Vocational Education Research Articles

The Impact of Proactive Behaviors of Vocational College Teachers on Teaching Performance: The Mediating Role of Organizational Support Perception

<p style="text-align:justify">This study aims to explore the relationship between proactive behaviors, teaching performance, and organizational support among vocational college teachers. Based on the theory of organizational support, we conducted a survey of 373 teachers from four vocational colleges in Shanxi Province, using scales for proactive behaviors, organizational support, and teaching performance. The results indicate that: (a) There is a significant correlation between teachers' proactive behaviors and teaching performance; (b) There is a significant correlation between teachers' proactive behaviors and organizational support; (c) Organizational support plays a significant mediating role in the relationship between teachers' proactive behaviors and teaching performance. This study enriches the application of organizational support in vocational colleges, providing empirical evidence for improving teachers' proactive behaviors in higher education institutions, which could be useful for central or local education policy decision-makers and implementing units. Additionally, this model could be further applied beyond vocational education to other contexts or policies, demonstrating both theoretical and practical significance.</p>

Exploring the potential for enhancing green skills training, innovation and sustainable livelihoods in informal spaces of Harare, Zimbabwe: identifying gaps and opportunities

PurposeDespite growing emphasis on green skills, innovation, and sustainable livelihoods, research remains limited in the informal economy, particularly in developing countries. This study investigates gaps in green skills training, innovations and livelihoods among informal metal fabricators, shedding light on the challenges and opportunities within this sector. Specifically, the study critically assesses the potential for upskilling informal metal fabricators through Technical and Vocational Education and Training (TVET) institutions and university innovation hubs.Design/methodology/approachEmploying a qualitative interpretive methodology, we conducted 40 key informant interviews with small-scale informal metal fabricators operating in Magaba and Gaza home industries, two of Harare’s largest home industries in Zimbabwe. Subsequent key informant interviews were held with TVET educators and innovation hub lecturers. Observations were carried out over a period of three months to comprehensively explore the issues under investigation.FindingsGender disparities persist within informal innovation spaces, with women making strides in the traditionally male-dominated field of metal fabrication. However, challenges such as prejudices, stigma, ridicule and abuse hinder women’s full participation in manufacturing processes, often relegating them to less physically demanding roles like customer engagement and product marketing. Inequities in support for green skills training were evident, with the innovation hub model primarily catering to formally educated youth in universities, neglecting the active involvement of notable informal innovators with limited formal education. While a gradual shift toward renewable energy sources is observable in the informal economy, government-owned TVET institutions show minimal or no adjustments in course content to incorporate essential green skills. In light of the findings, the study proposes measures to ensure equitable green skills training, innovation and the promotion of sustainable livelihoods in the informal metal fabrication sector.Originality/valueThe findings of this study represent a novel contribution the gaps in green skills training in the informal economy and how these inform reforms for vocational learning and training practices and the incubation of innovations.

Bridging and bonding social capital in place-based rural careers advising

AbstractResearch studies continue to document the inequitable access to quality careers education and guidance for rural Australian youth, raising questions about these programs in rural schools. A significant proportion of the existing rural careers education and guidance literature focuses on factors of students’ decision-making, with little attention on the role of the careers advisor. This article explores how rural careers advisors develop and leverage their social capital to create place-based careers education and guidance programs. Drawing on narrative interviews with career advisors in western Victoria, the article uses theories of bridging and bonding social capital as an analytic framework to highlight the risks and opportunities in creating place-based programs. It argues that local knowledge and a strong network of relationships across the local communities assists advisors in tailoring relevant and effective careers education and guidance. This is vital to ensuring rural students have access to the quality careers education and guidance they need to have positive post-school outcomes.

Наставничество в профессиональном образовании

The article analyzes the problem of mentoring in the framework of vocational education, examines the degree of personal relationships between mentor and mentee. It provides an opportunity to understand the importance and relevance of one of the forms of systematic transfer of knowledge and skills by a professional to a young specialist, which is mentoring. Representing the process of introducing a young specialist into professional activity. The author formulates the provisions that make it possible to comprehend the features of mentoring activities carried out by teachers of secondary vocational education in order to form an environment of qualitative formation and intensive development of the process of professional adaptation of a young specialist through mentoring in educational institutions of the Novosibirsk region.

Blended learning as a disruption in a vocational education building program

A building and construction teaching team in a vocational education school (within a university in Melbourne) introduced a blended learning model to one-third of their program. Traditionally, building students are accustomed to a high ratio of face-to-face learning, therefore, this new model disrupted the experience of both teacher and student. The model was examined using e-learning evaluation research methodology and findings are presented using the framework of Glazer’s (2012) characteristics of blended learning. Examination of the program identified areas in need of attention, such as active learning and online interaction and communication. Finally the authors promote the use of Glazer’s framework as a pedagogical evaluation tool for blended learning designs, while drawing out a particular focus on teacher presence as a distinct item in this framework.

Action research as professional learning in and through practice

ABSTRACT It is widely accepted that professional learning is a crucial aspect of the ongoing professional practice of educators. But how should this professional learning take place, and what arrangements enable and constrain practices associated with educator learning? In this article, we explore two case studies of action research projects: one undertaken with Australian Vocational Education and Training (VET) teachers, and the other undertaken with Swedish principals. Using the theory of practice architectures and the Professional Learning Framework (see text), we consider what action research team members identified that they learnt through the action research projects, and what enabled and constrained that learning. The findings highlight five key themes that enabled and constrained educator professional learning and supported educators in making positive changes in their professional practice: power and solidarity, trust, recognition, agency and time. Further, reflection and collaboration were also highlighted as important factors in supporting educator professional learning. We conclude that action research can enable educator professional learning, can support the contextualised understanding of what works, how it works and for whom it works, and can enable educators to make positive changes in their professional practices.

Evaluating OPEN-MURDER Scenario Impact on Vocational Education

This study investigates the impact of the OPEN-MURDER scenario on the learning outcomes of 36 Software Engineering program students in Vocational Schools (SMK). Utilizing a quasi-experimental design, pretest-posttest assessments were conducted to measure learning outcomes before and after implementing OPEN-MURDER, focusing on mood, understanding, recall, digest, expand, and review. Results show a significant improvement, with pretest scores averaging 71.72 and posttest scores 89.53 (p < 0.05). The findings underscore OPEN-MURDER's positive influence on SMK students' learning outcomes, suggesting its potential as an effective teaching model to enhance motivation, problem-solving skills, and classroom engagement. Future research could explore comparative analyses with control groups and encourage educators to adopt OPEN-MURDER for innovative teaching practices. Highlight: OPEN-MURDER Evaluation: Assesses impact on vocational students' learning outcomes. Experimental Design: Utilizes pretest-posttest method to measure effectiveness. Positive Influence: Shows significant improvement in student learning outcomes post-implementation. Keywoard: Open-Murder Scenario, Learning Outcomes, Vocational Schools, Quasi-Experimental Design, Teaching Model.

JOB TRAINING’S IMPACT ON INNOVATIVE BEHAVIOUR IN BANGLADESH’S PRIVATE BANKING WORKERS

The banking industry has changed dramatically in recent years in developing nations like Bangladesh, and innovation is crucial to adapting to these developments. On the other hand, training for employees holds immense significance for both the individuals and the organizations they work for. Training allows employees to develop and enhance their skills and innovative ideas. This study looks at the relation between job training and innovative work behavior (IWB) among the employees in private bank sector in Bangladesh. This study used a quantitative methodology to investigate the correlation between variables with individual bank employees serving as the unit of analysis. Using a systematic purposive sample approach, one hundred and twenty workers from twenty branches of five private banks in Bangladesh were sent questionnaires via email. Appropriate statistical tools were used to analyse the collected data. Results show that the length of training has crucial impact on the level of innovative work behavior among the bank employees. Theoretical and practical implications, limits, and recommendations for further study are highlighted and explored in light of the results.

Caste, Merit, and Technical Education in India

Ajantha Subramanian, The Caste of Merit: Engineering Education in India, Harvard University Press, 2019, 374 pp., GBP 22.02, ISBN 978-0-6749-8788-3 (Hardback). Anna Ruddock, Special Treatment: Student Doctors at the All India Institute of Medical Sciences, Stanford University Press, 2021, 282 pp., GBP 11.69, ISBN 978-1-5036-2825-0 (Paperback).

Realising the human development promise in dual VET

ABSTRACT Despite growing consensus around the need for a more holistic vision of development, realising the human development potential of educational interventions has proven a challenging task. This Forum grapples with how these tensions manifest in the international transfer of dual models of Vocational Education and Training (dVET) to low- and middle-income countries. While dVET has gained global currency, its developmental potential has been primarily framed in economic terms. Conversely, its alignment with human development remains an abstract possibility and is often not reflected in the policy design of dVET transfer attempts. Each contribution to this Forum probes a different facet of these tensions, exploring how dVET can be calibrated in different contexts to realise its human development potential. Taking a practice-led approach and featuring representatives from cooperation agencies, consultancy groups, and research organisations, this piece contributes to ongoing debates about the possibility of effectively integrating human development thinking into education policy.

Organization of Effective Interaction Between the Employer and the Educational Organization in the Professional Training of Engineers

The development of modern industry actualizes the issues of organizing interaction with educational organizations that conduct professional training of engineers, because the "personnel shortage" is obvious. On the other hand, educational organizations cannot carry out professional training without focusing on the requirements of industry, and without fulfilling the requirements of the Federal State Educational Standard 3++ in terms of practical training. Thus, the organization of effective interaction between the employer and the educational organization is necessary for both sides of the process.The authors of the article highlighted the conditions for the organization of interaction between an employer and an educational organization, compliance with which will help bring the professional training of engineering personnel to a qualitatively new level and make it the most effective. These authors include: taking into account and using the historically established experience of Russian and Soviet vocational education; application of the practice of interaction of foreign educational organizations; application of the principles of continuity, continuity; the intersection of the educational space of the educational organization and the internal environment of the enterprise; creation of a regional sectoral integration educational space.The purpose of the article is to describe the conditions for effective interaction between an employer and an educational organization. The authors give examples of foreign and domestic pedagogical experience that can be used in the practice of vocational training.Within the framework of this study, the following methods were used: the method of historical and pedagogical research was used to study foreign and domestic pedagogical experience. The conclusions were formulated through the use of the method of observation of the educational process and the analysis of pedagogical experience.The authors come to the conclusion that compliance with the conditions described in the publication is important and can be used to create a pedagogical system of professional training of engineers.

Institutional measures to support the Education – Labour Market system in regions of Russia

The paper analyses the dynamics of unemployment in the Central Federal District regions in 2018-2022. The main issues are problems at the Russian labour market in 2020-2023, and measures of their state regulation taken at the federal and regional levels. The paper considers the measures of state support for the Russian labour market during the COVID-19 pandemic and economic restrictions, and describes their consequences. Also there is an assessment of the role of secondary vocational education system, implementation of state programs and national projects, i.e. the federal projects «Professional», «Young Professionals». Paper listed the professions and specialties in colleges of the Ivanovo and Yaroslavl regions. On the example of the Ivanovo region we consider the establishment of educational and production centres (clusters). The study considers goals, objectives, stages, directions of development, institutional environment, services of the National Qualifications System of the Russian Federation, the essence of Independent Qualification Assessment in details. The study also highlights the role of the state for a secondary vocational education system development.

The Impact of Human Capital and ICT Index on Local Economic Growth in Vietnam

This study aims to examine the factors of human capital and technology (ICT) that impact the economic growth of localities in Vietnam in the period 2016-2021. The study also evaluates the interactive impact between information technology factors and human capital factors on economic growth. The results show that the variables of the rate of labor over 15 years old, or the rate of workers with vocational training, have a positive impact on economic growth, while the factors of the number of people attending secondary school or spending on Education has a negative impact on local economic growth. The technology index (ICT) has a positive impact while the information technology human resource index has a negative impact on growth. Under the interactive impact of ICT, it can increase growth but can also reduce economic growth at a higher level. These results help provide some policy implications to help improve economic growth for localities in the next period.

Effect Of Compensation, Work Motivation, Training On Employee Performance Through Job Satisfaction As An Intervening Variable

The study aims to examine the effect of compensation, work motivation, training on employee performance through job satisfaction as an intervening variable. The sample of this research is 81 employees at PT Cheil Jedang Indonesia Pasuruan. The main data source in this research is questionnaires. The data processing application uses Smart PLS. The results showed that compensation (X1) has a significant positive effect on job satisfaction (Z) of PT Cheil Jedang Indonesia Pasuruan employees. Work motivation (X1) has a significant positive influence on job satisfaction (Z) of PT Cheil Jedang Indonesia Pasuruan employees. Job Training (X1) has a significant positive influence on job satisfaction (Z) of PT Cheil Jedang Indonesia Pasuruan employees. Compensation (X1) has a significant positive influence on the performance (Y) of employees of PT Cheil Jedang Indonesia Pasuruan. Work Motivation (X1) has no influence on the performance (Y) of employees of PT Cheil Jedang Indonesia Pasuruan. Training (X1) has a significant positive influence on the performance (Y) of employees of PT Cheil Jedang Indonesia Pasuruan Job Satisfaction (X1) has a significant positive influence on the performance (Y) of employees of PT Cheil Jedang Indonesia Pasuruan. Job satisfaction (X1) can mediate the effect of compensation, work motivation and training on performance (Y).

A systematic literature review on the reform of vocational education in China

A systematic literature review on the reform of vocational education in China

Breaking the WAVE and shattering stereotypes: addressing organizational change and team dynamics with female leaders

Research methodology The research consisted of a questionnaire and in-depth interview with the CEO. Secondary research was conducted to read through various articles and literature available on the organization. Relevant courses are organizational behavior/organization development/strategic management. Case overview/synopsis In a landscape traditionally dominated by male leadership, this case study highlights the compelling narrative of a new leader with an unconventional leadership style. This purpose of this case study aims to explore the change management challenges faced by Molade, CEO of WAVE, a leading vocational education social enterprise based in Lagos, Nigeria, as she grapples with the issue of organizational culture and gender bias and their impact on team dynamics while implementing a new strategy. Her leadership journey reflects not only personal triumphs but also the broader impact of diverse perspectives at the helm of organizational decision-making. Despite having over a decade of industry experience and being well-respected in her field, Molade is met with resistance and patronizing behavior from some of the existing team members who question her authority and decision-making abilities. The case discusses leadership challenges faced by Molade, a female leader, its negative implications on her performance and her ability to implement change within the organization. Ultimately, Molade’s perseverance and strategic thinking enabled her to successfully navigate her dilemma. Complexity academic level Undergraduate business course(s) which include organizational behavior, organization development and strategic management.

National Education Policy 2020: Paradigm Shift in Vocational Education for Aatmanirbhar Bharat

Vocational education is inevitable to inculcate and cultivate relevant skills in learners for individual and societal benefits. This is a sincere attempt to help an individual enhance self-confidence to contribute to the sustainable development of the nation. Education aims to develop skills among learners. In the 21st century, the need for skill development among learners is perspicuous but change has taken place in types of skills. At present, the emphasis is on the knowledge economy. Therefore, the type of vocational education and skill development has also changed. Vocational education paves the way to develop skills and produce skilled learners who can contribute significantly to a nation being self-reliant. The NEP 2020 has advocated for vocational education to be introduced from class sixth after keeping the requirements of the current century in view and with a vision to make Aatmanirbhar Bharat (self-reliant India). The NEP 2020 has also emphasised experiential learning for all-rounded development of learners. Vocational education can create a positive environment for the learners to boost skills required for individual growth leading to a self-reliant India. In this paper, the researchers have made a solemn effort to enumerate the relevance of vocational education and skill development in NEP 2020 for producing a skilled workforce to build a knowledge-based economy in India and laying the foundation for Aatmanirbhar Bharat (self-reliant India).

Mérnöktanár-képzés – Modellalkotás, szakmai szókincsfejlesztés, tantárgyi kapcsolatok

Vocational Teacher Training Programmes provide teachers of Vocational Education and Training schools. University of Debrecen Faculty of Engineering offers Vocational Teacher Training in five specializations, in form of cooperative training. The company specialists participating in the training teach prospective vocational teachers with modern professional knowledge. The aim of this article is to summarize the pedagogical experiences of the prospective vocational teachers, based on the content analysis of their lesson plans. The investigation focuses on prospective vocational teachers’ examples of modeling, professional vocabulary development and connections between subjects from their practical pedagogical training in Vocational Education and Training schools.

Curriculum Making Across Sites of Activity in Upper Secondary School Vocational Education and Training: A Review of the Research in Sweden

Purpose: This paper presents a qualitative systematic review of Swedish research on vocational education and training (VET) at the upper secondary school level over the past 20 years. The review is based on a theoretical model on curriculum making as social practice that may serve as model for comparative studies between countries. By introducing the model, the ambition is to open for new perspectives on VET curriculum in policy and practice. Questions regarding key themes and the interplay of discourses and processes across multiple sites in the education system have not been addressed in previous systematic reviews of Swedish VET research. Methods: The methodological approach in the present paper is a qualitative systematic research review with an integrative and interpretative purpose and research design. The qualitative review is based on the conceptual model of curriculum making as social practice, seeking to capture the inherent complexity and porous boundaries of education systems and movements of ideas, discourses and actors between sites of activity. The model is used for mapping the research, and a content analysis for identifying main themes and emphases and exploring and discussing the potential gaps that may inform future international research studies. Findings: The results show that the research is focused on the micro and nano sites of curriculum making, with connections to macro site activities of national curriculum policy enactment. Research focusing on the macro site of activity has an emphasis on national policy and policymaking regarding the relationship between academic and vocational knowledge/programmes and apprenticeship and employability. In the micro and nano sites of activity – which comprise the majority of the research – the main themes are vocational knowing and identity, teaching, learning and assessment practices and work-based learning. Conclusion: An observation is the absence of principals and middle leaders as actors and informants in the studies. There is little evidence of actors moving between sites of activity and the meso site of activity only comprise a very small part of the research. In this respect, there is a potential gap to be explored, not least regarding how local curricula and syllabi are made and shaped in terms of the influence of representatives from local authorities, companies, trade unions, employer associations, universities and regional agencies. Curriculum making as social practice has the potential to be used for comparative international studies and as a framework that takes national differences in VET education systems into account.

A Combined Interventional Approach to Train Interview Skills in Autistic Transition-Age Youth.

The job interview can be challenging for autistic adolescents considering the required social communication skills. Further, having decreased awareness of personal strengths may make it difficult to advocate for oneself to a future employer. The purpose of the current pilot randomized controlled trial (RCT) is to examine the preliminary efficacy and feasibility of a combined interventional approach using: the Virtual Interview Tool for Autistic Transition-Age Youth (VIT-TAY) and Kessler Foundation Strength Identification and Expression (KF-STRIDE). Twenty autistic transition-age youth (TAY) were randomly assigned to two groups: an intervention group (n = 10) that received 9h of VIT-TAY (interviewing practice with a virtual human), and three lessons of KF-STRIDE (positive psychology intervention to learn and discuss one's personal character strengths) and a services-as-usual (SAU) group (n = 10). The primary outcome was measured using a video-recorded mock job interview performed at pre- and post-test, which was rated by blinded assessors. Secondary outcomes included self-reports of job interview skill, interview anxiety, work readiness and recent job search behavior. Paired samples t-tests revealed significant differences between pre- and post-test in the intervention group (but not the control group) on the mock interview total score (p = 0.02, d = 0.76) and self-reported job interview skills total score (p = 0.02, d = 0.75). The intervention group (but not the control group) had improvements in work-readiness (p = 0.06, d = 0.53) and job search behavior (p = 0.07, d = 0.52) that were characterized by medium effect sizes. This pilot study suggests that combining VIT-TAY with KF-STRIDE leads to improvements in performance-based and self-reported job interview skills.