Vocational Education Research Articles

Research on Methods for Integrating Craftsmanship Spirit into Vocational Education

This paper explores effective methods to integrate the concept of craftsmanship spirit into vocational education. By analyzing the principles of craftsmanship—such as dedication, precision, and innovation—this research highlights the importance of fostering these values among vocational students. Drawing on both theoretical frameworks and practical examples, the paper proposes several strategies for embedding craftsmanship values into the curriculum, including the enhancement of practical training, mentoring programs, and industry partnerships. The integration of craftsmanship spirit is crucial for the professional growth of students and the development of high-quality, skilled labor forces in today’s economy.

Fine Motor Impairment and Its Impact on Social Outcomes in Survivors of Pediatric Acute Lymphoblastic Leukemia: St. Jude Lifetime Cohort Study.

The impact of fine motor impairment among adult survivors of childhood acute lymphoblastic leukemia (ALL) on life after treatment is unknown. This study evaluated prevalence and utilized multivariate logistic regression to identify risk factors for fine motor impairment among survivors of ALL, and associations with educational attainment and social independence. Latent class analysis defined social independence (independent, moderately independent, dependent), using employment, independent living, personal care assistance, routine need assistance, driver's license status, and marital status inputs. Among 875 survivors who were ≥ 25years old (age when most adults achieve independence) and ≥ 5years from diagnosis (mean = 28.97years), 33.6% had fine motor impairment, with scores at or below the 10th percentile of the scores of community controls (n = 460) on fine motor components of the physical performance test and the grooved peg-board test. Survivors exposed to cranial radiation had more fine motor impairment than those without (45.8% vs 20.2%). Male sex (exposed: odds ratio [OR] = 2.55, 95% confidence interval [CI] = 1.65-3.92; unexposed: OR = 3.02, 95% CI = 1.69-5.38) and lower scores on the Wechsler abbreviated scale of intelligence (exposed: OR = 0.46, 95% CI = 0.36-0.58; unexposed: OR = 0.43, 95% CI = 0.31-0.58) were risk factors for neuropathy. A 1-point-higher total neuropathy score was associated with 8% (95% CI = 1%-17%) increased odds of fine motor impairment. Fine motor impairment was associated with less than a college education (less than high school: OR = 2.23, 95% CI = 1.20-4.14; high school diploma/general equivalency diploma: OR = 2.66, 95% CI = 1.65-4.30; vocational education: OR = 2.07, 95% CI = 1.38-3.13) and less social independence (moderately independent: OR = 1.80, 95% CI = 1.15-2.83; dependent: OR = 2.65, 95% CI = 1.25-5.64). Fine motor impairment in survivors of childhood ALL may interfere with optimal educational attainment and social independence. Early identification of survivors at risk for fine motor impairment, with timely intervention, may improve long-term outcomes.

Opportunities and challenges to human flourishing – biographical learning experiences of ITE graduates in Singapore

ABSTRACT In the performative meritocracy of Singapore where academic achievement is seen as the key to success in the society, vocational education is seen as inferior in the education system. This paper examines the educational experiences of vocational youths who went through the Institute of Technical Education (ITE), an institution that is often not seen as a school of choice. We investigate the life and educational experiences of ITE graduates examining interview data collected through the Biographical Narrative Interpretive Method (BNIM), which elicit lived experiences in narrative form. Through studying the graduates’ biographical learning narratives, we explore the opportunities and challenges to human flourishing. This study has implications for enhancing the ecology of learning as well as VET standing in Singapore and beyond.

Enhancing global maritime education: a qualitative exploration of post-internship perspectives and preparedness among cadets

This research investigates the post-internship phase for cadets at the Sekolah Tinggi Ilmu Pelayaran Jakarta with a focus on curriculum effectiveness, vocational training impact, language proficiency challenges, technology integration preferences, and the intricate influence of geographical diversity. Results reveal the integrative curriculum's success in transitioning theoretical knowledge to practical application, emphasizing the critical role of vocational training. Language proficiency nuances and a desire for balanced technology integration emerge, while geographical diversity affects cultural adaptation. Implications include refining maritime education, fostering inclusivity, and aligning educational practices with industry demands. Recognizing limitations, the study advocates for broader institutional research and targeted language proficiency investigations in future studies.

Metadisciplinary competencies and assessment of their maturity in the organisation of the educational process at teacher training colleges

Introduction. The labour market-driven changes in educational requirements, the development of information technologies and transformation of social relations require students’ new subject-specific and metadisciplinary competencies which should be formed at all levels of education. The aim of the study is to substantiate the role of metadisciplinary competencies and assessment of their maturity in the organisation of the educational process in teacher training colleges. Materials and methods. The study involved 1,742 students of teacher training colleges of the Chechen Republic, Republic of Ingushetia, Republic of North Ossetia–Alania, Republic of Dagestan, Kabardino-Balkarian Republic and Karachay-Cherkess Republic (Russian Federation). Methods: source analysis, author’s questionnaire for diagnosing metadisciplinary competencies in students of pedagogical colleges, methodology of assessing communication and organisational aptitudes COA-1 (V.A. Sinyavsky, B.A. Fedorishin). Results. The monitoring of the maturity level in metadisciplinary competencies revealed the deficiency in students’ goal-setting, information search abilities, cooperation and self-assessment. The following maturity level of metadisciplinary competencies in students of teacher training colleges was revealed: the majority of learners showed a goal-setting level (67.4%), information search and analysis ability (67.4%), cooperation level (68.1%), and self-assessment level (68.6%) – as specific of the average level. The elaborated model of educational process continuity covering schools, pedagogical colleges and teacher training colleges was based on the development of metadisciplinary competencies. Network interaction of pedagogical workshops was set up in secondary vocational schools of the North Caucasus Federal District (NCFD) of the Russian Federation – as a mechanism for ensuring consistency and continuity of future teachers’ training in the system of secondary vocational and higher pedagogical education. Conclusion. The implementation of the research results into the practice of pedagogical colleges and universities allows to improve the quality of future teachers’ schooling. The graduates of educational institutions involved in the network interaction of pedagogical workshops will possess not only subject-specific knowledge but also metadisciplinary competencies necessary for successful professional activity.

Schools and industries producing educational-labor paths in secondary TVET in Chile: Who sets the skills agenda?

This research studies the relations and articulations between two schools from the Antofagasta Region, located in the mining north of Chile, and three of mining companies in the country, which have part of their main operations in the surrounding territories of these schools. This study interrogates the forms of articulation between these schools and the companies, analyzing the main actions, agendas and institutional purposes that both the schools and the companies seek regarding each institutional needs and perspectives. We critically examine these articulations and relationships because, as a result of Chilean public policy in the area of TVET, which is intended to be an industry demand-oriented training policy, the mining industry is actively influencing the school training processes and curriculum, which does not necessarily result in the acquisition of relevant and significant skills for students. This study was designed from a qualitative approach, through the application of two-rounds of situated in-depth interviews to schools’ managers and professionals from mining companies from the north region of Chile. The findings illustrate the ways in which different efforts, contributions and formative actions provided by the companies are reshaping the educational processes inside the schools, establishing educational agendas that expect to provide more efficient alignments between the schools and the companies’ labor needs. Specifically, the paper argues that mining industry companies promote a reduced technical skills approach. This does not include long-term educational planning within the schools, and alternative technical, relational and transformational approaches to skills are absent. The former conventional notions of vocational education and training are being challenged by theoretical and empirical literature. A critical discussion on the skills agenda setting in VET systems is also presented. This study offers an original analytical review and an in-depth study on the dynamics and discourses that articulate and motivate the collaboration between VET schools and mining companies in the Chilean North.

Dari Kuasa Kapitalisme Tradisional Menuju Kendali Kapitalisme Digital: Studi Kasus Desainer Grafis Online Otodidak di Dusun Kaliabu

This study examines how self-taught online graphic designers in Kaliabu Village, Salaman District, Magelang Regency, Central Java, navigate the challenges and dependencies arising from digital platforms, particularly 99designs. Using a case study and in-depth interviews, the research reveals that, while digital technology appears to open new opportunities and empower individuals, it often reinforces control and exploitation within the digital economy. Most Kaliabu designers, lacking formal technical or creative education, leverage 99designs to access the global market, relying on self-developed skills to compete. Despite utilizing their informal capital, they are constrained by the platform's stringent rules. Although 99designs offers broad economic access, it imposes terms that limit designers' autonomy and innovation. Dependence on the platform forces designers to constantly adapt to its policies and face intense competition. The crowdsourcing system of 99designs, where projects are awarded through open competitions, exacerbates these dynamics, pushing designers to compete for every job. In the digital capitalist context, their informal capital often fails to overcome the platform's control and exploitation. This study highlights that while Kaliabu's self-taught designers can compete globally, they must navigate the balance between the freedom and control offered by digital technology. Digital technology enables participation in the digital industry but also presents challenges of control and exploitation that need addressing.

Application of artificial intelligence in career development of women in STEM field: Counseling, network construction and recruitment

With the rapid development of science and technology, the application of artificial intelligence (AI) in STEM (science, technology, engineering and mathematics) is increasingly extensive, which provides a new idea for solving the challenges of women's career development in STEM. This paper deeply discusses the application of AI in counseling, network construction and recruitment of women's STEM career development, aiming at promoting gender equality and women's career growth. In career counseling, AI technology provides customized career advice and development path for women through deep learning and big data analysis. According to personal education background, skill level, hobbies and career goals, the system intelligently recommends suitable career directions, and updates industry trends and job market data in real time to help women make more informed career choices. The AI tutoring system also enhances women's professional self-confidence through functions such as simulated interviews and career planning exercises. In terms of network construction, AI helps women to expand their professional networks more effectively through intelligent recommendation system. Based on user behavior data and preferences, AI accurately recommends industry seminars, technical exchange activities and online communities to promote women to establish contacts with like-minded professionals. AI also assists women in managing and maintaining network relationships, ensures the continuity of network interaction through intelligent reminding functions, and identifies key nodes and influential people to enhance network quality. In the recruitment process, AI technology reduces gender bias and improves the fairness and transparency of recruitment through automatic resume screening, standardized interview process and competency-based evaluation model. AI system can analyze a large amount of data, accurately match the skills and job requirements of female candidates, and improve the employment rate of women in STEM field. At the same time, through transparent algorithm decision-making process and fairness check, the potential gender bias problem in AI algorithm is overcome. The research in this paper provides theoretical support and practical guidance for using AI technology to promote women's career development in STEM field, and helps to build a more equal and inclusive scientific and technological working environment.

Employment Status Analysis of Students in Vocational Colleges under the Background of Industry 5.0

This study analyzes students' employment status in vocational colleges based on Industry 5.0 context. We identify key factors affecting employment rates, and proposes strategies to address the students’ employment potential. The study integrates theory and practice in teaching, optimizing content and methods to meet industry needs, and enhancing students’ employability. The study recommends educational and teaching reforms, including the "dual-teacher" model, entrepreneurship education, industry training, and certification, to improve students' adaptability and competitiveness in the job market. This offers practical guidance for educational institutions and enterprises to enhance the quality of vocational education and meet the talent requirements of modern manufacturing industries.

Digital instruments in the educational environment of the system of secondary vocational education

Digital instruments in the educational environment of the system of secondary vocational education

Realisation of secondary vocational education programmes in high-tech training areas in LPR, DPR, Kherson and Zaporozhye regions in the aspect of career needs

Introduction. Special attention in the conditions of active technological development and digitalisation of the economy is paid to training specialists mastering secondary vocational education (hereinafter – SVE). This interest is based on the demand in the labour market for such specialists who will be able to make a significant contribution to the development of high-tech industries. To secure the successful implementation of SVE programmes in Donetsk People’s Republic (hereinafter – DPR), Lugansk People’s Republic (hereinafter – LPR), Zaporozhye and Kherson regions, it is necessary to ensure compliance with the learners’ career needs. For this purpose, it is necessary to take into account the needs of the labour market as well as the dominant industrial areas in these territories. The aim of the article is to analyse the current state of the SVE system in LPR, DPR, Zaporozhye and Kherson regions in high-technology training programmes in the context of the career needs of the new regions. Research methods. The quantitative and qualitative analysis was implemented using the number of the involved educational institutions: DPR (64), LPR (60), Zaporozhye (14), Kherson (4) and Kemerovo regions (84). Results. The large number of institutions makes it possible to implement the “Professionalisation” programme in the above regions, but at the moment no localisation of territories is available, including technological clusters. The comparative analysis of the SVE institutions in DPR and Kuzbass regions revealed the predominance of high-tech fields: computer science and engineering (13 and 11), mechanical engineering (12 and 15), land transport engineering and technology (16 and 10), construction engineering and technology (8 and 14). The SVE training areas in DPR are characterised by more programmes in the field «Economics and management» (24) and «Electrical and heat engineering» (17). Conclusion. The survey results can serve as a basis for designing a teacher training system aimed at the realisation of SVE programmes and supplementary education programmes in high-tech training areas in the said regions.

Organisational and Ethical Challenges While Caring for Older People During the COVID-19 Pandemic in Sweden: AFocus Group Study.

During the COVID-19 pandemic, older people in Sweden's residential care facilities and home care services experienced high mortality rates. Prior to the pandemic, the care of older people in Sweden was challenged by organisational and regulatory changes, an ageing population and insufficient increases in staff numbers. These issues led to high staff turnover, increased workloads, stress, burnout and a perceived inability to provide satisfactory care. The pandemic brought about increased job strain, stress, anxiety, depression and post-traumatic stress disorder among the staff who cared for older people. The aim of this study was therefore to focus on assistant nurses and care aides' experiences of their work environments when caring for older people during the pandemic in Sweden. The data were collected through four focus groups interviews and analysed using qualitative content analysis. The results showed that the care staff had to navigate organisational and ethical challenges in poor and unsafe work environments. They lacked supportive leadership in their respective organisations, were neither valued, seen nor heard and were treated as 'plain doers'. During the pandemic, they were unable to protect or communicate easily with the older people in their care, which had harsh consequences. According to the participants, the pandemic left them, their working conditions and this part of the care system in a worse situation than before the pandemic. The pandemic thus revealed more unsustainable and unethical working conditions for the staff than before it, including the vulnerability of the older people in their care. The findings highlights the need of policies that ensure adequate training and instruction on medical issues, for managers responsible for overseeing the care of older people. There are also a need of provision of sufficient support for care staff and health care professionals during crises. The findings also underscore the need of feasible and efficient strategies do disseminate care information and address the psychosocial needs of older people.

Teachers with a refugee background work as educators in Germany

This study's focus is to determine refugee teachers' views regarding their ability to work as teachers in Germany, their initiatives, and the challenges they face. In this context, the study was conducted based on qualitative research methodology. In order to collect data a total of 265 teachers residing in the 16 states of Germany were reached. Upon examining the results, it is observed that the majority of participants express a desire to work as teachers in Germany, while only a few have actually obtained the opportunity to work as teachers in Germany. More than half of the participants who are currently working as teachers reside in the North Rhine-Westphalia state. When analyzing the results, it becomes evident that a significant portion of the participants are strongly inclined to pursue a teaching career in Germany. However, the data reveals that the actual attainment of employment as teacher in Germany remains relatively low among the respondents. Furthermore, it is noteworthy that a majority of the teachers currently employed in the profession are concentrated in the North Rhine-Westphalia state.

Researching the Job Corps at Acadia National Park

The War on Poverty-era Job Corps conservation centers of the National Park Service offer an important narrative about the contributions of young people of color and poor white people to conservation and the national parks. At a time when the agency is eager to diversify both its staff and visitors, this is an important history for the NPS to research and interpret for the public. The Job Corps and other federal youth conservation programs also offer important lessons for current and future job training and conservation programs. These lessons underscore the need to fully consider issues of race and class in federal programs that seek to address poverty and conservation, and to consider whether federal land agencies such as the National Park Service are equipped to handle this task.

Hybrid Education in Remote Nursing Placements in Australia: A Descriptive Qualitative Study.

Rural and remote areas offer unique opportunities for undergraduate nurses. Extended placements boost work readiness, improve assessment skills, and increase likelihood of practicing in these areas post-registration. However, hybrid delivery of curriculum content in not well understood. Undergraduate Extended Nurse Placement Program (ENPP) and on campus students, and academics were recruited from a major tertiary institution to understand impact of hybrid delivery for nursing curriculum. Data were obtained from descriptive qualitative design and focus group interviews. A process of thematic analysis generated themes and findings. There were 12 participants: academics (n = 4), ENPP students (n = 7), and 1 on campus student. The main theme was "Bridging the Hybrid Gap," with two sub-themes: (1) separation, describes ENPP students emotional, experiential, and academic disconnect from on-campus students; and (2) adaptation, describes strategies used to adjust to hybrid learning. Technology has evolved and presents opportunities for nursing education. We must continue to enhance education design in the nursing curriculum context. [J Nurs Educ. 2024;63(11):755-763.].

Reexamining Knowledge Management Education in Higher Institutions of Learning in Africa: A South African Perspective

Abstract: For twenty-first-century higher education institutions to stay relevant in a rapidly evolving techno-economic environment, knowledge management (KM) education is crucial in their curriculum. KM education expands the theoretical underpinnings of the discipline, producing skilled and competent professionals to implement KM in organizations and businesses. Researchers have reported the lack of an educational career path for KM professionals and have advocated for the need to build a professional qualification that can serve to establish KM, with agreed and accepted entry requirements. KM at educational institutions is still emerging as an interdisciplinary research and teaching discipline, notwithstanding the fact that the concept emerged as an academic discipline in the 1990s. Although KM has been established at private- and public-sector organizations in Africa, it is yet to be integrated as a discipline at most of these institutions. Drawing from five different perspectives of KM, a guideline for KM education is presented comprising an integrated KM curriculum that includes every KM discipline. The article advocates for KM education at higher education institutions from an African perspective. Since the discipline is still maturing, KM researchers have advocated for an annual survey of KM education to track progress toward a mature academic discipline.

Institutional implementation of Industry 4.0 competencies in TVET programmes in the Indo-Pacific: Critical success factors

This article responds to the question: What are the critical success factors that support the implementation of Industry 4.0 competencies in TVET (technical and vocational education and training) programme offerings? The scope of our study was programme offerings targeting STEM (science, technology, engineering and mathematics) fields at the tertiary level across 15 countries in the Indo-Pacific region. The study evaluated the ‘actions already taken’ to implement Industry 4.0 competencies, and a survey questionnaire was used to collect data. The findings identified staff capacity development, a supportive culture, the availability of resources, and public awareness as critical success factors. In addition, TVET institution type and the annual growth rate of real GDP (gross domestic product) per employed person were found to boost the relationship between these factors. This means that TVET colleges are in a weaker position in implementing Industry 4.0 compared with the other two types of institutions in the study.

TRAINERS CONTINUOUS PROFESSIONAL DEVELOPMENT AND STUDENTS LEARNING OUTCOMES IN TVET INSTITUTIONS

The study sought to establish the influence of Continuous Professional Development (CPD) programs on students learning outcomes in Technical and Vocational Education and Training (TVET) institutions in Ruhango District, Rwanda. The study aimed to determine the influence of CPD programs on course completion rates, acquisition of practical skills and competencies and students participation/engagement among TVET students. Using cross-sectional research design with mixed methods, data were collected from a sample of 427 respondents, including instructors, headteachers, and Sector Education Inspectors (SEIs). Simple random sampling was used for schools and instructors, while headteachers and SEIs were selected through purposive sampling. Quantitative data were analyzed using frequency percentages and correlation analysis, while qualitative data were processed through thematic analysis.The findings revealed that CPD programs significantly enhance student learning outcomes in TVET institutions. A majority of respondents (80%) participated in CPD initiatives, with 65% reporting that CPD had a strong influence on improving course completion rates, and 85% highlighting its positive impact on the acquisition of practical skills and competencies. Additionally, 60% of respondents recognized a substantial influence of CPD on student engagement. Correlation analysis confirmed strong positive relationships between CPD and course completion (r = 0.72), practical skills acquisition (r = 0.85), and student engagement (r = 0.72). The study concluded that CPD programs play a critical role in improving educational outcomes in TVET institutions. Recommendations include tailoring CPD programs to specific technical fields, enhancing hands-on workshops, providing more frequent CPD opportunities, and implementing structured monitoring and evaluation mechanisms. Future research should explore the influence of CPD on specific technical skills and examine its long-term impact on both instructors and students.

The Influence of Curriculum, Accounting Expertise and Lecturer Competence on Student Work Readiness in the VUCA Era

The occurrence of a phenomenon of rapid change in all industries due to the VUCA era and its impact on the demand for workforce work readiness in the hotel industry is the background for this research. This study aims to analyze the work readiness of students at the Hospitality Accounting Management Study Program (Prodi MAH) at the Politeknik Pariwisata Bali based on the influence of curriculum factors, accounting expertise and lecturer competence. This research is quantitative research where data collection is carried out by distributing online questionnaires using Google Forms to all students of the Prodi MAH. Sampling using a census consists of Prodi MAH 8th semester students, as many as 60 people. Furthermore, the data was processed with SEM PLS using smartPLS software version 4.0. The findings indicated that curriculum and accounting expertise positively, significantly and directly impacted work readiness and indirectly affected work readiness through the mediation of lecturer competence.

Vocational education and training teachers’ perceptions of supporting students’ joy of studying in online courses

ABSTRACT Finnish vocational education and training (VET) delivered via online learning has been little studied from the perspective of student well-being. In this study, we examined how VET teachers perceive their students’ joy in online learning environments. The research was conducted as a themed interview with 20 VET teachers. The teachers answered questions regarding positive emotions, engagement, relationships, meaning, and accomplishment concerning the students’ joy of studying. The results showed that, according to the teachers’ perceptions, good digital skills helped the students to manage the online platform, and collaborative online platform used for their studies. The students experienced the joy of studying when the tasks in the online implementation included variety, activity, and work-life orientation. According to the teachers, students experienced the joy of studying when they received individual control and when the teacher also managed the group activities. Work-life oriented guidance also contributed to the students’ joy of studying.