Vocational Education Curriculum Research Articles

The The Silent Curriculum: Classical Aesthetics as a Catalyst for Emotional and Social Skills in Higher Vocational Education

This study examines the integration of classical aesthetics into the silent curriculum of higher vocational education, emphasizing its potential to significantly enhance emotional and social skills. Incorporating aesthetic principles into education emphasizes the importance of nurturing emotional intelligence, creativity, and cultural awareness in students—skills that go beyond the classroom and are essential for their growth, adaptability, and future careers. It explores theoretical foundations and practical implementations and addresses challenges such as the need for specialized educator training, overcoming institutional resistance, and securing adequate resources. Advocating for empirical research and strategic cultural partnerships, the paper proposes a transformative approach to vocational education, aligning it with contemporary societal and labor market demands, and underscores the vital role of classical aesthetics in enriching vocational training and enhancing student outcomes.

Research on Practical Curriculum of Vocational and Technical Education From the Perspective of Science and Technology Integration

Theory is the navigation of practice, and practice is the wing of theory. Modern vocational and technical education is increasingly showing the characteristics of technology penetration, practice traction, system support and so on, and its dependence on the correct path and scientific methods is more prominent. Exploring the integration of theory and practice, and adhering to the combination of theory and technology to design courses have become a new window to break through the traditional curriculum model research and teaching, which has far-reaching significance and value.

On Reconstruction of Teacher Professional Identity in Curriculum Reform for Vocational Education

Vocational education curriculum is being reformed nationwide less than compulsory education. It sources from demonstrating college construction in higher vocational education, and imports design-oriented curriculum idea from German. To teachers, it is necessary to reconstruct their rights to utterance.

Field Work Practice Monitoring System to Support Practical Activities for Vocational High School Students

Internship (INTERNSHIP) is an important part of the vocational education curriculum in vocational high schools, including SMK Negeri 1 Gesi. However, its implementation often faces various obstacles, such as inefficient communication, delayed reporting, and difficulties in monitoring student progress. To address these issues, an Internship monitoring system has been developed with the aim of optimizing the learning process. Therefore, this research aims to develop a internship monitoring system that is suitable for use by vocational high school students to support their activities. The research method applied in this study is research and development adopting the Alessi & Trollip model. The research subjects include software/media experts, content experts, and teachers. Data collection is carried out using observation, interviews, and questionnaires. The data obtained from the research is then analyzed qualitatively descriptively and quantitatively in terms of percentage. The research results show that in the alpha testing phase, the internship monitoring system product received a High Validity qualification from experts. Based on these results, it can be concluded that the internship monitoring system product deserves the category of high feasibility to use as an application or system to support a series of internship activities, both for teachers and students.

Cultural Education Sustainability and Development of Vocational Business Education in Nigeria

Culture and art is a significant aspect of human life, and the aim has been to create ideas relevant to the new interdisciplinary education as no society survives without cultural values. Culture is one of the phenomenon that shape individuals toward moral integrity and human development. Culture therefore helps to engender development and sustainability in the society. Without culture no society can make progress into the sustainability of its future civilization. Thus this paper is designed to evaluate the contributions of cultural education sustainability towards the achievement of developing vocational business education in Nigeria. The paper adopted explanatory descriptive approach which is content analysis. The paper discourse is centred on: concept of culture and cultural education, value/importance of cultural education, overall impact of cultural education and contributions of cultural education to the development of vocational business education in Nigeria. The paper concluded that sustainable Culture and vocational business education are connected phenomenal that collaborates to build a society with human and sustainable civilization. The development of culture influences the development of vocational business education and Nigeria can only leverage on the values of culture to shape a better curriculum of vocational business education. Thus, vocational business education cannot achieve its laudable objectives in Nigeria without embracing the norms and caprices of the culture of the society. Consequently, the paper recommended among others that educational institutions should develop curriculum guidelines and resources that incorporate cultural education components into vocational business programs at all levels of education, from secondary schools to tertiary institutions. Ensure that cultural education is integrated across relevant subjects, such as entrepreneurship, marketing, tourism, and international business.

Integrating Digital Skills Competencies into Professional Diploma in Education Curriculum in Vocational and Technical Education in North-East Nigeria

The main aim of the study was to integrate digital skills competencies into Professional Diploma in Education curriculum in Vocational and Technical Education in North-East Nigeria. The study was guided by three research questions and three hypotheses. The study adopted a survey research design was carried out in northeast Nigeria. The population of the study was 1485 comprising 993 Vocational and Technical Education lecturers from 9 Colleges of Education (COEs) where PDE are undertaken in the northeast, 210 ICT experts from the 9 COEs, and 182 Education Supervisors from the Ministry of Education in the six States of the Northeast. The study adopted Simple random sampling and a sample size of 317 respondents was determined using Krejcie and Morgan (1970) sample size table. A structured questionnaire was utilized to gather data for the study. The questionnaire was validated by three experts and a reliability index of 0.86 was obtained using Cronbach Alpha after a trial test. The data for the study was analyzed using mean and standard deviation to answer the research questions while ANOVA was used to test the hypotheses at 0.05 l3v3l of significance. The study revealed that 26 digital skills competences, 26 general performance objective as well as 26 specific objectives each grouped into 8 clusters were found relevant for inclusion into the vocational and technical Professional Diploma in Education (PDE) curriculum in northeast, Nigeria. It was recommended that The National Commission for Colleges of Education (NCCE), and the National Teachers Institute (NTI) should adopt the identified digital competencies into the PDE curriculum of the Vocational and Technical Education curriculum; and the NCCE and NTI should update the curriculum guidelines and standards to explicitly include digital skills competencies as essential components of the PDE curriculum in vocational and technical education.

Studi Penggunaan Media Virtual Pada Pendidikan Kejuruan di Indonesia

The use of virtual media in learning is one of the innovations in the use of technology in learning. This research uses content analysis of articles in vocational education journals that discuss the use of virtual media in learning. The results of this study show that the number of publications on the use of virtual media in vocational education was highest in 2019 during the pandemic. The most used research type is R&D where the field of mechanical engineering is the target of the most frequent use of virtual media. The platform most often used in the use of virtual media is PC/Laptop. The overall research shows that the use of virtual media in vocational education in Indonesia shows a positive impact. This study also provides recommendations in the form of integrating virtual media into the vocational education curriculum for a better learning experience.

Development of The Automotive Technology Vocational Education Curriculum Based on Current Needs of The Automotive Industry

This research aims to: 1) Analyze the competencies needed by the current automotive industry in the Automotive Industry, 2) Analyze the implications of the automotive industry's needs for the automotive technology vocational education curriculum, and 3) Analyze the supporting and inhibiting factors of the partnership program for the automotive technology vocational education study program. The subjects of this research were 5 practitioners consisting of: Service Manager, Instructor, Service Advisor, and Mechanic from the Business and Industrial World (DUDI) in the automotive sector in the Special Region of Yogyakarta. This research is a qualitative descriptive study. Data collection techniques in this research used observation, documentation and interview methods. The research instrument was validated through expert judgment. The data analysis technique uses qualitative descriptive analysis with the triangulation method to obtain data validity. The research results show that: 1) the competencies required by the current automotive industry for undergraduate graduates include technical competency and managerial competency; 2) The need for technical and managerial competency demands that curriculum study materials be adapted to industry needs; 3) Supporting factors for the partnership program include: complete industrial facilities and infrastructure and adequate human resources (HR). The inhibiting factors for the partnership program are: the absence of an MoU between agencies and difficulties in preparing schedules.

EXPLORING TRENDS IN PUBLIC-PRIVATE PARTNERSHIPS IN VOCATIONAL EDUCATION: A FOCUS ON THE BALTIC COUNTRIES

This scientific article delves into the dynamic landscape of vocational education in the Baltic countries – Estonia, Latvia and Lithuania. It focuses on the evolving trends in public-private partnerships (PPPs) within this sector. Vocational education serves as a crucial link between academic learning and industry demands, equipping individuals with the specialized skills needed for the workforce. In recent years, significant strides have been made in enhancing vocational education in the Baltic region through collaborative efforts between government bodies, educational institutions and private enterprises. This article particularly emphasizes emerging trends in PPPs, including joint initiatives, government incentives, digitalization and the impact of the COVID-19 pandemic. Joint initiatives between educational institutions and industry stakeholders are becoming increasingly prevalent, fostering collaboration in curriculum development, internship programmes and skills training tailored to meet industry needs. Government incentives, such as financial support and tax benefits, are encouraging private sector involvement in vocational education, thereby enriching the quality and accessibility of educational offerings. Moreover, digitalization is reshaping vocational education, with PPPs leveraging technology to deliver innovative learning experiences. E-learning platforms, virtual reality simulations and online collaboration tools are being integrated into vocational education curricula, enhancing the effectiveness and relevance of training programmes. However, the COVID-19 pandemic has posed unprecedented challenges, accelerating the adoption of online learning and remote delivery models. By analyzing these trends, the article aims to provide insights into the dynamics of vocational education development and the role of collaboration between public and private sectors in shaping the future of the workforce in the Baltic countries.

Content Analysis of Ocean Literacy as the Basis of Blue Curriculum’s Framework in Vocational Education

This research aims to analyse the need for Ocean Literacy content indicators to be adapted as the basis of Blue Curriculum's framework in Vocational Education. The Systematic Literature Review (SLR) method was used as the research approach using carefully selected articles from the Sciencedirect database. The selected articles were those published between 2018 and 2023. The PRISMA method was used to filter out documents that did not fit the inclusion and exclusion criteria outlined in this study. After examining and reviewing the selected articles, it was found that there are several indicators that can be put forward in Ocean Literacy content. These are ocean potentials, ocean strategy and management, ocean activities and their impacts on marine ecosystems, ocean-related tourism and culture, ocean sustainable development, and ocean-related policies. This discovery is expected to be integrated into the educational curriculum in vocational education as one of the strategies in managing various marine potentials for sustainable development.

Ocean Literacy Competency in Vocational Education in the Perspective of Blue Curriculum: A Document Analysis

Blue Curriculum is a new paradigm in curriculum development that utilizes ocean potential as the main basis for learning. Education is considered an easy and effective way to address the negative impacts of human activities on the marine environment. All aspects of vocational education are equipped with knowledge and skills that support sustainable development goals (SDGs), especially to reduce the negative impacts caused by human activities on the environment through sustainable and environmentally friendly practices. Vocational education is closely related to the competencies that graduates must possess. To realize the blue curriculum in vocational education, knowing the ocean literacy competencies that vocational education graduates must possess is necessary. Content analysis of the two documents found that vocational education competencies under the themes of Critical Thinking, Hard Skills, Technology, Soft Skills, and Market Orientation are present in both marine literacy documents and can be integrated into vocational education. These competencies aim for vocational education graduates to have the ability to understand the role of the ocean, respond to ocean challenges with innovative ideas, and participate in sustainability solutions.

Research on the Effectiveness of Vocational Education in Special Education School

The importance of vocational education curriculum setting in special education schools cannot be ignored. On the basis of following the teaching purpose, schools need to plan school-based courses conducive to the lifelong development of students according to their own development needs. The curriculum arrangement should take students as the main body, pay attention to their long-term development needs, and provide students with more opportunities for active participation and hands-on practice, so as to cultivate their social practical skills and good habits. The overall teaching arrangement should reflect a scientific, reasonable, holistic, and practical teaching structure. In view of this, this article will analyze the effectiveness of vocational education in special education schools and put forward some strategies for reference.

Teaching Management System for Higher Vocational and Technical Education Using Wasserstein Generative Adversarial Network Optimized by Fire Hawk Optimization

The vocational education system is currently undergoing purposeful reform and innovation, recognizing the importance of vocational training in the entire educational framework. Assessing and improving teaching quality in vocational education is critical, and addressing this challenge necessitates. The utilize of AI technology, primarily deep learning, is particularly effective in addressing the diverse and sophisticated aspects of evaluating and improving teaching quality. In this research work, Teaching Management System for Higher Vocational and Technical Education Using Wasserstein Generative Adversarial Network Optimized by Fire Hawk Optimization (TMS-WGAN-FHO) is proposed. The input data are gathered from School database (Educational data),then, input data are pre-processed using Square Root Cubature Kalman Filter for cleaning data. Then, pre-processed data are given to Wasserstein Generative Adversarial Network (WGAN) for evaluating and improving the teaching quality for Higher Vocational and Technical Education. In general, WGAN does not express some adoption of optimization strategies for determining optimal parameters to evaluating, improving quality of teaching management system. Hence Fire Hawk Optimization Algorithm (FHOA) is proposed to optimize WGAN classifier which precisely evaluates the teaching quality Higher Vocational and Technical Education. The proposed TMS-WGAN-FHO method is implemented in MATLAB, and it assessed with several performance metrics likes accuracy, cross validation scores, recall, F1-score, ROC. The results show TMS-WGAN-FHO attains 25.8%, 28.5%, and 21.6% higher Accuracy, 15.1%, 17.2%, and 32.8%higher Precision, 27.5%, 24.6% and 22.3% higher Recall are analysed with existing methods such as, evaluation of the vocational education teaching reform's quality using deep learning (EVE-TRQ-DL), art higher vocational education curriculum design incorporating AI-aided virtual reality technology (AHVE-DIAI-VRT), integrating big data analysis with higher vocational education approaches to educate entrepreneurship and innovation (IBDA-HVE-EEV) methods respectively.

Theoretical and practical exploration of work-based learning curriculum with a case study

This contribution reviews the development of vocational education and training (VET) curriculum development in the last two decades in China, which is categorised into three models: curriculum with theory and practice in parallel (TPP), curriculum with theory in the service of practice (TSP), and integrated curriculum between theory and practice (ITP). It describes briefly also a VET curriculum reform project that adopts a design-based research approach. The main objective of this project is to explore curriculum models that can more effectively promote the development of learners’ holistic professional competences. Result shows that the new work-based curriculum, especially ITP, plays a positive role in promoting the professional action competence of students. The new curriculum also has been welcomed by employers. Difficulties in implementation of new curriculum are teaching capability and work experience defect of teachers, and the lack of self-directed learning competence of some students. The key problem to be solved in the future is how to effectively identify the courses and learning contents through effective qualification research.

PELATIHAN SIMULATOR APLIKASI SMARTCLASS ROOM BERBASIS IoT UNTUK GURU- GURU SMK NASIONAL BANDUNG

Revitalization of vocational schools is the core of the mandate of Presidential Instruction No. 9/2016 on Revitalization of Vocational High Schools (SMK). Vocational Education is education that refers to the mastery of applied expertise in a particular field. Students will be equipped with theory and also the implementation of learning in the form of practice.
 The Ministry of Education and Culture adjusts and develops the vocational education curriculum and adjusts it to be demand-driven so that the business world and the industrial world (DUDI) are more actively involved in the vocational education process in SMK. This IoT-based Smart class Room Application Simulator abdimas program aims to provide insight and increase competence for SMK teachers so that they can work and implement this knowledge to their students. The results of this abdimas feedback are 60% agree and 40% strongly agree. This shows that this abdimas program has succeeded in providing benefits to SMK teachers.

Agricultural vocational education and training for sustainable futures: responsiveness to the climate and economic crisis in Zimbabwe

ABSTRACT With ever-increasing focus from policymakers on the potential of vocational education to provide skills for livelihoods and sustainability in the rural economy, this study set out to investigate attempts at curriculum reform by agricultural technical and vocational education and training providers in the context of the dual crisis – ‘climate and economic’ – in Zimbabwe. The question addressed is: How should the agricultural vocational education and training curriculum respond to the climate and economic crisis to ensure sustainability? The paper highlights enablers and barriers to curriculum responsiveness. Moll’s model of curriculum responsiveness provided analytical lenses for the study. Data collection was through semi-structured interviews, focus group interviews, document analysis and observations, and analysed thematically. The study revealed that the climate crisis in Zimbabwe has affected both government and non-government vocational training centres in several ways. However, the curriculum was 'one-size fits all', focused on the needs of a formal labour market. Such a labour market has been decimated by the economic crisis and climate break down. Hence, providers of agricultural vocational education in rural areas ought to consider re-engineering the curriculum to be more responsive to a range of drivers, including climate change, especially within the rural context.

RESEARCH ON THE CONSTRUCTION OF CORE CURRICULUM STANDARDS FOR CROSS-BORDER E-COMMERCE MAJORS BASED ON HIGHER VOCATIONAL EDUCATION IN INNER MONGOLIA

Taking the cross-border e-commerce major of Inner Mongolia higher vocational education as the research object, this paper analyses the current situation of cross-border e-commerce major curriculum and teaching quality of higher vocational education in Inner Mongolia through the study of domestic and international cross-border e-commerce major curriculum standards, and constructs the core curriculum standard of cross-border e-commerce major of higher vocational education in Inner Mongolia on the basis of this. In addition, the implementation plan of the core curriculum for cross-border e-commerce majors including specific measures such as curriculum setting, teaching methods, and selection of teaching materials is explored, with a view to providing reference value for the teaching reform and talent cultivation of cross-border e-commerce majors in Inner Mongolia's higher vocational education.

Enhancing basic computer network learning outcomes of vocational high school students by implementing a video-based learning model

Many students still achieved scores below the minimal completeness criteria when learning basic computer networks. This was because the teacher still uses traditional media, such as printed worksheets in the teaching process which made the learning boring and harder for students to comprehend what the teacher was teaching. Therefore, this research aimed to implement video-based learning within the educational process. This study employed a pre-experiment methodology by using a single pre- and post-test group. Thirty-three students majoring in computer and network engineering served as the research subjects. The paired sample t-test and N-gain score were the data analysis methods employed to examine the efficacy of the video-based instruction. The results demonstrated a significant improvement from students' knowledge before to that of after being engaged in video-based learning. Thus, it is possible to conclude that a video-based instruction can greatly enhance students' understanding on fundamental computer network science. According to the study's findings, the video-based learning ought to be incorporated into the curriculum of vocational education, particularly in the Department of Computer Network Engineering, to ensure that the students fully comprehend the subject matter and that the learning process runs smoothly.

THE IMPACT OF CROSS-BORDER E-COMMERCE DEVELOPMENT UNDER THE REGIONAL ECONOMY OF INNER MONGOLIA ON THE CONSTRUCTION OF SPECIALITIES IN UNIVERSITIES IN THE AUTONOMOUS REGION

The purpose of this research is to study the impact of cross-border e-commerce development under the regional economy of Inner Mongolia on the construction of higher vocational education majors in the autonomous region. Taking the cross-border e-commerce profession of higher vocational education as the research object, it analyses the current situation of cross-border e-commerce professional curriculum and teaching quality of higher vocational education in Inner Mongolia by investigating the demand for relevant talents in the cross-border e-commerce industry in the region, and constructs the core curriculum standard of cross-border e-commerce profession of higher vocational education in Inner Mongolia on this basis. In addition, the implementation scheme of cross-border e-commerce professional core curriculum is explored and the assessment method is proposed. In order to provide reference value for talent cultivation of cross-border e-commerce development under the regional economy of Inner Mongolia.

Analisis penerapan RT-RW Net menggunakan Topologi Mesh-Wireless untuk meningkatkan pemahaman Administrasi Sistem Jaringan Siswa

Network Administration is a crucial subject within the vocational education curriculum, particularly for Computer and Network Engineering majors. This subject is designed to provide students with knowledge and skills related to network administration and management. This study aims to test the implementation of RT-RW Net using Wireless Mesh topology with a practical model to enhance the understanding of 30 students from SMKN 3 Selong in the Computer and Network Engineering department for the Network Administration subject, covering DHCP Server, IP addressing, subnetting, and mesh topology, utilizing Mikrotik and Winbox v.3. The method used was quantitative with primary data collection through questionnaires and analysis using the Likert scale. The results showed that 84.68% of students responded "Very Understand" to the material provided with an average score of 76.21 out of a maximum score of 90. The application of the RT-RW model using Wireless Mesh topology in network administration subjects with direct practice can enhance student understanding. Therefore, it is crucial for teachers to ensure compatibility between teaching methods and the technology used to optimize student learning