Implementation Of Vocational Education Research Articles

Implementation of Vocational Education in Education System of India: Challenges and Prospects of NEP 2020

Professional Education depends on occupation and business and it is the need of great importance for each nation to have solid professional training framework. It can be characterized as talented based instruction. Professional Education helps in financial development. The Indian instruction framework perceives the part of instruction and especially Vocational Education. (Kumar, 2018)National Council for Professional Training set up by the Government of India assumes its vital part in execution of Vocational Education in India. Despite the fact that there are parcels numerous territories in which India is confronting issues in Professional Education Implementation. With the roll-out of the National Education Policy (NEP) 2020, vocational education has garnered the required spotlight. The NEP 2020 is a comprehensive policy document that extensively discusses the revamping of vocational education. The policy focuses on bringing vocational education into mainstream education, as recommended by successive commissions on education over the years. Yet, the vocational education space, over the years, has witnessed a painfully slow and stagnant growth. This paper focuses on the different challenges and future prospects of NEP 2020 regarding the implementation of vocational education.

FORMULASI PENDIDIKAN VOKASI MELALUI PROGRAM KETERAMPILAN PADA MADRASAH ALIYAH PLUS KETERAMPILAN DI ACEH

This article discusses the urgency of developing vocational education in Madrasah Aliyah in Indonesia, especially in Aceh Province, which is facing the challenges of the Industry 4.0 era. Indonesia has great potential in natural resources and cultural diversity, but it needs quality and globally competitive human resources to optimize it. Despite Indonesia's great economic potential, the quality of human resources is still an issue. The government has responded to this issue with policies, including improving Madrasah Aliyah Plus Skills. This research is field research using a descriptive qualitative method. This research was conducted on all Madrasah Aliyah plus skills in the Aceh Province area: MAN 3 Banda Aceh City, MAN 1 North Aceh, MAS Seunuddon, and MAN 1 Langsa City. The data collection techniques used are observation, interview, and document review. The informants in this research include Madrasah Heads, Teachers or Vocational Instructors, Instructor Assistants, Curriculum Officers, and students. The data analysis includes data reduction activities, data presentation, and conclusion drawing and verification. The implementation of Vocational education in Madrasah Aliyah plus skills requires substantial support, especially in the development of a curriculum that follows industry needs. The main challenge of Madrasah Aliyah Plus Skills is to ensure that the curriculum is relevant to the needs of the local industry. The Teaching Factory has been implemented to train students with practical skills needed in the world of work. The importance of strengthening partnerships with the business world and industry was also highlighted to provide job opportunities for graduates. Improving the quality of vocational education at Madrasah Aliyah Plus Skills in Aceh not only provides benefits for students but also for regional and national economic growth.

A Case Study on the Implementation of Vocational Education in Macau’s Social Service Organization for the Intellectual Disability

A Case Study on the Implementation of Vocational Education in Macau’s Social Service Organization for the Intellectual Disability

Vocational Education Management: Multi-Case Study at SMK Center of Excellence Bitung City, Manado City, Tomohon City North Sulawesi Province

The research in this dissertation is motivated by a phenomenon where there are still various challenges in the development and efforts to advance Vocational High Schools which include: the still high unemployment rate for Vocational High School graduates, and incomplete integration between Vocational High Schools and the industrial world/world of work such as: development curriculum, learning process, learning evaluation, to graduate marketing. The focus of the research in writing this thesis is: 1) How is Vocational Education Planning at Christian Vocational School 2 Tomohon, SMKN 2 Bitung and SMKN 1 Manado? 2) What is the Implementation of Vocational Education at Christian Vocational Schools 2 Tomohon, SMKN 2 Bitung and SMKN 1 Manado? 3) How is the Monitoring and Evaluation (Monev) of Vocational Education at Christian Vocational Schools 2 Tomohon, SMKN 2 Bitung and SMKN 1 Manado? This type of research is a qualitative descriptive study using a multi-case approach, data collection techniques 1) Participant Observation, 2) In-depth interviews, 3) Documentation, 4) FGD (Focus Group Discussion), and data analysis with the approach of (1) analysis of individual case data, and (2) cross-case analysis of data. From the results of this study, the authors conclude that: 1) Vocational Education Planning: the principal prepares the documents needed for registration SMK-PK and forms an SMK-PK team and a development team involving related stakeholders. 2) Implementation of Vocational Education: The implementation of the SMK-PK program starts in 2021 which is SMK-PK in the first stage the school gets assistance in the form of physical equipment, while in the second stage, it focuses on the program. The principal participates in every program or activity carried out such as collaboration with du/di, participates in the process of teaching and learning activities, and so on. 3) Monitoring and Evaluation (Monev) of Vocational Education: The school principal conducts internal evaluations related to the curriculum program and management of SMK-PK. The Principal also evaluates the learning process by controlling the implementation of the learning process. In the management of SMK-PK, there is also an evaluation in the form of control carried out by the government on the management of SMK PK funds so that schools must report regarding the progress of program implementation and the use of SMK-PK funds.

Online field work practice management information system

Regulation of the Indonesia Minister of Education and Culture Number 3 of 2020 concerning the Freedom to Learn on an Independent Campus Policy, is a framework for preparing students to become tough graduates, relevant to the needs of the times. The implementation of vocational education, namely the existence of a training / apprenticeship period in the industrial world has similarities with the policy. Basically, both educational institutions and the industrial world need each other's. Information about the existence of a period of field work practice, both in the industrial world and in educational institutions today is very limited. This system was designed and built to bridge the information gap. This study uses the Rapid Application Development (RAD) method, which is a sequential and systematic software development method that emphasizes the development cycle in a short time. The RAD method consists of : Business Modeling, namely the process of modeling the flow of information on business functions; Data Modeling, namely the process of transforming a business model into a series of data object; Process Modeling, namely the process of translating data models into information flows in the implementation of business functions; Application Generation, namely the process of creating software using a programming language; and Testing and Turnover, which is a testing process to eliminate errors and return to the beginning of the development process. This information system provides 3 interfaces for 3 groups of users, namely: training administrators, prospective trainee and officers from industry with their own facilities.

Research on the Effectiveness of Ideological and Political Education in Secondary Vocational Colleges in The New Era

In the vocational education of socialism with Chinese characteristics, it is necessary to cultivate high quality technical and skilled talents and implement the fundamental task of "cultivating virtues and cultivating people". Education as the foundation, moral first, ideological and political education into the implementation of vocational education, ideological and political education to achieve the full, full, all-round role of education. Secondary vocational education plays a fundamental role in vocational education and has great influence on the continuous education of vocational education. However, in vocational schools, the development of ideological and political education theory course has some problems, such as teachers, students, parents' understanding of vocational education deviation, students' bad behavior habits and lack of practical activities. It is necessary to create a good social and school atmosphere, change people's inappropriate understanding of vocational education, teachers of various subjects cooperate with each other, set teaching objectives based on professional characteristics, To set up or perfect the second class of ideological and political education to improve the effectiveness of ideological and political education in secondary vocational education.

Kajian Pendidikan Vokasi dan Kompetensi Ketenagakerjaan

The background of this study is an issue that is often reported in various mass media about the gap between employment and education. As well as expectations of the industry, parents and education providers. This research is qualitative research of vocational education and employment competencies for SMK graduates. The study based on several facts of employment experience and the performance of graduate job seekers. The fact is that the implementation of vocational education in Indonesia is relatively not met the expectations of the industry,is product oriented and the vocational education curriculum has not been relevant to the needs of the job market.

Vocational education in India

Vocational Education and Training (VET) is an important element of the nation’s Education initiative. It is related to productivity. Vocational education prepares individuals for jobs and it is the need of the hour for every country to have strong vocational education system. It can be defined as skilled based education. In India there is a need of vocational education which enhances skill development. The Indian education system recognizes the role of education and particularly vocational education. But there are so many challenges in implementation of vocational education. The present paper also looks into the insight of existing policies and initiatives taken by the Government of India to increase the quality of vocational education & skill development in India.

Universitas Negeri Semarang’s readiness in carrying out vocational education

This study aims to analyse (1) the support system in carrying out vocational education, (2) the readiness of faculties and departments to administer vocational education and (3) the suitable implementation model of vocational education for UNNES. The research data were collected through interviews, observations and focus group discussions. The data analysis was obtained in a qualitative interactive manner using data reduction methods, data presentation and drawing conclusions, as well as verification. The results showed that the implementation of vocational education has an internal support system, namely the leadership commitment of UNNES, faculties and departments, the availability of learning facilities and infrastructure, the availability of curriculum, the availability of lecturers and educational staffs and the availability of budget. The external support systems are the link and match policy, for example, opening 100 polytechnics and accepting civil servants from the diploma programme, Universitas Negeri Semarang faculties and departments are quite ready to administer vocational education. 
 
 Keywords: Education, diploma, UNNES, vocational

ПРИНЦИПЫ ОТБОРА СОДЕРЖАНИЯ ДИЗАЙН-ОБРАЗОВАНИЯ ДЛЯ КОМПЕТЕНТНОСТНОГО ОБУЧЕНИЯ СТУДЕНТОВ С ОГРАНИЧЕННЫМИ ВОЗМОЖНОСТЯМИ ЗДОРОВЬЯ

The modern sociocultural environment puts forward requirements for ensuring equal opportunities for vocational education for active members of the society. The established requirements for the organization of the educational process in mixed groups, including normo-typical students and students with disabilities, indicate the need to search for new methodological approaches to ensure the successful implementation of vocational education. The article highlights the problem of choosing didactic components of practice-oriented content for teaching students with disabilities. The aim of the work was to identify the principles of new didactics, which make it possible to adapt the structure of basic design education to the special educational needs of students and to optimally organize educational activities in a mixed group without losing the quality of professional development and an increase in general competencies. The article provides some of the fundamental meanings of design practice, which make it possible to find permits for the introduction of inclusive methods in the system of special-purpose training programs. The approaches to the formulation of combined tasks are disclosed that allow the variability of equivalent design solutions of different levels of complexity. New approaches to the choice of methodological and didactic techniques were determined in the course of a pedagogical experiment, using elements of a longitudinal study. The author gives examples from the experience of training students in secondary vocational education in mixed groups, points out aspects that have a particular impact on the achievement of equal positive results by students, names the methods of formulating practical tasks that minimize the difference in time spent by students with different abilities. The conclusion about a sufficient basis for the chosen direction of methodological and didactic support was made on the basis of signs of positive dynamics of mastering the techniques of project design activity by students with disabilities.

TOP-50 Professions in Demand Requiring a Secondary Vocational Education: Experience of Application and Approaches to Update

In the face of intense technological changes, the issues of highlighting the most sought after professions, including workers and mid-level professionals, to determine priorities in vocational education are particularly relevant. The article presents the results of a study dedicated to the experience of using the list of 50 professions most in demand in the labor market requiring secondary vocational education (hereinafter the list of top 50) in the regions. It has been established that most often in the regions the list of top 50 is used to determine the professions for the implementation of vocational education and training, the formation of control figures for admission to professional educational organizations and to determine the directions for the development of vocational education in the region. The top 50 list is the basis for the formation of regional lists of the most in-demand professions (top-region) that meet the needs of regional labor markets. This determines the need for regular (once every three years) updating of these lists. Based on the results of the study, proposals were formed on the formation of lists of demanded professions, which were taken into account when preparing an updated list of the top 50.

The position of environmental protection in the value ranking of vocational education actors

The article points out the accompanying environmental consequences resulting from the development of industry, transport and increasing globalization. Subsequently, it emphasizes the necessary education of the population, education for sustainable development and raising environmental awareness. It characterizes the starting points in legislation and strategic documents of environmental policy in the field of environmental education and training in schools in the Slovak Republic. It clarifies the implementation of vocational education of students in primary and secondary schools with a focus on their environmental literacy and competencies. In it, the authors interpret the results of a survey conducted on a sample of 3070 respondents, in which they organized ten life values ​​according to importance. They compare the statements of three groups of respondents - teachers, parents, and students. Subsequently, they analyse them and point out the possible causes of the identified state of the position of the value of environmental protection in vocational education in Slovak schools. In the end, they name important topics and assumptions leading to improved preparation of students for the future.

Learning Strategies Employed in Vocational Education Training on Integration of Prisoners into the Society

Implementation of Vocational Education and Training (VET) within Prison institutions is dependent on several factors. One of the key drivers for successful implementation of VET is the learning strategies employed. Researches indicate that most incarcerated individuals have low academic standings within society. As such, approaches in learning have to conform to the trainees’ needs and education standards. This study sought to determine the effectiveness of learning strategies used in VET in Kenyan Prisons with a specific case study of Shimo La Tewa Maximum Security Prison and Shimo La Tewa Medium Security Prison. A descriptive research design was adopted to integrate different components of the research and questionnaire instruments were used for data collection. A Predictive Analytic Software (PASW) was used for data analysis where quantitative data was analyzed using descriptive, frequencies and percentages. A regression model was fitted to establish the relationship between prisoners’ integration back into the society and the learning strategies used in VET implementation in prison. The study findings indicated that there is a direct association between learning strategies used in VET implementation and integration back into the society with a regression model significance at (p<0.05) and (R=57%). The specific learning strategies investigated were behavioral and cognitive learning; both were found to be generally applicable among the inmates yet in terms of specific methods, the study found the level of agreeability varying. In conclusion, the study determined that there is need to enhance the capacity of learners by adopting appropriate strategies that impart skills and enhance the trainee confidence to gain formal employment. This way, the chances of re-offense is greatly reduced by appropriate training methods.

Framework of Vocational Education Quality Based on Dynamic System

The problem of meeting the needs of business and industry towards vocational higher education graduates is a discrepancy between the desired skills and the availability of labor. To meet the needs of competent Human Resources (HR) in business and industry, the implementation of Vocational Education (VE) must be quality or smart. This study formulates the factors that influence the implementation of quality VE, the entities contained in the VE system, building framework of VE system base on dynamic system.

Vocational Education and Training: Quality &amp; Employability

Vocational education system relates to programmes of study with job readiness. Though vocational education is non-formal in nature and focuses primarily on industry specific trade, occupation or vocational study enabling grass-root level people to acquire job specific skills based on hands-on-practice and/or training for their gainful employment. The Indian education system recognizes the role of vocational education, keeping in view the demand of highly skilled labour force both in the government as well as private/business sectors. The Ministry of Skill Development and Entrepreneurship (MSDE) set up by the Government of India plays an important role in co-ordination with its allied bodies like - National Skill Development Agency (NSDA), National Skill Development Corporation (NSDC), Sector Skill Councils (SSC) and training partners for fulfilling the industrial requirements of trained and skilled manpower, besides skill up-gradation, and building of new skills not only for existing jobs but also aiming at jobs that are to be created in near future. Notwithstanding that there are many areas in which India is facing challenges to overcome problems in implementation of vocational education in regard to quality and employability, the paper intends to emphasize on some aspects of quality, employability and Government’s role in vocational education programme implementation.

Implementation of the Inter-Agency Collaboration in Vocational Education of Students with Learning Disabilities towards Preparation of Career Experience

Inter-agency collaboration is a very important element in the success of vocational education programs for students with special needs, especially for students with learning disabilities. Inter-agency collaboration is a team consisting of students, parents, school representatives and representatives of outside agencies involved in implementing, coordinating and developing service plans for students with special needs. However, the implementation of inter-agency collaboration with schools has remained at low levels. Therefore, this study was undertaken to explore the implementation of inter-agency collaboration and the obstacles faced by teachers in vocational education of students with learning disabilities towards career experience preparation. This study used a qualitative approach with case study design. Data were collected using interviews involving 10 teachers from vocational education in 6 Integration Program with Learning Disabilities (IPLD) schools. The findings show that there is inter-agency collaboration implemented with the schools involved but the implementation is not comprehensive. Results from interviews show that there are several obstacles in the implementation of inter-agency collaboration in terms of student attitude, parental attitude, and attitude of employers, financial problems and lack of information about the implementation of vocational education in IPLD. This study is expected to assist schools in implementing inter-agency collaboration to provide the best service to enhance the skills and careers of students with special needs especially students with learning disabilities.

23 PENGGUNAAN MODEL LISTENING TEAM SEBAGAI SARANA MENINGKATKAN KEMAMPUAN BERTANYA PADA PEMBELAJARAN IPA SISWA KELAS X SMK YP 17-2 MADIUN

Implementation of Vocational Education in Madiun 17-2 YP use the lecture method, so that the activity asks students less. The aim of research to improve the ability to ask students in learning science. Qualitative research approach used classroom action research (PTK), which consists of two cycles. The subjects included 23 students, collecting data using observation sheets to determine the ability to ask, student activities, and the quality of learning. The research result an increase in the ability to ask the first cycle of 50%, 69.56% second cycle. Student activity 62% cycle I Cycle II 73.91%, active criteria. The quality of learning cycle I cycle 71% II 80%. Conclusion The results of the research team use listening learning model can improve the ability to ask.

ANALYSIS OF RESOURCES-BASED EDUCATION MANAGEMENT AND ITS’ EFFECT ON SCHOOL ADVANTAGE (Study on Vocation High School in the City and District of Bandung)

Bandung SMKN (vocational high school) resources are relatively diverse. These resources must be identified if they are to be utilized by the vocational high school in their effort to plan and make the implement of their education program better than other vocational high schools. Therefore it is necessary to analyze further the current condition of school resources as the resources theoretically can be developed to produce a competitive edge for the education unit. This research is focused on efforts to analyze the SMKN resources in Bandung with intention to develop them to strengthen planning and implementation of vocational education. The result of the research produced a model for implementation of vocational high school resources. This model focuses on education management practice, development and implementation of curriculum, development and implementation of learning resources, development and implementation of teachers as human resources in the vocational high school. Keywords: Resources, strategy and school competitiveness, Vocational High School.

Challenges and Reflections of Implementing the Technical and Vocational Education Policy: A Case for Secondary Schools in Rural Communities of Rushinga District, Mashonaland Central Province

The impact of vocational education policy to secondary schools of Rushinga District rural communities in Mashonaland Central Province was studied. The study considered training levels of teachers, availability of relevant teaching material and their usage. Seventy respondents comprising of sixty and ten teachers and heads respectively participated. Purposive sampling was used. Data collection involved questionnaires, interviews and document analysis. Data was presented as frequency tables. Findings revealed that there has been very little effort in rural secondary schools towards implementation of vocational education. Poor policy implementation was due to engagement of majority of untrained teachers with a minimum academic qualification of Ordinary Level to teach vocational subjects. Some inexperienced teachers had no vocational education qualification. No staff development for effective teaching of vocational subjects, lack of relevant resources, overloaded timetables, high staff turnover, negative attitudes of heads and lack of industrial attachment of pupils to effectively implement the curriculum innovation. Major recommendations are that Higher Education Examination Council, through Curriculum, Research and Development Unit should mount re-orientation workshops to vocational education teachers. Syllabuses and additional learning resources of vocational education should be made available in schools. There is need for reduction of corporate taxes for companies that support vocational education.

Working from Our Strengths: partnerships in learning

Over the past four years a team of Indigenous and non-Indigenous partners in learning research across Northern Australia have identified many of the issues that underpin the implementation of training and investment through enterprise development to improve economic and community outcomes of Indigenous partners. This paper provides an overview of a series of recent projects developed around enterprise development and training. The issues that the project teams have explored include developing industry, community and training institutional partnerships in the recognition of diverse knowledge systems within the recognition of prior learning process, the role of digital literacies in sharing knowledge, the co-production of knowledge and workbased learning. The paper then foreshadows the future directions of this work; addressing a range of issues such as infrastructure, funding, technology and identifying relevant skills sets. Approaches to sustainable enterprise learning and production, professional development and support of successful Indigenous and non-Indigenous teachers are also discussed. Essentially the paper focuses on the ways partnerships and relationships, rather than systems, can effect change in the implementation of Vocational Education and Training (VET) system in ways that accord with the aims and realities of Indigenous people for their futures.