CPF marketplace platform has reduced their number from over 25,500 in 2019 to less than 15,000 by the end of 2023; as a result of increased registration requirements, the withdrawal of obsolete qualifications and the restructuring of higher education qualifications, the number of active qualifications in the RNCP has decreased from 10,000 in the previous system to around 5,000 in the current one; following the 2018 reform of the management and financing of continuing education and vocational training in France, a new body Skills operators (OPCO) was created; the French Ministry of Labour carries out a national forecasting of skills needs for the future development of vocational qualifications, which significantly contributes to improving the quality assurance of vocational education and training in France.

With the devolved modes of governance in Kenya, administration departments have been established at the county levels with the intention of bringing services near the people. Education is an essential service that is key to the development of the country. Youth vocational training is one of the components of education that was devolved, the other being Early Childhood education. The transition from the national government to county governments is characterized with grappling with new roles and mandates, emergence of disruptive technologies and unstable financial support among others. These pose a threat to the quality of youth vocational training in the polytechnics. The study’s objective was to evaluate transformational leadership that comprises of four factors namely; idealized influence, inspirational motivation, intellectual stimulation and individualized consideration and their influence on the quality of vocational training in youth polytechnics in Nakuru County. The study was anchored on the Transformational Leadership Theory and Theory of Social Partnerships. The researcher embraced a mixed method research design that employed both quantitative and qualitative research approaches aimed at attaining the benefits of research triangulation. The target population for the study was 198 youth polytechnic staff and 11 sub-county education officers. The study used clustered sampling to select 33 youth polytechnics from all the 11 sub-counties in Nakuru County and purposive sampling for the education officers. A census was done for the 198 polytechnic staff members. Data was collected using questionnaires from the officers and interview schedules from the administrators. Data was analyzed with the help of Statistical Packages for Social Science (SPSS) using descriptive statistics to present results in summaries. For all the aspects of transformational leadership in the youth polytechnics, the resultant mean was more than 3 which implies that transformational leadership was practiced to a great extent. From the inferential statistics namely regression, correlation and Chi-square, all the coefficients were positive and the p-values less than 0.05. This informed the rejection of the null hypotheses thus accepting the alternative. This implies that transformational leadership has a strong positive influence on quality of vocational training that is significance at 5% levels of significance. Based on the study findings, the study advocate for support of youth polytechnics with adequate facilitation, stakeholder involvement as well as collaboration of different agencies to ensure that the youth polytechnics are able to offer quality vocational training. There is also a need for the policy makers to ensure that transformational leadership is implemented in institutions of similar nature based on its effectiveness.

Introduction. In contemporary sociocultural conditions of the state and society development, the opinions about education quality among employers, teachers, students, parents and education authorities are polar opposite. This leads to a peculiar goal-setting crisis in strategies and programmes for the development of vocational education. The contradiction between the declaration of goals in the field of quality of education in strategic programme documents and the attempt to achieve them exclusively through the control function determines the need to improve the quality management system of vocational education in the Republic of Belarus in modern conditions.Aim. The present research aims to theoretically justify and develop the strategy for improving the quality management system of vocational education in the Republic of Belarus in contemporary conditions.Methodology and research methods. The methodological framework is based on the provisions of the holistic approach to examine the problem of ensuring the quality of labour force training from all angles, to determine the techniques of forecasting and planning the development of the vocational education system holistically. A comprehensive study of quality management in vocational education was carried out using the methods of scientific and methodological literature analysis, international practice, including the European model for quality assurance of vocational education and training, national and sectoral development programmes, survey methods (questionnaires, interviews) and foresight sessions with the participation of educational institution representatives, employers and sectoral government bodies. To achieve the goal of the study, an analysis of the existing system for ensuring the quality of vocational education was performed through a survey by the following groups: 17 representatives of Republican Institute for Vocational Education (hereinafter referred to as RIPO) and the Ministry of Education, 21 representatives of the head education departments of regional executive committees, under whose subordination the surveyed colleges operate. Apart from that among the participants were 532 heads of 266 educational institutions implementing educational programmes of vocational and secondary special education (hereinafter referred to as the college). In addition, 75 representatives of the mechanical engineering, construction, and agriculture sectors took part in the foresight sessions. The results of the survey and foresight sessions became a source of information for developing the structure and content of a strategy for improving the quality management system of vocational education in the Republic of Belarus.Results. In the course of the research, the determinants of improving quality management system of vocational education were identified: established practice for ensuring the quality of vocational education, expressed exclusively by the functions of monitoring the implementation of state requirements of educational institutions and specialities inspected during accreditation every five years; lack of criteria and indicators absence in college development plans that would allow determining the effectiveness of educational activities taking into account the requirements of the state, as well as the future expectations of employers and students from various target groups (school graduates, adults, people with disabilities); diversity in the goal setting of participants in educational relations and ideas about the quality of education. The strategy for quality management improvement of vocational education, including a set of criteria and indicators of the quality of vocational education in the context of its modernisation, was theoretically substantiated and developed.Scientific novelty. Empirically, the fundamental ideas of a holistic approach to the quality of professional education management in the context of its modernisation was identified and articulated. The provisions of the system-activity approach were supplemented with a motivational, value-based and semantic component in relation to the participants in educational relations activities in the process of modelling and implementing an integral quality management system for professional education. A set of indicators was developed and decomposed into criteria and indicators of the quality of vocational education.Practical significance. The developed methodological foundations and strategy for improving the quality management system of vocational education including a set of criteria and indicators will be used by the Ministry of Education and regional education authorities in the process of collecting and processing data on the effectiveness of educational activities of vocational education institutions of the Republic of Belarus in real time. The further application of the developed approaches will facilitate the adoption of management decision-making to ensure and guarantee the vocational education quality at the levels of educational institutions, local and republican government bodies, taking into account students’ and employers’ expectations.

Vocational and business training to improve women's labour market outcomes in low‐ and middle‐income countries: a systematic review

Relevance. It is determined by the European integration trends of vocational education in Ukraine, which requires the study and implementation of the best practices of implementing public-private partnership projects in the EU; a system of indicators for assessing the effectiveness of PPP projects in the field of vocational education in Ukraine has been developed. Aim: to identify the main indicators for assessing the impact of public-private partnerships on the quality of vocational education in the EU and to develop a system of indicators for assessing the quality of PPP projects in vocational education in Ukraine. Methods: analysis – to determine the main indicators for assessing the effectiveness of the implementation of PPP projects in vocational education; generalization – to formulate conclusions and recommendations for improving the system of indicators for assessing the quality of PPP projects in vocational education in Ukraine. Results: it was found that the key quality indicators of PPP projects in the vocational education system include the following ones: Relevance and Alignment with Labor Market Needs; Quality of Training Delivery; Learner Outcomes and Satisfaction; Sustainability and Scalability; Stakeholder Engagement; Regulatory Compliance and Quality Assurance; Equity and Accessibility; Innovation and Responsiveness; Impact on Economic and Social Development; Monitoring and Evaluation. Conclusions: it is determined that public-private partnership in the vocational education system are an effective tool to overcome the key challenges faced by vocational education institutions. Thanks to the participation of the private sector, which is at the forefront of industry trends, vocational education institutions can provide students with the practical skills and knowledge necessary for a successful career. The partnership contributes to improving the quality of education by providing access to modern equipment and the experience of industry professionals, improving the social situation in the region and the development of the local community. Adopting a comprehensive set of indicators to evaluate vocational education PPP projects increases their effectiveness and relevance. These indicators not only measure educational outcomes, but also allow for a comprehensive approach to assessing the effectiveness of project implementation. By using the experience and best practices of EU members, Ukraine can create a reliable framework for evaluating PPP projects, thereby improving the quality and impact of vocational education across the country.

Higher vocational education accounts for half of higher education and is a form of higher education in China. It is a necessary to develop vocational education vigorously for modernization and to improve quality of higher vocational education for social development. The essay has taken a higher vocational college as an example for optimizing strategies of quality of vocational education by using principal components analysis, and identified problems to run vocational colleges, and provided reference to improve the quality of vocational education.

It is well-known that the quality of vocational education and training (VET) depends on how well a given programme aligns with the values and interests of its stakeholders, but it is less well-known what these values and interests are and to what extent they are shared across different groups of stakeholders. We use vignettes to quantify the values that four groups of stakeholders assign to nine attributes relating to VET quality. The four stakeholders are students, teachers, workplace training supervisors, and policymakers. The nine attributes are employers’ appreciation of students, graduation rate, obtained language skills of students, mentoring hours in workplace learning, challenge, structure, students’ appreciation of teachers, schooling hours, and attention to civic education. Five hundred thirty-one Dutch respondents were repeatedly asked to rank a set of four hypothetical programmes, each with a specific value on the nine quality indicators. Through conjoint analysis we obtain the values that the stakeholders assigned to the nine attributes when evaluating the quality of VET programmes. The values assigned to the attributes ‘a challenging curriculum’ and ‘employers’ satisfaction’ were similar across the four groups of stakeholders, yet the values assigned to the remaining attributes differed substantially across stakeholders. This illustrates the diversity in values and interests of different stakeholders, and points to a need to quantify these values, for use by both the Dutch government and VET colleges, to improve the overall quality of education and the match between vocational programmes and their stakeholders.

The vocational education system is currently undergoing purposeful reform and innovation, recognizing the importance of vocational training in the entire educational framework. Assessing and improving teaching quality in vocational education is critical, and addressing this challenge necessitates. The utilize of AI technology, primarily deep learning, is particularly effective in addressing the diverse and sophisticated aspects of evaluating and improving teaching quality. In this research work, Teaching Management System for Higher Vocational and Technical Education Using Wasserstein Generative Adversarial Network Optimized by Fire Hawk Optimization (TMS-WGAN-FHO) is proposed. The input data are gathered from School database (Educational data),then, input data are pre-processed using Square Root Cubature Kalman Filter for cleaning data. Then, pre-processed data are given to Wasserstein Generative Adversarial Network (WGAN) for evaluating and improving the teaching quality for Higher Vocational and Technical Education. In general, WGAN does not express some adoption of optimization strategies for determining optimal parameters to evaluating, improving quality of teaching management system. Hence Fire Hawk Optimization Algorithm (FHOA) is proposed to optimize WGAN classifier which precisely evaluates the teaching quality Higher Vocational and Technical Education. The proposed TMS-WGAN-FHO method is implemented in MATLAB, and it assessed with several performance metrics likes accuracy, cross validation scores, recall, F1-score, ROC. The results show TMS-WGAN-FHO attains 25.8%, 28.5%, and 21.6% higher Accuracy, 15.1%, 17.2%, and 32.8%higher Precision, 27.5%, 24.6% and 22.3% higher Recall are analysed with existing methods such as, evaluation of the vocational education teaching reform's quality using deep learning (EVE-TRQ-DL), art higher vocational education curriculum design incorporating AI-aided virtual reality technology (AHVE-DIAI-VRT), integrating big data analysis with higher vocational education approaches to educate entrepreneurship and innovation (IBDA-HVE-EEV) methods respectively.

The quality of vocational education and training (VET) and, in particular, the quality of VET teaching, is a prominent topic of discussion in Australia’s post-compulsory education sector. VET teachers are described as ‘dual professionals’, and expected to maintain current vocational competencies (industry currency) as well as pedagogical skills for effective VET teaching practice. This paper examines issues associated with industry currency activities for Australian VET teachers. It reports on findings from a qualitative study which employed a multiple case study methodology to examine advanced skills for VET teachers. Emergent findings suggest that while legislation requires VET teachers to maintain current vocational competencies as well as knowledge and skills for effective VET teaching, interpretation of policy into practice has led to an unbalanced approach which emphasises industry currency activities over pedagogical skills development. Further, teachers reported difficulty completing currency requirements due to competing pressures of time and teaching commitments, and some industry currency activities regarded as legitimate by VET managers and auditors appear to offer limited developmental opportunities for VET teachers while other activities were overlooked. This is a significant issue which requires further investigation due to its potential impact on VET teacher development and the quality of VET teaching.

The status and quality of vocational education and training (VET) represent a challenge in many countries, including Norway. The political goal in Norway in recent decades has been to ensure that vocational programmes at upper secondary level achieve equal status with academic programmes. Considerable efforts have been made to enhance the quality of vocational programmes to achieve this. A further goal has been to equate the scope and status of VET teacher education with teacher education in other fields, the rationale being that quality in VET teacher education is closely linked to quality in VET. This chapter presents an analysis of challenges in school-based Norwegian VET related to reforms implemented in recent decades. The analysis is particularly directed at issues of vocational relevance and coherence between educational content and the qualification needs of the vocations. The aim is to identify obstacles to relevance and coherence and to discuss the attempts that were made to enhance both status and quality. The results indicate that one key principle for improving the status and quality of VET is equal opportunities for vocational and academic students in terms of scope and level. Another key principle is a holistic organisation of VET where learning and work experience, knowledge, skills, theory and practice are integrated.KeywordsVET modelVocational relevanceCollaboration VET schools – CompaniesVET curriculaHolistic vocational competence

<span style="font-size: 10.0pt; mso-bidi-font-size: 9.0pt; font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman"; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-US">The issue of the quality of vocational education, school, teaching and learning of students should be in the interests of all participants in the education process. The quality of secondary school is the critical element in enhancing the attractiveness of vocational education in Slovakia. Finding an offcial scale that would provide such a information in Slovakia is unfortunately impossible. There is no system for evaluating the quality of vocational education and training (VET) at vocational schools. There are no clearly defined criterias, rules or any standards. Speaking of an assessing the level of quality of vocational education on the base of existing outcomes in formal education such as monitoring, final exams, graduation exams is resulting in one-sided evaluation and does not address the systematic coherence and complexivity of this issue. An essential step os to create a functional system of evaluation of VET in Slovakia. The article describes importance of VET which can play a central role in preparing young people for work, developing the skills of adults and responding to the labour market needs of the economy and presents the project Model of the quality evaluation of vocational education and training at secondary vocational schools in Slovakia that is currently ongoing on many secondary vocational schools in western Slovakia and Austria. The aim of the project is to develop and apply an open, flexible and adaptable quality management system. The article not only presents indicators for evaluation but also the way how can be evaluated each of them. The effort of this project is also to create specialized portal with support services that provide transparent, clear and specific information from this area of interest. The introduction of the evaluation framework, the selection of indicators that take established criteria into consideration and assembling of the scale is therefore more than relevant and required</span><span style="font-size: 10.0pt; font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman"; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-US">.</span>

Purpose: Purpose: The quality of vocational education and training (VET) processes plays an important role in international education policies and research. In India, issues of quality came into focus in recent years due to an increased demand for skilled workers, and continuing challenges in the area of quality of VET. Existing quality assurance mechanisms of VET in India are characterised by a lack of comprehensiveness and uniform standards. This paper addresses the contextualised development of an Indian-specific approach for quality measurement. It centres on following research question: Which quality areas, criteria and related indicators are of relevance for measuring quality comprehensively? Approach: Design-based research substantiates the research objective, which is to develop a model that is theoretically and technically sound, as well as adapted to the national context. The question of how to create "cultural-fit" was essential for the research process illustrated in this paper. Starting point for the development of the approach was to build a structured review, and following analysis, with reference to existing models and approaches to quality management. The initial search examined national and international academic sources for quality management in business and education, as well as governmental sources for quality management strategies in VET. A significant number of models were selected, based on inclusion criteria, and these models were aggregated to provide a source for a first own conception of an approach. Results: Quality dimensions and criteria were collected and identified with reference to distribution across models. In total, seven major quality areas are identified, namely Institutional Sphere and Context; Personnel; Educational Planning, Provision and Assessment; Learning and Teaching; Leadership and School Management; Industry Linkage and Learner Achievements. In addition, 40 quality criteria are determined under these major quality fields, and relevant quantitative and qualitative sub-indicators for measurement are derived. Conclusion: The actual results will be a basis for the following pilot-based implementation in India. The model can provide meaningful feedback and data-based recommendations for continuous improvement of the Indian VET system and may furthermore provide for a reflected and contextually adapted implementation in other countries.

The purpose of this article was to analyze the Ethiopian TVET Policy in delivering relevant and quality training. The study used a systematic review method on locally and internationally published literature. Local literatures used for the Study were policies, strategies, periodic reports, abstracts and plans that are officially available from stakeholders of the TVET sub-sector. Literatures from the internationally reputable journals were also used using online searching engines such as ERIC, SCOPUS, EBSCO and Google Scholar. Searching topics used for the online search were Education and Training, Technical and Vocational Education, Quality of Education and Training, Relevance of Education and Training, Quality of Vocational Education, Relevance of Vocational Education and Ethiopian Education and Training. The investigation has revealed that the sub-sector is challenged by the problems of identifying and instilling quality and relevant skills to the country’s labor market demand. These problems were exacerbated by shortage of qualified teachers, inadequate training facilities, few industries for cooperative learning and poor coordination among the stakeholders. To alleviate the current problems associated with quality and relevance of TVET programs, there seems to be a need to strengthen the linkage between the TVET providers and industries. Stakeholders in the TVET sub-sector are also required to equip the training providers with adequate training facilities and provide trainings by competent trainers.

Quality of vocational education and training (VET) has been assessed from the point of view of the employers of the secondary vocational school graduated as very low, insufficient, not meeting requirements they have on knowledge and skills of their potential employees. Moreover, technological progress has been very fast. To ensure sustainable reflection of the employer requirements and needs in secondary vocational education and training needs to have an appropriate tool, which would support continuous assessment of the employer satisfaction with the actual state of the VET content, followed by a proximate modification or innovation of the relevant curricula. Such a tool could be according the authors an on-line communication platform, a conception of which is presented in the paper. KeywordsLabor market needsSecondary vocational school graduatesSustainable quality assurance