Vocational Education Research Articles

Integrating ecosocial policies through polycentric governance: A study of the green transformation of Danish vocational education and training

AbstractHow can polycentric governance promote the development of ecosocial policies within existing policy systems? Through a study of green reforms of Danish vocational education, the paper argues that polycentric governance institutions are particularly useful at engaging constituent actors in innovation and constructive collaboration over reforming education programs to integrate ecological goals into vocational education. Combining significant autonomy for governance units and their nesting in a larger governance structure, polycentric governance helps address three key governance challenges: developing agreement among actors with clashing material interests about what green transformation entails; identifying how joint gains can be reached within a common vision of the development of the economy; and setting up an institutional structure that supports continuous adjustment to respond to technological advances and shifting social demands. Polycentric governance is, however, not a panacea. The state thus plays an important role in supporting autonomous governance units to develop ecosocial policies.

Enhancing Competitiveness in Vocational Education: The Role of Strategic Marketing in Schools

This study aims to analyze marketing strategies to improve vocational high school competitiveness in Indonesia. This study uses a qualitative approach with a case study type. Data collection techniques are carried out through interviews, observations, and documentation. Data analysis is done through data reduction, presentation, and conclusion. The study results indicate that the school's competitive advantage lies in its special expertise in automotive technology, strong partnerships with leading companies, and modern facilities. The school's proactive approach to updating its curriculum to suit industry needs, effective branding and digital media strategies, and partnerships with industry have contributed to its success in producing employable graduates. The implications of this study suggest that vocational schools can improve their competitiveness by adopting a strategic marketing approach that focuses on building strong industry partnerships, developing relevant curricula, and utilizing digital media to promote their vocational programs.

A Comprehensive Review of the Integrated Program for Out-of-School Adolescents (IPOSA) in Tanzania

The purpose of this study was to analyze how the Integrated Program for Out-of-School Adolescents (IPOSA) addresses the educational challenges of out-of-school adolescents in Tanzania through its flexible, competency-based approach. The study also sought to provide insights for improving the program’s effectiveness and scalability. A descriptive and analytical design were employed, using existing data from official reports, program documentation and previous studies. The study draws on qualitative and quantitative data to assess the program’s development, structure and outcomes. Key documents analyzed include the 2015/2016 profiling study on out-of-school children, IPOSA administrative and real-time implementation reports, comprehensive reports from UNICEF and Tanzania’s national education strategies. Key study revealed that IPOSA is distinct from previous educational models due to its emphasis on flexibility, inclusivity and competence-based learning. It effectively addresses the diverse needs of out-of-school adolescents, equipping them with practical, real-world skills that align with workforce demands. The program’s design, which integrates literacy, life skills, vocational training and entrepreneurship, has demonstrated a significant impact on marginalized groups. The study recommends that the Ministry of Education, Science, and Technology, along with the Institute of Adult Education, allocate additional resources to expand IPOSA’s reach, particularly in marginalized communities. Additionally, regular curriculum updates, enhanced collaboration between stakeholders and improved monitoring and evaluation systems are recommended to ensure the program’s continued success and scalability.

Employment and Unemployment as A Subject of State Regulation of The Labor Market in Azerbaijan

Annotation: The level of employment and unemployment are important macroeconomic indicators in order to characterize the effect of the economic policy implemented in the Republic of Azerbaijan and the degree of economic development of the country. The high level of unemployment in the economy causes various complications, which negatively affects the state of socio-economic progress. It is appropriate to consider a number of directions in the field of state regulation of employment and unemployment. These are the regulation of the demand and development for workplaces, the implementation of a successful state policy in the field of education, vocational training and personnel retraining. In the study of the scientific basis of employment issues, it is selected due to the importance of maintaining the continuity of workplaces and regulating its market relations based on the relevance of objective development laws. In this field, it is also worth noting the need for specialization. Measures in the field of policy regulation in the direction of employment and unemployment mostly act as efficiency indicators of the state's social policy as well. Implementation of various projects, representation of people from relevant classes in those projects and other necessary issues carry the strategic essence of employment-oriented social policy. The paper clarifies various issues regarding employment and unemployment in the Republic of Azerbaijan and deals with the state regulation in this direction. In the study, the approach to both problems on the current national economic priorities is more concrete and systematic. The creation of industrial parks and districts in different regions of the country will have a positive effect on the reduction of unemployment and, in parallel, on the preservation of the increasing dynamics of employment indicators. If we take into account the prospects of the territories freed from occupation in recent years, we can say that substantial results will be achieved based on the reforms and strategies carried out in the future. As it is known, state programs for the development of regions are adopted continuously and gradually in Azerbaijan. The implementation of these programs in stages will allow the establishment of production enterprises and the creation of new jobs. This, in turn, will lead to a decrease in the level of unemployment and further increase in employment opportunities.

“I Don’t Know Whether It’s Priority, or Capacity, or Both”: Implementation Gaps in Employment Policies Targeting People with Disabilities in Kenya and Bangladesh

Disabled people are often excluded from employment, particularly in accessing waged employment. This exclusion persists despite enabling policies and legislature, indicating a need to address gaps in implementation. To improve policy implementation, it is crucial to better understand the gap between policy intention (what was planned) and effect (what happens), including reasons that widen this gap (what explains what happened). This study explores this in the context of Kenya and Bangladesh, drawing on key informant interviews and analysis of policies and programmes related to employment, social protection, and disability. Using the policy triangle framework, we analysed the policy context, process, actors, and content of relevant policies and programmes. The study identified key policy provisions on employment quota, social assistance, job placement services, tax incentives, and training opportunities, all of which were designed to promote employment for disabled people. However, implementation is limited in both countries, for reasons including ambiguity in policies, unavailability of data for monitoring, and lack of transparency among implementers. The data suggest that addressing these aspects would promote accountability among duty-bearers, advocacy power among rights-holders, and ultimately improve implementation and inclusion of disabled people in employment.

Occupational performance patterns in children with paediatric acute-onset neuropsychiatric syndrome.

Paediatric acute-onset neuropsychiatric syndrome (PANS) is a neuroimmune condition characterised by episodic exacerbations and remissions. This study investigates the impact of PANS on children's occupational performance during these phases, using the Vineland Adaptive Behaviour Scale (VABS). Understanding these variations is crucial for developing tailored interventions and managing the condition effectively. A two-period bidirectional case-crossover design was employed to assess occupational performance in children with PANS at exacerbation (T-E) and remission (T-R) phases. Parents of children aged 4.6-13.1years with PANS were recruited globally, with data collected via online surveys and monthly updates. The VABS evaluated occupational performance, with analysis using linear mixed models and Least Squares Means (LSMeans) for accurate representation. Data from 27 participants showed significantly lower scores in the Adaptive Behaviour Composite and socialisation domain of the VABS at T-E compared with T-R, indicating a decline in occupational performance and social skills during exacerbations. During remission, participants demonstrated typical performance across all domains. The study highlights a marked decline in occupational performance and socialisation during PANS exacerbations, with improvements to typical levels during remission. These findings emphasise the need for targeted interventions to address occupational and social challenges in children with PANS during exacerbations, underscoring the episodic nature of the condition and the risk of misinterpreting behaviours if assessed during exacerbations. Multidisciplinary allied health support may benefit children with PANS. Although there was no direct consumer and community involvement, two researchers on our team have family members with PANS. Their personal experiences provided vital insights into the challenges faced by children with PANS, deeply influencing our study's design, focus, and interpretation, ensuring it reflects the realities of those affected. Our study looked at how PANS affects the things children do in their daily lives. We asked parents of children ages 4.6-13.1years old to complete surveys measuring this at two times: once during a symptom flare-up and once during a period of wellness. Our results showed that during symptom flare-ups, children's social skills and general ability to do daily tasks were much lower compared with periods of wellness. When children were well, their abilities were similar to those of typically developing children of the same age. This highlights the need for occupational therapy during flare-ups to help improve the lives of children with PANS.

The Possibilities of Integrating Career Guidance into Teacher Training

Society and the profession formulate complex professional expectations for career guidance professionals. Possessing an interdisciplinary approach and having the necessary social competencies is important. The development of the teaching profession is closely related to social expectations. The effective functioning of school-based career education can only be successful if this activity is integrated into the system of daily pedagogical tasks.

VR Simulation: Advancing Practical Skills in Computer Science Education

This study presents the successful integration of Virtual Reality (VR) tools as an element in the computer science curriculum at the German University of Technology, Oman. The research study investigates the use of MyScore, a VR application developed by RWTH Aachen University - Teaching & Research Field Engineering Hydrology as an environment for computer hardware assembly and troubleshooting exercises. The VR simulation utilized in this study acts as a gamified environment, incorporating elements like scorekeeping and interactive challenges to enhance practical learning in computer science, akin to game-based strategies that engage and motivate students. Over some weeks, the project involved seven students and one tutor in immersive learning sessions to develop applied skills in computer hardware assembly with VR technology over conventional teaching methods. Structured surveys and direct observations were used for data collection through students' interactions with the VR sessions. We also evaluated the student's learning experiences as well as the usability of technology. The results showed that the user-friendliness of the VR interface and its ability to accurately simulate real-world tasks associated with computer assembly received both positive and negative reactions. While some students praised the technology for being pretty cutting-edge, some criticized it as unrealistic or non-interactive. We also received complaints that ranged from actually moving around in the virtual space to navigating only through teleportation spark points. Specifically, two students got motion sickness, which is a well-known obstacle associated with VR environments, and consequently left the sessions prematurely. The feedback of the instructor pointed out that setting up the VR equipment is straightforward and described some potential methods. Still, a call for more reliability in simulations and better interfaces began to surface as nevertheless less controversial agenda items. However, the instructor saw how VR has the potential to revolutionize educational practices. Providing interactive views between the VR device and students that can act as new learning methods. The present study extends the discussion on educational technology by providing empirical evidence of the benefits and challenges experienced in deploying VR for technical education implementation. These findings thus support the continued development and validation of VR technologies in pursuit of improved commitment, cost-effectiveness, immersion, and environment quality that may maximize learning outcomes in future educational applications.

Young Gamers Outside Education, Employment or Training: Translating Computer Gaming Skills to Job Relevant Competencies

9.5 per cent of people aged between 15 and 29 in Norway are ‘not in education, employment or training’ (NEET) (Statistisk sentralbyrå, 2022). NEET status is generally associated with several negative factors, such as lack of social mobility, poverty, negative socioeconomic status and persistent exclusion from education and work life (Wrigley, 2017). Work exclusion represents a significant challenge on both a macroeconomic level and for the individuals who experience work exclusion. The perspective of computer games as learning tools has resulted in an increased interest in how games can generate positive changes in the player (Gee, 2007; McGonigal, 2012). From the perspective of career guidance, it is central to look at whether the positive changes and the learning such change implies can be used to develop career competencies and skills that are attractive for the world of work. This paper reports on a project to develop, conduct, study and evaluate an occupational training program for 15 young gamers between the ages of 18 and 30 classified as NEET. The research question for the project is how participants in a work preparation course experience computer gaming as an arena for developing career competencies and skills and how these skills and competencies may contribute to the participants’ employability

How the global VET toolkit weakened local colleges in South Africa

ABSTRACT This paper explores the contrast between the policy vision for public technical and vocational education and training (TVET) colleges in South Africa, and governance and funding models that have shaped institutional forms and functioning over time. Policy aspires for TVET colleges to play a role in social inclusion and local economic development. The paper provides a historical tracing of shifting regulatory and funding models, a local manifestation of the global shift to market-based funding, pseudo-employer-led reforms and accreditation mechanisms introduced through new public management-style public sector reform. The result is complex policy levers with conflicting governance and institutional models, producing bifurcation and weakening institutions. Colleges have been renamed, restructured, given new governance models, and shaped by contradictory and shifting programme, curriculum and qualification policy. Today, they are public institutions required to contribute to public policy goals, but treated by funding mechanisms as providers competing for contracts with for-profit and private non-profit providers. Individualised capacity building and a governance system that has at its core the idea that vocational education should meet the short-term needs of employers have undermined institutional capacity and coherence, and ability to develop institutions that can actively engage with social and economic development and inclusion.

Exploring the Scope and Impact of Vocational Education and Skill Development Programs on Women’s Self-Help Groups

Women's self-help groups (WSHGs) have arisen as an important tool for women's empowerment and socioeconomic development in many nations, particularly in developing areas. Skill development and vocational education programs aimed at women in these categories have received attention as possible catalysts for increasing their economic independence, social status, and general well-being. The purpose of this article is to look at the influence of skill development and vocational education efforts on women's self-help groups, with a particular emphasis on economic empowerment, community development, and female agency. Drawing on empirical evidence and theoretical frameworks, this study investigates the mechanisms by which skill development and vocational education programs contribute to women's empowerment in self-help groups, as well as the broader implications for gender equality and sustainable development.

Re-Thinking Teachers’ Roles for One-to-One Teaching

While teacher training generally focuses on preparing trainees for teaching groups of students, during their careers teachers will face situations where they need to teach students in one-to-one situations. Private language teaching is a large, but often informal industry; therefore, its scale tends to be underestimated. The lack of research and teacher training in this field leads to clients (or learners) being misled easily by untrained tutors or people claiming to be professionals without any training in teaching. This review of the literature focuses on this vast, but largely abandoned area of language teaching to create a framework for the discussion of one-to-one teaching by clarifying the terminology with a focus on interpreting teachers’ roles in one-to-one teaching based on the most popular English teacher training books in the Hungarian context. The implications of this review are relevant for any stakeholder involved in language teaching and learning. Within our theoretical framework, we have defined three main roles in three professional areas: instructors are course managers (course management), teachers (professional competencies), and supporters (social-psychological awareness and skills), being primarily responsible for course design, facilitating learning, and creating a supportive atmosphere, respectively. One-to-one teaching is unique and deserves not to be on the periphery of teacher training.

A proposed Educational Strategy for Developing Technical Education at AL-Asmarrya Islamic University in Libya

The study aims to propose an educational strategy for reforming and developing technical education at Al-Asmarrya Islamic University, in Libya. The study used the Developmental Descriptive Approach, and data was collected through a questionnaire consisted of (30) items to measure the axes of technical education, (6) of them addressed the curriculum, while (7) items covered teaching staff, (7) for university administration, and (10) items concerned with financial capabilities and equipment. The study population consisted of all faculty members at Al-Asmarrya Islamic University, numbering (998), and a random sample estimated at (342) faculty members was chosen in intentional manner from four colleges, which are: (Engineering College, the College of Marine Resources, the College of Information Technology, and the College of Public Health & Nursing). The study found out the following results: The degree of expectation of the members of the study sample was (high), and the teaching staffs field came first, followed by the field of university administration, then financial capabilities and achievements, and finally the field of academic curriculum. In the light of this, an educational strategy was proposed to reform and develop technical education at Al-Asmarrya Islamic University in Libya. The study recommended for adoption by this University.

Continuity of service and longer term retention of doctors training as general practitioners in the Remote Vocational Training Scheme.

To explore continuity of service and longer term retention outcomes of participants of the Remote Vocational Training Scheme (RVTS). Retrospective cohort study of all doctors who participated in the RVTS from 2000 to 2023, many of whom are international medical graduates and are expected to work in the same community for three to four years in remote (Modified Monash Model [MMM] categories 4-7) or rural Aboriginal Medical Services (AMS) streams while undertaking training towards general practice fellowship. Continuity of service was measured in the pre-program period (period working in same practice before commencing) and during-program period (period completing the RVTS program in same practice as worked in before commencing the program). Retention was measured firstly within two years, and secondly beyond two years (up to 20 post-completion years) based on: working in the same community (relevant to both streams); working in the same region (Remote Stream only); working in any MMM4-7 community (Remote Stream only); or working anywhere rurally (both streams). From 506 enrolled participants, 373 (73.7%) were international medical graduates. The approximate mean service continuity in the same practice was 1.6 years (standard deviation [SD], 2.2 years) for the pre-program period and 3.6 years (SD, 1.4 years) for the during-program period (mean total, 5.2 years). Two years after completion, 21 out of 43 Remote Stream doctors (49%) and four out of five AMS Stream doctors (80%) remained in the same community. Over the long term, retention in the same community stabilised to 44 out of 242 Remote Stream doctors (18.2%) and seven out of 27 AMS Stream doctors (26%); 72 Remote Stream doctors (29.8%) remained in the same region, 70 Remote Stream doctors (28.9%) were in an MMM4-7 community, and 11 AMS Stream doctors (41%) were in a rural (MMM2-7) community. Strong service continuity outcomes have been achieved by the RVTS, which supports mostly international medical graduates in locations typified by the highest workforce turnover. This suggests that continuity of service could be improved for remote and First Nations communities through place-based retention-focused programs like the RVTS.

Australia's Remote Vocational Training Scheme: training and supporting general practitioners in rural, remote and First Nations communities.

Australia's Remote Vocational Training Scheme: training and supporting general practitioners in rural, remote and First Nations communities.

Holistic support framework for doctors training as rural and remote general practitioners: a realist evaluation of the RVTS model.

To develop theory about how and why the supervision and support model used by the Remote Vocational Training Scheme (RVTS) addresses the professional and non-professional needs of doctors (including many international medical graduates) who are training towards general practice or rural generalist fellowship while based in the same rural or remote practice. We conducted a realist evaluation based on the RAMESES II protocol. The initial theory was based on situated learning theory, networked ecological systems theory, cultural theory and geographical narcissism theory. The theory was developed by collecting empirical data through interviews with 27 RVTS stakeholders, including supervisors, participants and RVTS staff. The theory was refined using a project reference and a stakeholder advisory group and confirmed using individual meetings with experts. Theory about how the contexts of person, place and program interacted to address professional and non-professional needs. The RVTS program offers remote access to knowledgeable and caring supervisors, real-time tailored advice, quality resources and regular professional networking opportunities, including breaks from the community. It worked well because it triggered five mechanisms: comfort, confidence, competence, belonging and bonding. These mechanisms collectively fostered resilience, skills, professional identity and improved status; they effectively counteracted the potential effects of complex and relatively isolated work settings. This theory depicts how a remotely delivered supervision and support model addresses the place and practice challenges faced by different doctors, meeting their professional and non-professional needs. The participants felt valued as part of a special professional group delivering essential primary health care services in challenging locations. The theory could be adapted and applied to support other rural and remote doctors.

Recruitment and retention of new doctors in remote and Aboriginal medical services through the Remote Vocational Training Scheme's Targeted Recruitment Strategy: a focus group study.

To explore the results of a targeted recruitment strategy designed to attract and retain new doctors in remote and Aboriginal medical services where they can access Remote Vocational Training Scheme (RVTS) training and support to qualify as general practitioners. Two 2-hour purposeful online focus groups on the RVTS' Targeted Recruitment Strategy. Five participants and nine stakeholders with knowledge and experience of the strategy. Data were transcribed and deductively and inductively coded for themes including insights from separate project reference and stakeholder advisory groups. Perspectives of the strategy. The overarching theme was that the strategy is useful for attracting and retaining new general practitioners in areas of high need and is potentially scalable. Since 2018, 20 new doctors were recruited via the Targeted Recruitment Strategy and six of them completed the RVTS program. The strategy could better differentiate target locations because increasing communities are experiencing major general practice workforce shortages. The package of employment and training could also be more clearly defined for participants, nationally marketed and collaboratively implemented. Further, more site accreditation and ongoing risk and quality review is needed, along with intense early supports for participants who are new to both the community and general practice work. The Targeted Recruitment Strategy is still maturing but the early results suggest it is a unique and proactive model for attracting and improving access to general practitioners in places with high needs. It could be strengthened through formal agreements between communities and agencies, ensuring coordinated implementation, clarifying roles and responsibilities, and developing clear pathways for risk and quality management.

Perceived stakeholder benefits of continuously training general practitioners in the same rural or remote practice: interviews exploring the Remote Vocational Training Scheme.

Explore stakeholder perspectives of the benefits of continuously training general practitioners in the same rural or remote practice in distributed locations via the Remote Vocational Training Scheme (RVTS). Online one-hour semi-structured interviews were conducted with 27 RVTS staff, participants and supervisors from all states and territories between 16 October and 24 November 2023. Data were deductively and inductively coded by stakeholder type and the range of benefits, and the findings were informed by insights from a project reference group and a stakeholder advisory group. Questions explored the benefits of the RVTS - a program which supports doctors already working in rural, remote and First Nations communities to train towards general practice or rural generalist fellowship while remaining in the same practice. Perspectives on the nature and spread of benefits. Broad benefits were perceived to flow to four system-level stakeholders: communities, health services, participants and policy makers. Perceived participant and community benefits were doctors staying longer in distributed locations with tailored place-based supports and training, doctors building relationships with patients, and doctors learning through longitudinal care. Health service benefits included reduced reliance on locums, improved continuity of accessible and appropriate services in areas otherwise facing major recruitment and retention issues, and the doctors having more time to contribute to improving service quality and upskilling local staff. Policy-maker benefits were sustaining safe and high quality services for distributed populations with high needs. The RVTS model was perceived to offer diverse benefits for different system stakeholders which could improve quality of learning, service delivery and community care. It also aligned with key policy directions for a distributed and sustainable generalist workforce under the goals of the National Medical Workforce Strategy 2021-2031 and the directions set by the independent review of overseas health practitioner regulatory settings led by Robyn Kruk. However, models like the RVTS largely rely on distribution levers to recruit more doctors to the locations it supports.

Does livelihood diversification improve food security among rural households?: evidence from Ghana

ABSTRACT Livelihood diversification (LD) is crucial for rural households due to increasing climate variability and declining farm incomes in the global south. Literature has extensively documented the benefits of LD in emerging economies. However, there is still a gap in the econometric evidence of LD on the food security of rural households in Ghana. This study addresses this gap by examining the factors that influence LD using the Ghana Living Standards Survey (GLSS 7) data collected from 133 rural households in Northern Ghana. Results from the censored Tobit regression model, multiple linear regression, and Simpson Diversification Index (SDI) indicated that diversification averaged 0.313 and ranged from 0.000 to 0.709 (zero to 70.9%). Total food expenditures (TFE) measured as a proxy of food security declined at low levels of diversification. Beyond the diversification level of 0.480, total food expenditure increased steadily. The findings revealed that only 24.6% of the households had diversification scores higher than the turning point of 0.480. The Tobit model also showed that remittance income, technical education, household size, marital status, access to extension services, and ownership of mobile phones were significant drivers of LD. The findings have demonstrated that LD improves food security in rural Ghana.

Effectiveness of TVET Training in Harnessing Skills Development amongst the Youths in Kisumu County, Kenya

The global challenge of TVET is ensuring that vocational education systems are inclusive, industry-relevant and aligned with the needs of the 21st-century labor market. Without addressing issues like funding, perception and curriculum development, TVET systems may continue to fall short in equipping young people with the skills needed for employment, entrepreneurship and sustainable economic development. For this reason, this study sought to examine effectiveness of TVET Training in Harnessing Skills Development Amongst the Youths in Kisumu County, Kenya. The founding theoretical frameworks were: Human capital theory, social learning theory and empowerment theory. Descriptive survey was used. Target population was 20,857 comprising of 20,814 TVET students, 42 Heads of TVET institutions and 1 County Education Officer in Kisumu County Government. A sample size of 379 was determined using Krejcie and Morgan (1970) model. Disproportionate stratified random sampling was used to select respondents. Data was collected using structured questionnaires and interview guide. Data was analyzed through content analysis, descriptive and inferential statistics. Pearson`s Correlation analysis was used to determine linear relationships between variables. For the coefficient of correlation (r) of 0.96, it implied a very strong positive relationship between TVET training and skill development. Government as policy-maker was recommended to institute regular reform for reviewing the existing TVET curricula in order to incorporate feedback from students and adapt to emerging dynamics of demographic dividends.