Concept Of Vocational Education Research Articles

Research on Online Teaching Reform of E-commerce Courses in the Context of New Liberal Arts

With the development and application of contemporary information technology, in 2019, the document "National Vocational Education Reform Implementation Programme" proposed the development of the teaching mode of "Internet+ Education", that is, the use of modern and advanced information technology into the traditional classroom teaching mode, which has had a significant impact on the concept of vocational education and teaching methods. This has a significant impact on the education concept and teaching method of vocational education. As China's higher education institutions have long been bound by traditional concepts, there are problems such as insufficient use of information technology, low participation in the classroom, insufficient prominence of the student's subject position, and little interaction between teachers and students. Blended teaching, as a new teaching mode supported by network online technology, integrates online learning with traditional offline teaching, which not only makes use of the resource advantages of online learning to meet the individual needs of students, but also gives full play to the advantages of teacher dominance and systematic teaching in traditional teaching, and has received widespread attention from teachers and students. In this paper, we first sort out the literature on blended teaching in the past ten years, then analyse the pre-design of blended teaching mode for the course of "Fundamentals of E-commerce", design a blended teaching example and apply it to offline teaching practice, effectively combining pre-course independent pre-study, in-course discussion and learning, post-course consolidation and enhancement and offline classroom teaching, and finally analyse, discuss and summarize the effect of the practical application of blended teaching.

Дефициты методической компетентности педагогов профессионального обучения

The labor market today, more than ever, needs effective and highly qualified personnel ready to work in conditions of turbulence and uncertainty, and therefore teachers who are able to provide appropriate training for such personnel. However, the professional competences level of vocational training teachers does not always ensure the required quality. Therefore, it becomes important to organize a continuous monitoring system of the educational sphere and the labor market, which makes it possible to timely diagnose professional deficits of teaching staff and organize educational activities to eliminate them. The purpose of the article is to determine the reasons for the emergence of teachers’ professional deficits in organizations of the secondary vocational education system, to propose ways to overcome these deficiencies based on the identified educational needs of teachers. The study of professional deficiencies of vocational training teachers is implemented based on the competence approach, the concept of vocational education and the theory of professional deficits. The main method for collecting primary data was a questionnaire survey (n = 589). The groups of professional deficiencies of vocational training teachers in the field of methodical competence were identified (the use of modern forms and methods of organizing vocational and pedagogical training; the use of modern pedagogical, including digital technologies; creating conditions for the personal and professional students’ development; control and assessment). The research materials are an illustration of the experience of organizing monitoring of the educational sphere. The revealed level of vocational training teachers’ professional competence and specific deficiencies in methodical literacy will be useful for state bodies and other organizations of the vocational education system when developing a set of educational measures aimed at improving the professional competences of pedagogical staff for the vocational pedagogical education system.

DETERMINATION OF THE VOCATIONAL TAXONOMY HIERARCHY FOR HIGHER VOCATIONAL SCHOOL

Taxonomy can be defined as the naming or classification of an idea or name, according to one discipline. There is a lack of regulation in the concept of vocational education. Vocational education (SMK) cannot fully use Bloom's Taxonomy. Vocational Taxonomy is centered on psychomotor theory which emphasizes aspects of physical movement. However, the purpose of this research is to determine the appropriate Vocational Taxonomy hierarchical structure for SMKN 1 Jeunib. The design of this research is qualitative research which using interview method to assess the perception of the Vocational teacher in terms of determination the Vocational Taxonomy. The sample chosen was SMKN 1 Jeunib, Bireun, Aceh, which selected 54 teachers from all departments. The result presented that the teachers believed Vocational Taxonomy is important for SMK learning and teaching. In addition, the taxonomic function is very important and assisting in teaching and learning, aiding the curriculum preparation and contributing the practical activities. Then also, the taxonomy function is important in measurement and assessment of psychomotor activities. So, the Taxonomy was recommended to related parties (SMK, Polytechnic, Vocational College, or training Institution). The research also stated that there was a need for a link between cognitive and psychomotor aspects. Finally, the students not only mastered the aspects of knowledge but also proficiency.

Analysis of English Teaching Reform in Higher Vocational Colleges Based on the Concept of Vocational Education

Analysis of English Teaching Reform in Higher Vocational Colleges Based on the Concept of Vocational Education

Self-design Project Based Learning: Alternative Learning in Vocational Education

The purpose of this study was to obtain a self-design project based learning model as an alternative model to improve students skills. The design-based research and descriptive analyticwas implemented using interview, Focus Group Discussion (FGD), observation and document analysis. An interview was implemented to explore the basic orientation regarding product design, FGD was utilized to obtain the characteristics of the learning modelthatadoptedthe project-based learning (PBL) and work-based learning (WBL) involving expert participants from industry practitioners, vocational school teachers (mechanical engineering) and representative from professional certification bodies. An observation was to evaluate the competency standard involved the industry partner, and document analysis was to finalize the suitability of competencies that meet the standard. The result; this study suggests an integrative composition of materials that may applicable to guide and improve students’ learning;comprises of teaching and learning guidance in the integrative composition materials that might be able to make learning industrial nuance. The concept of vocational education is expected to produce competence graduateswhomeet the demand from industry. An application of this model provides an opportunity for students to gain experience as an industrial workers, as well as to grasp the actualcompetencies needed in the workplace.

Development of vocational education in Nigeria: The impact of corruption

This paper is a conceptual paper aimed at examining the effect of corruption on the development of vocational education in Nigeria. The paper reviews the relevant literature such as the concept, different levels, forms and origin of corruption. The concept of vocational education, the relationship between vocational education and corruption and the consequences of corruption on the development of vocational education in Nigeria are also examined. Some strategies for combating corruption and some of the efforts of the government to fight corruption were also looked at. In conclusion, a direct link between corruption and vocational education is established; some recommendations were suggested, which include that in order to reduce corruption, the government must have the political will to initiate and sustain the fight against corruption. Keywords: Corruption practices, education, vocational education, Nigeria, development.

THE STRATEGY FOR CREATION OF THE MODERN CONCEPT OF INTEGRATIVE-HOLISTIC EDUCATION (A CASE STUDY OF MINING SCHOOLS OF THE URALS)

Introduction. The relevance of the problem under study is caused by the contradiction between the necessity of fundamentalization of education, raising it to the level of the requirements of integral human development and the deepening disintegration of all sides of his life, including vocational education. The aim of the present publication is philosophical and pedagogical reflection and development of mechanisms for mainstreaming integrative-holistic approach when building a hypothetical model of professional education, aimed at provision of strategic turn towards more balanced (dialectical) approach to the traditional values of education. In particular, it concerns the experience of mining schools of the Urals. Methodology and research methods. A leading approach to the study of this problem is an integrative-holistic approach (PPI) that can identify the holistic nature of the pedagogical system in which: a) inter-transformation of cooperated parts occurs not at the expense of each other, but on behalf of each other part; b) the existence of common points of contact between the cooperated components is complemented by the coexistence of the opposite, sometimes mutually exclusive sides of life; c) the idea of the priority of the whole is in harmony with the idea of polycentrism. Results and scientific novelty. The study shows the failure of the monopoly of the prevailing doctrine of competence-based education as a means for the successful resolution of global problems of reintegration of human existence and therefore postulated the necessity of antinomization (diversification) of education. The authors make the original hypothesis of the construction of the concept of vocational education on the basis of the reconstruction of experience of the mining schools of the Urals and prove the prospectivity of integrative-holistic strategy of reconstruction of educational experience in modern conditions. The system of technological and methodological support of the process of reconstruction of educational experience in modern conditions on the basis of an integrative-holistic approach is developed and presented. Practical significance. The materials of this article can be useful when modeling, the design and construction of educational organizations (systems) that meet the needs of development, the formation and socialisation of a multidimensional personality and the requirements of emerging new communications reality in the relationship of education, production and social environment.

The Problems and Countermeasures of Vocational English Teaching Practice in Higher Vocational Education

In recent years, under the guidance of the national principle of striving to develop vocational education, China’s higher vocational education has been developing vigorously. However, due to various conditions, vocational English teaching in higher vocational education has encountered many problems. This paper makes an objective analysis on the problems in this regard such as educational concept, teaching mode, teaching method and course setting, etc., and puts forward comprehensive solutions for the problems of “lack of training of vocational English ability, lack of practical teaching, and how to establish a complete English practical teaching system in higher vocational education based on the concept of vocational education”.

Historical Analysis of Vocational Education in Western Nigeria, 1930s-1960s

This paper examined the evolution and development of vocational education in Nigeria. It is explained as a process towards the attainment of industrialization and entrepreneurship in Nigeria. Before the 1930s, there was little focus on the dissemination of vocational education for development in Nigeria. The findings revealed that training schemes were basically instituted to train manpower to facilitate exportation and generate revenue for the colonial government in Nigeria. The areas of vocational education covered are; agricultural education, textile training, domestic science education, secretarial and management education and so on. The conception of vocational education here is concerned about the types of training given to Nigerians and its impact on sustainable self-employment and industrialization in the postcolonial era. The work adopted a historical approach by using primary and secondary sources.The primary sources were archival materials from the National Archives Ibadan (NAI). The secondary sources are texts related to education and development in Nigeria. It was concluded that modernization is important to improve vocational education for development in Nigeria.Keywords: Vocational education, Development, Training, Education, Entrepreneurship

Master Studies in Education Sciences in Today’s Society: The Graduates’ Attitude

European Higher Education Area, the market economy and the labor market, the change of concept of study quality and its relation to the labor market, the changes of society and concept of vocational education influence the university and labor market interactions. The research problem – the curriculum of master studies in education sciences does not reflect actual interaction between mass higher education and the labor market needs. The article seeks to identify the approach of graduates to mission of master studies in education science in today’s society, the importance of the development of their personality and professional career.
 The results have shown that the mass phenomenon of the graduates of higher education in education sciences is perceived positively: the aim of mass higher education is to develop a holistic education of person, not specifically defied professional activities. Graduates evaluating the mission of master studies in education sciences, in the context of needs of labor market, distinguish the independent, critical-thinking, innovation developing education of personality. Such a choice confirms the importance of master studies in education sciences to analysis of the results of personal life.
 Master of Education sciences enrolls students with the motivation to continue their studies in education, some of them are already working in the education system.
 Master studies of Education sciences is focused on the research works, quality of education assessment and development of managerial competencies. Meanwhile, little attention has been paid to educational policy analysis, career guidance, expertise, consultancy, project work skills development. While the pedagogical competence development in education graduate studies has been given little attention, but graduates in this professional activities feel strong and think that researchers with Master degree of education science also need a teacher qualification.
 Most of the graduates had not the opportunity to practice, but notes that they were missing. In postgraduate student opinion, practice should aim to adapt existing theoretical knowledge and abilities in specific work situations and gain the skills and experience needed for their future careers.
 Most of the surveyed graduates work in the field of education. However, the unanimous consensus, whether professional activities require the master of education sciences degree, is absent. Graduates with Master of Education Sciences degree have occupied various positions in professional activities: from the highest executive positions to specialist in administrative, didactic, project and research area.

Compendium on Social Inclusion in Education

Compendium on Social Inclusion in Education

Vocational Education/Training: Reduce the Fissure between the Education and Entrepreneur

The aim of the paper to understandings to bridge the gap between employment opportunities and the vocational skills and knowledge base of the unemployed youth in the country and therefore, help them to get suitable employment opportunities. The findings and analyses provide a conceptualization of strategies to upgrade and enhance the relevance of vocational skills training and to improve access to skills. The study presents critical factors include macro-economic policies to maximize opportunities for pro-poor employment growth, an enabling environment for sustainable enterprise development, social dialogue and fundamental investments in basic education. Improving people’s skills is a real ‘win, win’ for all – for the economy, for society, for employers and, of course, for individuals themselves. Vocational education is a catchy buzzword that encompasses a variety of educational endeavors that try to promote behavior change among young people. The concept of Vocational Education is usually a mix of communication, negotiation and coping skills, which can vary from time management to refusal and assertion skills and so on.

Vocational Education Based on Knowledge or Experience?

The development of vocational education will depend on whether it provides future-oriented competencies. That means desired competencies of the knowledge society. At present the vocational education includes two different views. One is based on implicit knowledge, the other on explicit knowledge. Implicit knowledge is understood as the knowledge based on experience. Explicit knowledge represents systematic and theoretical knowledge. Although implicit and explicit knowledge have been identified for the first time in the fifties of the last century, both of these forms were already established as essential parts of a business education in the Bata company in Zlín in the twenties to forties of the last century. The thesis aims to characterize these two forms of knowledge in relation to vocational education and to answer the following research questions: What competencies will provide graduates with vocational education based only on explicit knowledge? What competencies will provide vocational education based solely on implicit knowledge? Document analysis and field research obtained facts and information about these issues are compared with the concept of vocational education in the Bata’s shoe company in the twenties to forties of the last century. Methods conform to the historical method of working with archive documents and literature.

Growing beans with Thoreau: rescuing skills and vocational education from the UK's deficit approach

This paper argues for a broader‐based approach to vocational education (VET) and the concept of skill, one that is capable of extending responsibility for improvement to society as a whole, rather than expecting change to come from a single constituency, that of employers. By reclaiming the important roles which vocational education and practical skills play in the everyday lives of people and communities, it might be possible to rescue the concept of VET from its current manifestation as a deficit activity, reluctantly funded by government.

Education, Work and Social Capital: Towards a New Conception of Vocational Education. A response to Richard Barrett

Education, Work and Social Capital: Towards a New Conception of Vocational Education. A response to Richard Barrett

Education, work, and social capital: towards a new conception of vocational education

Education, work, and social capital: towards a new conception of vocational education

The Concept of Vocational Education

The Concept of Vocational Education

Review of The concept of vocational education in the thinking of the general educator, 1845 to 1945.

Review of The concept of vocational education in the thinking of the general educator, 1845 to 1945.