The Role of Education in Shaping Political Participation Among Young Voters

The aim of this research is to obtain an overview of the social skills of late adolescents studying vocational school in Bekasi City. This research is descriptive quantitative research with a purposive sampling technique. The research sample consisted of 100 finalist teenagers studying vocational school in Bekasi City. The social skills measuring tool has 19 valid items and a reliability value of 0.904. The results of the research show that there are more teenagers taking vocational high school education in Bekasi City with a high level of social skills (56%), compared to low social skills (44%). The highest percentage of those with high social skills were found in late teens taking vocational school education in Bekasi City, male (56.5%), 16 years old (67.9%), 10th grade (67.9%), and from the City Vocational School area. West Bekasi (100.0%). The highest percentage of those with low social skills were found in late teens taking vocational school education in Bekasi City, female (44.4%), 18 years old (50.0%), 12th grade (48.8%), and from the Bekasi City Vocational School area. north (53.5%).

This study aims to analyze the influence of visionary leadership based on integrity and professionalism on the quality of education in vocational high schools (SMK). The research method employed is quantitative, with data analysis techniques using Structural Equation Modeling-Partial Least Squares (SEM-PLS). The sample consists of 246 vocational school teachers selected through cluster sampling in Bireun Regency, Aceh. The results indicate that visionary leadership based on integrity and professionalism has a significant impact on the quality of education in vocational schools. The school quality variable is explained by the visionary leadership construct, which comprises the dimensions of integrity and professionalism, accounting for 82.5% of the variance. The study finds that visionary leadership grounded in integrity and professionalism has a significant positive impact on educational quality in vocational high schools, explaining 82.5% of the variation in school quality. Professionalism-based leadership was identified as having the strongest influence on school quality, followed by integrity-based leadership and general visionary leadership, all of which proved statistically significant. The implications of these findings suggest that schools should emphasize strengthening integrity and professionalism in the leadership of school principals to sustainably improve educational quality. Enhancing visionary leadership will better equip schools to face educational challenges in the era of globalization and technological disruption. This research uniquely focuses on visionary leadership in vocational education, emphasizing integrity and professionalism as critical components, unlike previous studies that often addressed general school environments without these specific leadership dimensions.

The introduction of outcomes‐based vocational education in schools can have significant impact on the management and delivery of education and training. These impacts are not limited to classroom practice, and extend to the fields of policy and system coordination. This article reports on the results of a major trial of outcomes‐oriented vocational education and training in vocational schools and colleges in the Chongqing municipality of central China. Between March 2002 and August 2007, a team of Australian advisors worked with the Chongqing Municipal Education Commission to implement new vocational education and training programmes in five key industry fields. Phase 1 of the project worked with five pilot schools, but by the end of the project, over 60 different schools, colleges and universities were participating in the project along with key agencies and ministries at the municipal and national levels. The article provides an overview of the project and highlights the key challenges experienced during the five years of implementation. It situates the key outcomes against the broader process of reform to technical and vocational education and training in China, and then considers the likely long‐term impacts through consideration of what reforms remain in place 18 months after the project ended.

Purpose: This study investigated the obstacles facing vocational education online. The results of the questionnaire showed different views for the teachers and if there is an impact on these views according to the variables of gender and experience. Methodology: The study used the descriptive field survey method and included 132 teachers from different schools in the UAE. The study used a questionnaire to identify the obstacles to online vocational education in the UAE vocational schools from the point of view of vocational teachers. The questionnaire for vocational teachers consisted of (62) items distributed over five dimensions that measured the problems of vocational education. Findings: The findings showed that the use of online courses to teach vocational training seems difficult because of the practical aspect, which is an integral part of this kind of education. the study found equal views from both genders, as both groups were placed in the same conditions and were subject to the same laws and legislation. They apply the same study plan and face the same problems of capabilities, equipment, and financing problems. The results of the table showed that there are no statistically significant differences in the areas of problems and the total degree of problems in vocational education in vocational schools due to the years of experience variable.

The study aims at identifying obstacles of orienting vocational education in the school of future in Gaza Strip according to educational supervisors’ views in public schools in Gaza Strip. This study highlights those views according to the variables of the study data (gender, educational qualifications, years of service) and suggests recommended solutions to overcome them. In order to achieve the study results, the study depicts the analytic descriptive method by distributing a questionnaire consisted of (32) items covering four major fields related to the nature of the study. The study population includes all educational supervisors in public schools in the Ministry of Higher Education (MOHE) in Gaza Strip in the academic year 2016/2017. The study recommended the need to raise the level of awareness of all society segments as a whole; its institutions and the educational community to the importance of orienting vocational education in the school of future in Gaza Strip.

Aim/Purpose: The aim of this work is to explore which factors impact on the adoption of the flipped classroom in vocational education to pave the way for the schools which want to apply this model. Background: Although various experiences in the use of the flipped classroom have been reported in recent years in the literature, fewer efforts have been done on how to implement this model from a pedagogical standpoint. The factors that influence its adoption have not been studied in depth, at least not in a global way. These factors include the use of technology and teaching methodologies active in the classroom, the trend towards innovation of teachers and schools, and whether teachers have the necessary ICT training and infrastructures. Moreover, although the results of many experiences in Higher Education have been published, this is not so for other levels of education, such as vocational schools. Methodology: A quantitative research method was used by constructing a questionnaire. The questionnaire included open questions in order to obtain qualitative information, which enriched the results obtained. Descriptive and factor analysis was used to analyze data, within the framework of the project FlipIT!–Flipped Classroom in the European Vocational Education”, ERASMUS+ Strategic Partnership (2015-1-HU01-KA202-013555) funded by the European Union, with the participation of Hungary, the United Kingdom, Ireland, the Czech Republic, and Spain. The research sample includes 625 teachers (434 from Spain, 121 from Hungary and 61 from the Czech Republic) from schools participating or somehow associated to the project. Contribution: An empirically validated framework of the factors influencing the adoption of the flipped classroom approach in schools was obtained. This framework can guide the curriculum design of flipped classroom model courses for vocational education teachers. Findings: Empirically validated factors for the adoption of the flipped classroom in technical schools are presented. In addition, descriptive analysis results from a sample of 625 vocational education teachers confirmed that the countries involved in the survey fulfill the factors needed for the adoption of the flipped classroom in vocational education schools. Another important result is that, according to the surveyed teachers, the flipped classroom is a strongly practice-oriented method very suitable for vocational education. Recommendations for Practitioners: The framework here presented can guide the curriculum design of flipped classroom model courses for vocational and technical education teachers and allow schools to know the factors to review and improve in order to use the model. Recommendation for Researchers: This study is a first step toward determining the factors needed for the adoption of the flipped classroom model in vocational and technical schools. More studies using alternative data sources and methods are needed to obtain a definite model to support this adoption since FC has proved to be a very successful model for motivating students. We hope these results pave the way for schools who want to adopt the FC model and for focusing teaching training on the competences that this work detected. Impact on Society: Recently, we are witnessing an important debate about the future of education at every level. Different innovative methodologies have emerged in a search for more motivating and effective ways to learn, as well as to develop in our students the so-called 21st-century skills such as critical thinking, communication and collaboration, creativity, and information, media and technology skills. The flipped classroom approach can help to improve vocational education by changing traditional classes and teaching students other important soft skills, such as teamwork and collaboration, reflection, digital skills, and self-study. Future Research: The model is currently being implemented in schools in Spain, Hungary, and the Czech Republic using the results obtained here under the framework of the European project “FlipIT!–Flipped Classroom in the European Vocational Education”, ERASMUS+ Strategic Partnership (2015-1-HU01-KA202-013555). After checking the criteria obtained in the framework for each of the participating schools, as a first step, an online course has been created using the competences obtained in this framework, both pedagogical and ICT. Once the course is completed, the teachers will carry out a pilot project to use the model. We hope the framework is useful to other researchers in order to implement the model in other countries and extend it with other criteria to obtain a validated international framework. This study is a first step toward determining the factors needed for the adoption of the flipped classroom model in technical schools. More studies using alternative data sources and methods are needed to obtain a definite model to support this adoption since FC has proved to be a very successful model for motivating students. We hope these results pave the way for schools who want to adopt the FC model and for focusing teacher training on competences.

The quality of education in Vocational High Schools (SMK) faces significant challenges, particularly concerning teacher leadership, work environment, and motivation. This study aims to investigate the influence of these factors on teacher performance and the overall quality of education in vocational schools throughout Malang Raya. Employing a quantitative research method, data were collected through surveys administered to teachers, focusing on three exogenous variables: Leadership (Teacher Learning Leadership), Work Environment, and Motivation (Internal/Intrinsic Motivation), alongside the endogenous variable of Teacher Performance and the intervening variable of Quality of Education. The results indicate that effective leadership, a supportive work environment, and high levels of motivation significantly enhance teacher performance, positively impacting the quality of education. Leadership (X1) contributes 4% to teacher performance (Y), while the work environment (X2) has a significant impact, contributing 39.4%. Additionally, motivation (X3) accounts for 11.4% of the variance in teacher performance. The overall model demonstrates a coefficient of determination (R²) of 0.549, indicating that approximately 54.9% of the variability in teacher performance can be explained by the combined effects of leadership, work environment, and motivation. In conclusion, The study emphasizes how crucial it is to create a positive work atmosphere and boost teacher motivation by utilizing effective leadership techniques. The implications of this research provide evidence-based recommendations for developing programs that support teacher performance and improve educational quality in vocational schools. By prioritizing these factors, educational institutions can better equip teachers to fulfill their diverse roles and responsibilities, ultimately benefiting student learning experiences.

The impact of skills and training on local development

The article deals with the applied aspects of the development of the culture of communication of modern managers of vocational education schools in the structure of their management activities. The research shows the content of the culture of communication of the vocational schools managers and the understanding of the phenomenon of communicative competence as the basic component of the culture of communication of the heads of vocational education schools. The essence of the notion «culture of communication» was considered. The results of the research aimed at studying the state of culture of communication, interests, needs and readiness of the heads of vocational schools to the development of culture of communication are presented. The main attention in the article is paid to the diagnostics of the communicative competence of the heads of vocational and technical education schools. It was determined that the process of improvement of communicative competence is connected with the development of personality. The current head of vocational school in his field should own not only knowledge, skills and abilities, but also well-developed creative, communicative and other abilities. The development of culture of communication of the heads of vocational schools should encourage leaders to obtain psychological knowledge, a desire for self-improvement, and an awareness of the necessity to develop their own culture of communication.

The purpose of this study was to determine the science education curriculum in vocational high schools. We used the literature review method to obtain data. We analyzed the national curriculum in Indonesia regarding science education in vocational schools. The results showed that almost all vocational programs in vocational schools contain material about science education. The science education curriculum was contained in class X material in the content of vocational specialization (C1, C2, and C3), especially integrated science subjects. That is because science material was the basis for studying further material related to scientific phenomena in an applicative way. This research is expected to make it easier for readers to understand science education in vocational schools.

BackgroundThe foundation for mental health is laid in childhood and adolescence.For young people, adolescence is associated with multiple developmental tasks. In this vulnerable phase of life, they often start a vocational training. Particularly during vocational training in the health and social care sector, adolescents are confronted with highly stressful situations, e.g., serious illness, death, or sexual harassment. In this study we aimed to explore adolescents’ experiences and perceptions affecting their mental health during vocational education and training.MethodsWe performed five focus group interviews with a total of 41 vocational education and training students from different fields in the health and social care professions. Data analysis was based on Interpretative Phenomenological Analysis (IPA) according to Smith.ResultsWe identified five superordinate themes and 17 subordinate themes. The personal circumstances and the pronounced shortage of staff throughout the health and social care sector play a major role for the vocational education and training students’ (VETs) mental health during their vocational training. In addition, vocational education and training students are confronted with various challenges that are atypical for their age (e.g. the death of a patient). They try to being able to maintain a balance between the stressful factors and the coping strategies available to them. This can improve as well as worsen mental health and well-being. Vocational education and training students express the need to counteract the stressful factors of their vocational training with positive aspects of their lives. They try to find a bridge to the outside world again. However, they depend on the support from the vocational training school, the vocational training company, and their social environment.ConclusionToday’s vocational education and training students are tomorrow’s skilled workers. Investing in their mental health can help reduce staff shortages in the long term and prevent mental health impairments in this vulnerable group. To this end, training institutions, companies and politicians should create appropriate framework conditions.

The purpose of this study was to investigate the development of critical thinking abilities in vocational and technical education secondary schools in Anambra State. A comprehensive literature review was conducted to identify the current state of critical thinking education in vocational and technical schools. One research question and one hypothesis in line with the research purpose guided this study. The research methods included surveys and interviews with teachers and students from selected schools in Anambra State. The population consists of 9,847 respondents, random sampling technique eas used to select 384 respondents. Instrument for data collection was questionnaire, the instrument was validated and reliability was tested ans retested. Data analysis revealed that the majority of vocational and technical education schools in Anambra State have a moderate level of critical thinking education. However, there are several challenges that hinder the full development of critical thinking abilities, such as lack of resources, inadequate training for teachers, and a curriculum that focuses more on practical skills rather than critical thinking. Based on these findings, recommendations are provided for improving critical thinking education in vocational and technical schools in Anambra State. These recommendations include incorporating critical thinking into the curriculum, providing training for teachers, and allocating more resources for critical thinking education. Overall, this study provides valuable insights into the current state of critical thinking education in vocational and technical schools in Anambra State and offers suggestions for improving its development.

Class culture construction is a pivotal component of moral education in vocational schools, playing a significant role in shaping students’ personal qualities and enhancing their awareness of social responsibility and collective consciousness. This study proposes a range of strategies for integrating class culture construction into vocational moral education practice, aiming to foster students’ comprehensive development and effective moral education implementation. The research highlights that class culture, as a fundamental aspect of school culture, not only provides a supportive learning environment but also subtly influences students’ moral qualities, behavior, and values. Through the development of material, institutional, and spiritual culture, this approach creates a positive and harmonious class atmosphere, thereby improving students’ overall educational experience. Additionally, strengthened teacher-student interaction and home-school cooperation further support students’ moral growth. This approach not only enhances students’ core competencies but also cultivates their sense of social responsibility and civic awareness, establishing a solid foundation for their future development.

This paper focuses on the important topic of labor education in vocational schools in the new era. Based on in-depth exploration of relevant theories and practices, it comprehensively analyzes many problems existing in the current labor education in vocational schools, such as insufficient attention, weak teaching staff, lack of practice bases, and imperfect evaluation mechanisms. Then, it puts forward a series of targeted optimization strategies, including strengthening the educational concept, optimizing the curriculum system, strengthening the construction of the teaching staff, improving the practice bases, and establishing a scientific evaluation mechanism. At the same time, it deeply discusses and expounds on advanced modes, such as industry-education integration, innovation and entrepreneurship education, and modern apprenticeship, aiming to promote the high-quality development of labor education in vocational schools, cultivate high-quality laborers that meet the requirements of the new era, and provide strong talent support for social and economic development.

Vocational High Schools have an important role in improving the quality of human resources to meet industrial needs. However, the current education system in Vocational Schools especially in Purwakarta, Subang, Karawang, Bekasi (PURWASUKASI) still has disadvantages compared to other countries. The government through the ministry of industry has started vocational education for Vocational Schools in Indonesia. Vocational education conducted to support the creation of qualified human resources that can meet the industrial needs related to labor. The implementation of information technology in the field of education is one of the ways to improve the quality of education, including education in vocational schools. E-learning implementation aims to improve the quality of education. E-learning is often used in the application of adaptive learning in the field of education. In this study, an e-learning system model has been created that has been developed to support industrial based adaptive learning for Vocational High Schools in PURWASUKASI. The system that has been developed has been tested from the functional side of the system and shows that the developed e-learning system is ready to use.