Manajemen Pendidikan Teknologi Kejuruan dan Vokasi

Vocational education has a great impact on entrepreneurship as vocational education is expected to emphasis the teaching of entrepreneurial skills and ways of thinking to prepare employees and would-be entrepreneurs. This paper examined the different leadership styles and draw out their implications for the dispensation of vocational entrepreneurship education in Nigeria for national development. Vocational entrepreneurship education has not been fully recognized in the country over the years and in effect it has been difficult to have adequate number of leaders in the few vocational institutions in the country. The success of vocational and entrepreneurship education is largely dependent on the quality of its leadership. It is regrettable to see that vocational and entrepreneurship education is fraught with problems which militate against its ability to produce adequate number and quality of skilled manpower required in our country. The paper identified shortage of funds and materials, staff is grossly inadequate and unqualified, problems of secret societies and drug addiction among students’, poor implementation of entrepreneurship curriculum, poor supervision and inspection of programme in Nigeria schools, the way leadership of schools literally reacts to and manage schools’ crises and the management and administration of vocational and entrepreneurship education to mention but a few out of its inherent problems. The paper suggested that the top and lower management cadres must be committed to work for the realization of the objectives of vocational and entrepreneurship studies at all levels. Also, it is necessary for the leadership to develop their own management skills and learn to adapt the right leadership style in order to win the cooperation of difficult individuals. Keywords: Leadership Styles, Management, Entrepreneurial Studies, Vocational Education, National Development DOI: 10.7176/EJBM/14-8-11 Publication date: April 30 th 2022

A study on the Management Mode of Modern Vocational Education in ChinaSince the reform and opening up, the management model of China's vocational education has exposed many problems and deficiencies in the process of continuous improvement.The purpose of this paper is to study the management mode of modern vocational education in China, including: 1) research on the development of modern vocational education in China after reform and opening up; 2) study the current status and management mode of vocational education management in China; 3) summarize the main aspects of modern vocational education management theory and model to optimize the management model suitable for the development of modern vocational education in China.This paper selects the methods of qualitative research, selects the relevant responsible persons of vocational colleges, government and enterprise departments, conducts in-depth interviews on the relevant issues of China's modern vocational education management model, and combines relevant books, reports and materials to propose an optimized management mode of modern Chinese vocational education.Through qualitative analysis, we find that 1) Since the reform and opening up, the development of China's vocational education has mainly experienced the "exploration and practice stage", "the stage of vigorous growth" and "the stage of quality improvement", which has shifted from the cultivation of professional talents to the quality training; 2) The current Chinese vocational education management model mainly follows the modern apprenticeship management mode, and gradually

This paper focused on gender enrolment gap and its impact on the production of vocational and technical education teachers in northern Nigeria. The paper analyses gender access to vocational and technical education programmes of Aminu Saleh College of Education, Azare, Bauchi State, Nigeria for three academic sessions from 2013/2014 to 2015/2016. Documentary Research Design is used in the study. Two research questions were answered, and two hypotheses are tested using t-test statistics. The results showed that vast gender gap exists in terms of both access to teacher training institutions in general and vocational and technical teacher education programmes in particular. The results revealed low proportion of women enrolled and produced as vocational and technical education teachers despite their role in enhancing scientific literacy and technological independence especially in the north-east now in need of concrete plans to rebuild the region seriously affected by insurgency. The paper recommended that effective management of vocational and technical education will solve the problems of poverty, unemployment, and insecurity in the area. This could be achieved when good policies are put in place to encourage and supports female participation in vocational and technical teacher education programmes towards attaining quality and unbiased teacher production for sustainable national development.

This study evaluated the management of Technical Vocational Education and Training (TVET) Institutions in Baguio-Benguet, focusing on their compliance with audit requirements. A descriptive research design was employed, using a questionnaire to gather data from 172 respondents (11 administrators and 161 trainers) across various TVET institutes. Findings indicated high compliance with audit requirements for institution-based registered programs. However, respondents categorized the challenges encountered in compliance as "much serious," highlighting a significant need for interventions. This high compliance was attributed to TESDA's consistent monitoring and TVET's competency-based approach, aligning training with industry needs. Conversely, the perceived seriousness of challenges stemmed from industry-driven TVET programs that involved various stakeholders, from policy to delivery. The study's descriptive nature is a limitation, as it does not establish direct causal links. Implications suggest that while monitoring is effective, targeted interventions are crucial to address compliance difficulties, enhancing the quality and relevance of TVET programs in the region.

The article considers current proposals for the contribution of central government departments towards the effective management of vocational education and training in The United Kingdom. Starting from some broad assumptions about the objectives of vocational education and training, an attempt is made to place discussions about what roles the Department of Education and Science and the Department of Employment/Manpower Services Commission should play in this field within the context of events that have occurred over the past forty years. Three alternative forms of management relationships are considered, two of which recommend the formation of a new department, either a Department of Education and Training or a Department of Employment and Vocational Training, while the third supports a refinement of present ad hoc inter‐departmental arrangements. After examining the perceived advantages and disadvantages of these proposals, it is suggested that a new central government management system is requi...

This article contains results of the research on vocational higher education management in facing the improvement of technology in the era of 4.0 industrial revolution. The aim of the research is to give input to the vocational higher education instituteabout the management of vocational higher education. This research employs literature study research methodology and examination of related-literature conducted by other researchers as the method of data collection. This research utilizes qualitativedescriptive research approach in elaborating the findings. The result of the research shows that curriculum and organizational management must be suitable with the vocational education system. One of them is the substandard quality of educators and lecturer, and specific strategies should be used to change the lecturer’s “playing it safe” paradigm which made them unwilling to transform and keep up with the progress.

In the context of information technology, vocational undergraduate education management faces unprecedented opportunities and challenges. With the rapid development of information technology, especially the widespread application of emerging technologies such as big data, cloud computing, and artificial intelligence, vocational undergraduate education management is evolving towards more intelligent, precise, and collaborative directions. However, many institutions still face deficiencies in the depth and breadth of information technology application, and the information management system remains underdeveloped, limiting the effectiveness of educational management. This paper explores innovative models of vocational undergraduate education management in the context of information technology, suggesting that innovation can be achieved through intelligent management systems, data-driven decision support systems, and resource sharing and collaborative management. Additionally, it analyzes the future development trends of information-based educational management. The paper ultimately points out that the future of vocational undergraduate education management will depend on the continuous advancement of next-generation information technology and will require technological innovation, transformation of educational concepts, and reform of management mechanisms to promote the sustainable development of educational management.

Vocational education has direct impacts on preparing and developing qualified workforce.During the past decade, vocational education has undergone many fundamental changes, especially the so-called work-integrated learning and training program.The study focuses on identifying the critical success factors to overcome the program's weakness.Nominal Group Technique is applied during this investigation with the students who have completed their first year at one vocational college.Altogether five factors are identified; i.e., instructor skills, student evaluation, responsiveness to student needs, communication, and student psychology, which have to be part of improved vocational education's management.These factors are generally consistent with the previous findings as more sharing of information and collaboration among a vocational school, a private firm, and a student is needed.Interestingly, the unexpected consequence from this study is increased motivation and more positive attitude towards the study's program.This can be explained by the open-loop learning concept.

The era of industrial revolution 4.0 and society 5.0 has brought significant changes in various aspects of life, including in the world of vocational education. Vocational education is becoming increasingly important in this era because the business world and the industrial world (DUDI) increasingly need a skilled workforce and have skills that are relevant to industry needs. This study aims to find out how far the management of vocational education is in the era of the Industrial Revolution 4.0 and Society 5.0, especially at SMK N 2 Pengasih. The research was conducted using qualitative methods using interviews as a data collection technique. The results of the research show that the management of vocational education in the era of the industrial revolution 4.0 and society 5.0 at SMKN 2 Pengasih has been going quite well. However, there is still a need for improvement considering that there are still several obstacles in its implementation.Keywords: Industrial Revolution 4.0, Society 5.0, Vocational Education

This paper aims to explore the practice of innovation and entrepreneurship education in vocational education management. By analyzing the essence of vocational education management and innovation and entrepreneurship education, it examines the current issues in this area. It also analyzes effective practical models through real-world case studies and proposes strategies to enhance innovation and entrepreneurship education in vocational education management. The goal is to improve the ability of vocational education to cultivate innovative talents and meet society's demand for innovative professionals.

There has been a substantial convergence in the educational systems of many countries.' Starting with different educational backgrounds, political systems, and economies, both advanced and developing countries have developed similar educational ideologies, institutions, and curricula. One link among some common developments is vocationalism-the orientation of education around preparation for labor markets. In both advanced countries and LDCs, there has been a tendency to consider specific skill training, especially secondary-level vocational education, to be the principal manifestation of vocationalism. This conception is too narrow: every level of schooling, including the university, has become suffused with vocational goals, differentiated along vocational lines, and judged by vocational criteria. To understand the power of vocationalism, it is important to examine the full range of its consequences. In the first part of this article I will discuss different manifestations of vocationalism-understood as specific skill training-in both advanced countries and LDCs. The second section examines some larger consequences of vocationalism, especially its role in educational inflation and in defining the social roles of education. A finding common to many countries is that, despite claims of economic "relevance," vocationalized approaches prove to have little economic justification, fail to resolve the problems that they are designed to address, and generate new problems for education systems. The final section hypothesizes why, given these discouraging findings, vocational solutions to educational and economic problems continue to surface.

The article describes changes in financing and management of vocational education and training (VET) system in post-Soviet period.It is demonstrated that the transfer of VETorganizations to the regional level was due to the disintegration of the Soviet system of planning.Within the process VET system transfer to the regional level, the ratio of federal/regional financing was significantly changed.The share of expenditure of consolidated budgets of the Russian regions for VET-education has increased steadily against the background of the simultaneous reduction in federal level funding.During the last 15 years the share of expenditure on vocational education in the overall structure of public expenditure on education was rapidly decreasing.As affected of 2008 crisis and deficit of regional budgets, the Federal Program for the Development of Education 2011-2015 played an important role in the process of updates material and technical basis.Another crucial effect of Program consist in expansion of private-public partnership model in VET system.

This article describes the vocational education and training (VET) data collections and surveys managed by the National Centre for Vocational Education Research (NCVER). Each collection and survey focuses on a different aspect of the Australian VET system and include: (1) the VET provider collection; (2) the Ministerial Council on Education, Employment, Training and Youth Affairs VET in Schools collection; (3) the VET Finance collection; (4) the Apprenticeships collection; (5) the Student outcomes survey; (6) Employers' use and views of the VET system; (7) the Indigenous students survey; (8) the Down the track survey; (9) additional surveys as required by policy directions. The collection, analysis and reporting of VET data are guided by a publicly available set of specifications, the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS), which was implemented in 1994.

This study examined the influence of organizational culture on women’s participation in the management of the Vocational Education and Training Authority in Songea District. The study adopted the case study design to examine the influence of organizational culture on women’s participation in management. The study collected data from the target population of 70 employees of VETA comprising the management team, teaching staff, and non-teaching staff. The primary data were collected using questionnaires and interviews; while the secondary data were collected to supplement the primary information. The study used both quantitative and qualitative techniques to analyze data. The study conducted correlation analysis to determine the relationship between variables. The study found that the overall mean of organizational culture is rated at the mean score of 3 indicating that somehow organizational culture influences women’s participation in management. The study concluded that organizational culture improves women's participation in management. Therefore, the study recommends that the government should continue to promote and incorporate positive organizational culture in administrative policies and other useful guidelines in public sectors promoting women's participation in the management of public institutions.

The article analyzes the current state of the regulatory framework and the corresponding mechanism of strategic planning and management of vocational education in the Russian Federation. The main element of the mechanism for implementing state policy in the field of personnel training is the state programs of scientific and technological development and education development. Poor quality and insufficiently balanced development of vocational education is one of the main factors of weak innovation activity of the economy. In turn, this creates a low demand for the training of new generations of personnel capable of ensuring the implementation of priority areas of scientific and technological development.
 The article presents recommendations for improving the mechanism of strategic planning and management of vocational education, planning budget expenditures for science and vocational education.