Vocational Training Courses Research Articles

Exploration of Integrating English Courses with Professional Courses in Higher Vocational Colleges

With the acceleration of globalization and the increasing demand for high-quality technical and skilled personnel, the integration of English courses with professional courses in vocational colleges has become an important direction in educational reform. This paper explores the current state and challenges of vocational education, elucidates the importance of English courses in higher vocational education, and emphasizes the significance of curriculum integration in cultivating versatile talents. In the theoretical foundation section, the paper reviews language learning theories and vocational education theories, presents the basic concepts and framework of curriculum integration, and analyzes the theoretical basis for the collaborative development of language and professional education. In terms of practical pathways, the paper proposes specific implementation strategies such as curriculum design and content optimization, innovative teaching methods and approaches, teacher professional development and interdisciplinary collaboration, and student evaluation and feedback mechanisms. The research indicates that systematic curriculum integration can significantly enhance the language skills and professional competencies of vocational students, promoting their overall development.

Research on Hybrid Teaching Driven by Big Data Application Development Competition

With the increasing emphasis placed by the country on vocational education, it has become a key focus for vocational colleges to encourage their students to participate in national vocational skills competitions, through which they can enhance their professional qualities, theoretical knowledge, practical skills, and employability. The big data technology major of Jiangsu Maritime Institute has analyzed the knowledge and skill points required in big data application development skills competitions, and has constructed a project-driven hybrid teaching approach based on the Chaoxing Cloud Course Platform, which utilizes a SPOC (Small Private Online Course) approach. By aligning with the workflows and tasks of big data technology-related job positions, the major integrates skills competition projects into its curriculum, realizing a learner-centered, integrated online and offline learning approach. Through teaching practice, this teaching method has achieved good results, improving the quality of teaching and students' learning enthusiasm, and providing new methods and perspectives for the reform of big data technology professional courses in higher vocational education.

Analysis of the Teaching Reform Path for Environmental Engineering Technology Majors in Higher Vocational Education Based on the “1+X” Certificate

In the context of building an innovative country, the country has put forward higher requirements for talent cultivation in vocational colleges. Vocational colleges should continuously explore and improve talent cultivation work to meet these requirements while cultivating more professional and practical talents for the country and society. This article takes the Environmental Engineering Technology major as an example. Integrating the concept of “1+X” certificate into environmental engineering technology teaching can better construct the curriculum system of the Environmental Engineering Technology major, make the curriculum structure more scientific, complete and standardized, and help students understand the connection between certificates and education from multiple perspectives, thereby achieving effective reform of the curriculum of the Environmental Engineering Technology major. Based on this, the article will elaborate on the concept and significance of the “1+X” certificate and analyze in detail the teaching system construction ideas of the environmental engineering technology major courses in higher vocational education under the background of the “1+X” certificate. Studying the shortcomings in the current development of environmental engineering technology education in higher vocational education in China and proposing improvement measures for the environmental engineering technology major courses in higher vocational education to address existing problems will provide certain references and assistance for the subsequent reform of environmental engineering teaching in higher vocational education in China.

Development of Public English Teachers in Chinese Vocational Colleges via the Mechanism of “One Body, Two Wings and Three Parties Collaborations”

A good public English teaching faculty is an essential requirement for the development of high-quality vocational education and is urgently needed to achieve the objectives outlined by the “New Curriculum Standards” in Chinese colleges. The current challenges faced by the construction of the public English teaching faculty in the colleges include improper professional development orientation, unreasonable teacher structure ratios, imbalanced teacher ability development, indistinctive faculty characteristics, and inadequate fulfillment of moral cultivation objective. To address these issues, this study based on the questionnaire survey and cases collected mainly from higher vocational colleges in Jiangxi’s province explores repositioning the new professional role of public English teachers under the “New Curriculum Standards” by implementing the working mechanism: “one body (public English teachers), two wings (recruiting & training public English talents), and three parties (government, schools and enterprises) collaboration.” It aims to comprehensively enhance the integrated qualities of “professional knowledge + foreign language skills + cultural literacy” among teachers, thus improving the moral and intellectual nurturing capacity of public English courses in higher vocational education.

Practicality of syntax soft skill-based learning (Ss-BL): a new model in web-based entrepreneurship learning

The soft skills-based learning (Ss-BL) learning the methodology was proposed as an innovative approach to facilitate experiential learning in authentic real-world contexts. This was created to address the shortcomings of the Experiential Learning (EL) approach in enhancing student communication proficiency. Thus, this study's goal is to evaluate the viability of the Ss-BL learning paradigm. In this work, confirmatory factor analysis (CFA) and the Mile and Huberman methodology were employed in an exploratory sequential mixed methods approach. The paradigm for Ss-BL learning is created by conceptualization, theorization, hypothesization, and finalization phases. The research data was acquired via the process of document analysis and conducting a Focus Group Discussion (FGD). A focus group discussion (FGD) was carried out with a sample of 5 experts for research purposes. A non-test was the tool used in the FGD. The Ss-BL model consists of the Motivation, Observation, Real Experience, Implementation, Evaluation, Reflection phases. For all phases, a CFA value of 0.000 was obtained, that is, if the number is less than 2, it means that the Ss-BL model meets the goodness-of-fit model criterion. Among the innovative learning models suggested for entrepreneurial courses in vocational education, the Ss-BL model stands out as both a contribution to the advancement of knowledge and a viable option

Practice of Interactive Teaching Mode in International Finance Courses in Higher Vocational Education

As one of the important subjects in the teaching system of higher vocational education, the international finance course can effectively enhance the financial knowledge of vocational students and cultivate a group of vocational college talents with international perspectives and financial professional knowledge. Therefore, this article takes the interactive teaching mode as the starting point, explores the necessity and problems of the interactive teaching mode in the international finance curriculum of vocational colleges, and proposes practical strategies from relevant aspects to improve the quality level of the international finance curriculum.

Examining the Law Guiding Prostitution in Uganda from the Lens of Kabalagala Parish-Makindye Division

This study examines the law guiding prostitution in Uganda. The study revealed that the increasing incidents of prostitution are clear evidence that the enforcement of laws against prostitution in Uganda is ineffective as it is like containing smoke while leaving the fire burning underneath. Based on these findings, the study calls for the authorities to engage social sciences experts to find out the real causes of prostitution and their probable solutions because ‘customers’ include married people. Without this, prostitution will be here to stay despite its being against the law and morals. More so, a combination of programmes that expand income-generating opportunities needs to be developed both in the short and long term. Furthermore, prostitutes should be called upon through their advocating organization placed in vocational training courses, and given parallel forms of support for involvement in entrepreneurial activities. Similarly, continuous training needs analysis should be undertaken for prostitutes to determine appropriate skills to be imparted for productive work. Finally, behavioral change programmes should be continued to discourage and eliminate risky behaviors in the communities, in the form of live drama performances, audio and visual materials, and recreation activities targeting both community members and prostitutes. Keywords: Anti-prostitution laws, Poverty, Prostitution, Sexual exploitation, Unemployment, Victimhood

Challenges and Teaching Reform Strategies in Vocational College Engineering Training Courses

With the rapid development of vocational education, engineering training has become a crucial course for cultivating highly skilled technical professionals, highlighting its importance. However, vocational college engineering training courses still face numerous challenges during the actual teaching process, which affect the effectiveness of course teaching and the enhancement of students’ engineering competence. This article thoroughly analyzes the main problems existing in current engineering training course teaching, focusing on four aspects: students’ cognitive differences, inadequate course development, poor course adaptability, and limited teaching resources. Based on this analysis and previous research findings, targeted strategies are proposed, including enhancing students’ course cognition, clarifying course positioning, improving course adaptability, and optimizing the allocation of teaching resources. Furthermore, this article preliminarily verifies the effectiveness of some reform strategies through a small-scale teaching experiment. This study aims to provide theoretical guidance and practical reference for enhancing the teaching quality of vocational college engineering training courses.

Exploring the Modular Teaching of Higher Vocational Physical Education Courses Oriented on Vocational Needs

Exploring the Modular Teaching of Higher Vocational Physical Education Courses Oriented on Vocational Needs

BP Neural Network-Enhanced System for Employment and Mental Health Support for College Students

This paper employs BP Neural Network (BPNN) theory to evaluate innovation and entrepreneurship education in universities. It utilizes students' evaluation indexes as input vectors and determines the number of hidden layer neurons. Experimental results serve as output vectors. The BPNN method proves reasonable and feasible for vocational education course evaluation, exhibiting a 14.96% higher accuracy than traditional genetic algorithms. The paper discusses the model, configuration, characteristics, training process, algorithm enhancement, and limitations of neural networks, followed by an introduction to genetic algorithms. Through analysis of principles, basic operations, and common operators, it establishes a theoretical foundation for subsequent discussions.

Impact of COVID-19 on Labor Market Participation: A Case Study of Jammu City, India

Labor market participation has increased attention due to the global impact of the COVID-19 pandemic. This crisis has significantly affected various aspects of society, including labor market participation, resulting in widespread job losses, disruptions in education, shifts in industry demands, skill gaps, and increased unemployment, both on a global scale and within Jammu City. This paper aims to analyze the labor market participation of youth during the pandemic and its impact on education, employment, and socio-economic outcomes. The study uses both primary and secondary sources, such as labor force surveys, reports, and research papers, covering problems worldwide, India and the specific context of Jammu city. The study covers the pre- and post-pandemic labor market participation of survey respondents examining the types of job losses, vocational education and training (VET) courses, work-from-home opportunities, and the challenges faced by individuals in securing employment during the pandemic. The central focus of the study lies in exploring the labor market participation of the respondents. How has the COVID-19 pandemic affected youth labor market participation in Jammu City, and impacted education, employment, and socio-economic outcomes? Major findings have been discussed in this paper, The COVID-19 pandemic resulted in widespread job losses, disruptions in education and significantly impacted youth labor market participation in Jammu City, VET courses emerged as crucial avenues for skill development and adapting to the changing labor market demands during the pandemic. Work-from-home opportunities became prevalent, but access to such opportunities varied among different demographic groups, aggravating existing inequalities. Challenges in securing employment during the pandemic included limited job opportunities, skill gaps, and barriers to accessing education and training. Policy recommendations for addressing the impact of the pandemic on youth labor market participation and socio-economic conditions in Jammu City include enhancing skill development programs, promoting inclusive job creation initiatives, and ensuring equitable access to education and training opportunities. These measures aim to mitigate difficulties in labor market participation and socio-economic challenges, emphasizing the importance of skill enhancement, inclusive job creation, and accessible education and training within the city.

Issues and Challenges of Primary Education Toward Implementing Technical and Vocational Education Training to Meet the Fourth Industrial Revolution Demand: A Systematic Literature Review

The present wave of the fourth industrial revolution (4IR) technology and trends is drastically affecting nearly every economic sector and preparing for profound changes in people’s lives. The benefits of the technology include higher safety, better decision-making, increased productivity, efficiency, and quality in processes, as well as increased competitiveness. Thus, every effort towards raising awareness of the 4IR should begin early in primary education. This study critically evaluated the literature on the issues and challenges of implementing Technical Vocational Education and Training (TVET) preliminary courses in primary education in Malaysia towards raising awareness of the future 4IR. Using two databases, namely Scopus and Web of Science, the review was conducted in accordance with the ROSES (Reporting Standards for Systematic Evidence Syntheses) publishing standard. The findings showed that the role of primary education in facilitating skills development for socio-economic and technological development for the students was significant. Based on the thematic analysis, two primary themes emerged: a lack of 21st-century skills and support, supplemented by six sub-themes. In addition, the issues and challenges of other countries’ primary education in meeting the 4IR demand are also discussed. The paper offered solutions for the issues that arose to fulfil the objective of TVET preparatory courses: to increase pupil awareness of the present 4IR in elementary education in Malaysia.

Impact of vocational training courses on tribal farm women of Dediapada

Impact of vocational training courses on tribal farm women of Dediapada

An intelligent recommendation strategy for integrated online courses in vocational education based on short-term preferences

With the swift advancement of online teaching in vocational education, an increasing number of web-based course materials are being made available to students, granting them the freedom to select resources that suit their personal needs. To optimize the effectiveness of artificial intelligence-enabled smart vocational education, this study presents a course recommendation model centered on learning behaviors and interests. The model utilizes short-term preferences reconstruction behavior contribution to identify fluctuations in learners' interests in real-time. A model for recommending courses is proposed based on short-term preferences and enhancements to learning behavior. Its purpose is to tackle the issue of generalization arising from sparsity and weak correlation in learning behavior. The outcomes demonstrated the model put forth in the study achieved higher Hit Rate (HR) and Normalized Discounted Cumulative Gain (NDCG) values in comparison experiments with multiple models. Hence, this suggested that creating a novel component of historical learning behavior, powered by dynamic interest factors, could resolve the issue of changing learning interests and enhance the efficacy of course recommendation models. Furthermore, the introduction of a correlation mapping network enables the forward mapping transformation from weak to strong learning behavior, thus improving and optimizing input for the agent strategy, reducing data sparsity, and enhancing the performance and generalization of the course recommendation model.

Enhancing Teachers’ Interdisciplinary Professional Development through Teacher Design Teams: Exploring Facilitating Conditions and Sustainability

Teachers in secondary vocational education face challenges in interdisciplinary teaching due to their traditional teacher education within specific subject domains. Collaborative efforts—like those implemented in Teacher Design Teams (TDTs)—can prepare and support teachers for interdisciplinary teaching. Research has demonstrated the factors determining the effectiveness of TDTs. However, it is noted that the sustainable continuation of TDTs remains uncertain over the years. This research investigates the conditions that facilitate the sustainability of TDTs within the context of interdisciplinary teaching. Over the course of three school years, this qualitative study monitored 14 teachers participating in four TDTs within the context of an interdisciplinary vocational education course. During the initial two school years, the TDTs received external support from the main researcher, transitioning to an autonomous operation in the third school year. A yearly interview with each participating teacher and meeting reports were collected and analysed with thematic analysis. One of the main findings reveals that while the internal coach contributes to supporting TDTs’ progress, the support of the school leader is particularly crucial for sustainability. Although this study focused on school-based TDTs, it underscores the importance of support from outside the school for TDTs’ sustainability.

Role of Education in Economic Integration of the Albanian Emigrant’s: A Multinomial Regression Approach

The objective of the study is to analyze role of educational level of immigrants in the country of origin, training, and the recognition of school documents in economic integration and employment. In this study, the motivation and the reasons for sending and the destination of the use of remittances was analyzed. The Cassarino's model theoretical approach was used in this study to explain the new models of integration. In this study, the descriptive statistics method and logistic regression modeling is used. The data analysis shows that 68.7% of returned immigrants feel happy after returning compared to 31.3% who do not feel happy after returning. The main destination of the use of immigrant remittances based on the data results were for family needs, 97.9% of the responses affirm that and 2.1% affirm the use for other purposes. The group of immigrants without education have a very high relative chance of using remittances to meet the needs of their families. The role of equivalencies of education documents in the status of employment was analyzed, where 7.5% declared that the education documents of the country of emigration were known, 84.1% declared that they were not known, and 8.3 % gave the other answer. Differences exist regarding the employment status for immigrants whose education documentation was known. For an immigrant whose education documents are recognized, the chance of being employed is 3.07 times higher than an unemployed person and 4.41 times higher than the self-employed group. Participation in vocational training courses in the countries of immigration increases the chance of perceiving the economic situation as very good by 2.15 times higher compared to those who perceive it as unchanged. It is necessary to collect the data and information about reintegration of migrants in their country of origin. 
 
 Received: 2 September 2023 / Accepted: 21 December 2023 / Published: 5 January 2024

ENHANCING PSYCHOLOGICAL AND PEDAGOGICAL COMPETENCIES IN ASPIRING POLICE OFFICERS VIA VOCATIONAL TRAINING

In the face of significant global changes affecting Kazakhstan and ongoing reforms across state structures, society is witnessing a surge in specific categories of crimes, emphasizing the urgency of addressing socially dangerous trends. Consequently, there is a crucial need for improved initial professional training for law enforcement officers and an exploration of effective pedagogical methods to foster the necessary personal and professional qualities for their service. The purpose of the article is to demonstrate the development of pedagogical and psychological skills of future police officers in the educational process. The research employs analytical methods, including a thorough examination of psychological and pedagogical literature, scrutiny of normative documents governing educational institutions of the Ministry of Internal Affairs, and an analysis of curricula for initial vocational training courses at the Academy of the Ministry of Internal Affairs. Additionally, diagnostic techniques including surveys, expert evaluations, and empirical data analysis and synthesis were employed. The study involves a questionnaire survey of 350 students undergoing initial professional training for senior, private, and junior command staff, with results compared to expert assessments provided by instructors. The findings reveal a tendency for students to overestimate their self-evaluation regarding the development of professional and psychological skills, qualities, and stability. In response, the authors advocate for an increase in the study hours dedicated to the "Fundamentals of Psychological Preparedness" discipline and propose a curriculum revision aimed at fostering analytical-psychological and technical-psychological skills, professional thinking, and professional-psychological qualities among students. This research aims to establish the theoretical underpinnings for cultivating the professional psychological preparedness of future police officers. It involves analysing its constituent elements, pinpointing challenges, and suggesting objectives for psychological and pedagogical interventions aimed at the students' personal development. The findings of this study offer practical value for the development of educational programs in initial vocational training courses and provide a foundation for further investigations in this field.

Research on Curriculum Standards Establishment for Ideological and Political Theory Courses in Higher Vocational Colleges in the New Era —A Case Analysis of Introduction to Mao Zedong Thought and the Theoretical System of Socialism with Chinese Characteristics

The development of curriculum standards for ideological and political theory courses in higher vocational education should be grounded in the distinctive characteristics and attributes of vocational education and the specialized talent training programs the institution offers to establish tailored curriculum standards. As an illustrative case, the course titled “Introduction to Mao Zedong Thought and the Theoretical System of Socialism with Chinese Characteristics” at Dalian Vocational Technical College serves as a compulsory course for students across all majors. Three-dimensional objectives have been delineated to align with professional ideological and political education demands. Emphasis is placed on the specific traits of higher vocational students, the unique features of their respective disciplines, and the contextual circumstances prevalent within the local environment. The objective is to investigate a comprehensive evaluation index system and an augmented assessment process that places student involvement at its core. This endeavor aims to foster a collaborative space for ideological and political education, integrating these principles into the curriculum while fully harnessing the potential of local and institutional environment and individual student circumstances, ultimately driving the innovative advancement of ideological and political theory courses in higher vocational education in the new era.

The Construction and Development of Ideological and Political Courses in Higher Vocational Education for Electrical and Electronic Technology

The Construction and Development of Ideological and Political Courses in Higher Vocational Education for Electrical and Electronic Technology

Using Principal Component Analysis to Explore Optimization Strategies for Field Engineer Course Design in Higher Vocational Education

Abstract In the process of cultivating field engineers and vocational education in colleges and universities, there are such realistic dilemmas as the imperfect collaborative education platform and the urgent need to reconstruct the whole process of integrated education in the curriculum system. This paper explores the talent cultivation path of field engineers from the realistic dilemma of field engineer cultivation and designs the field engineer curriculum system based on the integration of industry and education and school-enterprise cooperation. Then, construct the index system of influencing factors for field engineer curriculum design and explore the further optimization strategy of curriculum design using principal component analysis. The KMO value is 0.962>0.9, and the Sig. of Bartlett’s spherical test is 0.000<0.05. There is a correlation between the variables of the influencing factors, and it is suitable for principal component analysis. The study extracted six principal components of social demand, practical ability, innovation, and entrepreneurship ability, teaching feedback, comprehensive literacy, and theoretical knowledge using principal component analysis, whose cumulative contribution rate reached 95.428%, and the results of the principal component analysis can better explain the influencing factors of the design of the field engineer course. The purpose of this paper is to provide a strategic direction for further optimizing the design of field engineering courses in higher vocational education.