Learning In Vocational Education Research Articles

MUDIG transforms global vocational education by enhancing engagement

This research introduces MUDIG (Mobile Understanding Digital Graphic) learning media, designed to enhance class X students' comprehension of Graphic Design at Diponegoro Vocational School, Sidoarjo. Utilizing the Research and Development (R&D) methodology with the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, the study aimed to address the lack of engaging learning materials in vocational education. Results from a small-scale trial showed positive student responses, with an average assessment of 86.6%, alongside high suitability ratings from expert validation. Student feedback emphasized increased interest, motivation, and understanding of the subject matter. These findings underscore the potential of innovative media like MUDIG to improve teaching and learning outcomes in vocational education, suggesting avenues for further exploration and implementation in broader classroom contexts. Highlight: MUDIG enhances Graphic Design learning in vocational education. Students respond positively, showing increased interest and comprehension. R&D methodology, ADDIE model ensure structured development and evaluation. Keyword: MUDIG, Graphic Design, Vocational Education, R&D Methodology, ADDIE Model

When Formal Education Is Not Enough. The Self-Improvement Needs of LSP Teachers

Learning in vocational education is mandated to implement the learning outcomes of Vocationally Oriented Foreign Language (VOFL). Unfortunately, formal education does not prepare foreign language teachers for work in vocational training institutions. This article addresses the problem of the needs of foreign language teachers working in vocational education in the Lublin region. A questionnaire survey is the basis for the diagnosis of the needs of these teachers. The latter are discussed in relation to the teaching of VOFL in terms of the forms and content of teachers’ in-service training and their readiness for self-improvement within the framework of informal education. The results of the survey show that the forms of training within the framework of formal, as well as informal, education are not satisfactory for the development of the professional competence of language teachers.

Project-based Learning Model to Support 21st Century Learning: Case Studies in Vocational High Schools

Vocational education is one of the educational institutions that has a high concern for producing graduates with superior competence and competitiveness. The variety of competencies needed in the business and industrial world (DUDI) makes institutions such as vocational and vocational schools have to always innovate in order to be able to provide competences that are truly aligned with DUDI needs. One of them is through the application of innovative learning models which are expected to bring effects and changes to the learning climate. This research is to analyze supporting and inhibiting factors in the implementation of Project Based Learning in Vocational Education, and to identify the understanding of some Educators of PjBL both conceptually and practically. This research is included in the type of qualitative research, and will take a sample of 6 (six) teaching staff in vocational schools, with data collection techniques namely interviews, observation, questionnaires and documentation. Research finding data will be analyzed interactively and described to provide an overview of actual field events. Research results prove that project-based learning can run optimally due to the support of all school members, and commitment from teachers in learning activities. Students are also seen to be very active and skilled in completing a given project. Through the application of project-based learning, it is hoped that students can learn actual competencies or skills. It is hoped that through the results of this research, educators and vocational schools can use the project-based learning model (PjBL) as a learning model that is still relevant to the current curriculum implementation.

Participation and learning in Vocational education and training - a cross-national analysis of the perspectives of youth at risk for social exclusion

ABSTRACT The article explores the experiences of youth at risk for social exclusion and is part of cross-national research involving Norway, Lithuania, Estonia, and Latvia. 79 young people aged 16–29 who are at risk of becoming economically and socially marginalised were interviewed about circumstances that may support or hinder their participation and learning in VET. The study draws on sociocultural theory, emphasising learning as participation in social practices. Thematic analyses indicate that negative experiences in the past affect current participation in VET. In all countries, VET offers opportunities for participation for students at risk of social exclusion. However, vulnerable youth do not navigate the paths of social engagement well on their own. In the case of VET-students at risk for social exclusion, the mere development of knowledge and skills relevant for employment in the labour market does not suffice. VET institutions will need to facilitate students’ participation in learning communities. Building social capital for youth at risk through developing relationships that generate motivation, trust, and confidence enhances students’ opportunities for participation and subsequent learning. VET teachers and workplace supervisors will need guidance on how to develop the pedagogical competencies necessary to nurture social capital for students at risk for social exclusion.

FEEDBACK METHODS IN VOCATIONAL EDUCATION AND TRAINING FOR SUPPORTING STUDENTS WITH LEARNING DISABILITIES AND/ DIFFICULTIES IN LEARNING: A LITERATURE REVIEW

<p><strong>Purpose:</strong> Feedback is considered to motivate students and enhance their learning. In Vocational Education and Training (VET) and workplace settings, feedback methods have been implemented to ensure a better connection between teaching and learning. However, to date, not much seems to be known about feedback methods used on students with learning disabilities/difficulties in VET. This literature review study examines the current feedback methods and outcomes among students with disabilities and/or difficulties in learning in vocational education, training, and workplace settings. <strong>Methods:</strong> For this purpose, ERIC, PubMed, Scopus, ProQuest, Google Scholar, and Web of Sciences were used to identify relevant literature between 2015 and 2022. The review was conducted following the PRISMA-P guidelines. Amongst the studies identified, four studies met the inclusion criteria to be included in the study. The feedback methods identified in the studies include videotaped feedback dialogues between students and teachers, video modelling with video feedback interventions, peer feedback through collaborative writing activities, and a combined peer-teacher feedback method. <strong>Findings:</strong> The results showed that students received feedback from peers, teachers, and instructors in vocational education and training schools and workplace settings. The feedback, such as communication, reflection, and practical learning capabilities, assisted these students with their working lives. It significantly impacted their learning capacity, enhanced their persistence, increased their perceived abilities, enabled them to understand their learning development better, and improved their performance as they acquired new skills by doing tasks. <strong>Conclusion:</strong> Generally, the feedback methods were perceived as supportive, constructive, and motivating, prompting reflection and inspiring performance. Notwithstanding, more research on feedback methods and their outcomes on students with learning disabilities/difficulties in vocational education and workplace settings is needed. This must be in conjunction with research on how these same students experience/perceive the feedback methods used on them. This will enable new measures to facilitate the effective transition from school to employment for this category of VET students. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0069/a.php" alt="Hit counter" /></p>

Optimization of vocational education learning in pandemic times with a modified blended learning system and appropriate technology

The blended/hybrid learning system is a way that can be done today with adjustments to the conventional side with the application of health protocols. Utilizing and optimizing hybrid learning by modifying and utilizing appropriate technology will provide learning solutions during a pandemic. Hybrid learning does not have to be a monopoly and ignores conventional learning. Conventional learning must also be modified according to the protocol carefully so that it remains effective. The use of appropriate technology also needs to be specifically encouraged for teachers. ICT is a shared hope, although it is undeniable that for vocational training there must be hands-on practice and training. To optimize learning with various approaches, it must still lead to effectiveness, efficiency and relevance to the object of students. Learning in vocational education has characteristics that need to be studied in more detail so that quality is maintained. In this study, the choice of surveys on students for learning options with blended learning, with a comparison of 60% conventional and 40% ICT/Online, Appropriate Technology, and combinations obtained an average result of 22.5%, 17.75%, 13 .5 % and 6.25%, (a survey of students, students, teachers and lecturers for the even semester of 2020/2021) within the scope of Unima and its surroundings. The results of a survey of students, both students, students or teachers and lecturers show that there is no full readiness in choosing various alternatives, software and hardware readiness is still needed for students and teachers in particular so that the implementation of education can be more varied in choosing alternatives and achieving the desired goals. The conclusions of this study are: Online or blended learning cannot be applied optimally in Vocational High Schools / Vocational Schools, besides the reason that it still needs face-to-face practice and training, the infrastructure is still not supported. The results of the survey on student lecturers as a comparison are generally still constrained by many things, including facilities and human resources. On the other hand, in vocational education learning the whole process
 must consider practice or training which means there must be limited face-to-face or group meetings. Optimizing conventional learning according to the process and blended learning must pay attention to the readiness of students including the learning environment, namely external factors and students' mental readiness, internal. For optimization so that the quality of learning is not neglected, it is necessary to consider the existence of practice and training in subjects related to practice or which require training. Some suggestions are: There is a need for the role of the government, and education stakeholders if learning is still in a pandemic period. For students and teachers, it is necessary to have adequate support facilities. Various learnings can be done if there is an equitable fulfilment of educational infrastructure. Practice facilities in SMK need to be expanded so that the groups are getting smaller and reaching more students. The practicum package needs to be made simpler with adjustments according to the process. Keywords: Optimizing Learning during the Pandemic.

The historical shifts of in/formality of learning within craft skills ecosystems in the United Kingdom

AbstractIn this paper, we address the debate on local skills ecosystems and informal learning. We use the social ecosystem model as a tool to help us analyse the role played by various actors in learning and skills ecosystems and highlight the role of informal learning in vocational education and training. We draw on the case of craft pottery to discuss the historical shifts and transformations of ecosystems, including the centrality of informal learning occurring in different spaces and times, and subsequent transformation of the learning ecosystem. Our paper contributes in two ways. First, we add the lens of temporality to understanding of how learning and skills ecosystems are maintained and developed, in the absence of supportive government policy. Second, we show how multiple horizontal sectors contribute to reconstruct a learning and skills ecosystem, as an informal one, over time.

Project-based Learning in Vocational Education: A Bibliometric Approach

Project-based Learning in Vocational Education: A Bibliometric Approach

Implementation of BMC-based teaching and learning factory model in increasing student competencies in leather creative skills concentration and imitation in vocational school

Learning in vocational education must be carried out with collaboration between educators, vocational schools, curriculum alignment, and learning in factories as miniature industries stakeholders to achieve assessment in the form of real assessment so that the achievement of learning objectives follows the needs of students and the world of work. Assessment in the form of assessment must be measured in real terms, with religious, character, moral, and cultural education values and work competencies following community expectations. The objectives to be achieved through this research are to produce a learning program that can improve student competence in Vocational High School (VHS), including identifying the current condition of learning implementation, obtaining learning planning findings, obtaining learning implementation findings, obtaining findings regarding the assessment of learning outcomes, identifying supporting and inhibiting factors, knowing students' perceptions of the implementation of the BMC-based teaching and learning factory model in improving student competence in the concentration of leather and imitation craft design and production expertise in VHS. With the implementation of a learning system using a block system as a teaching and learning factory, the implementation of learning must stimulate students to be more active in improving social skills, emotional skills, spiritual skills, scientific skills, mental skills, kinesthetic skills, as well as entrepreneurial skills, work ethics and safety, and work safety and the environment, which in turn can improve the competence and entrepreneurial character of students, following the vision and mission of the education unit.

The Role of Skills Competitions in Improving Professional Knowledge Learning in Vocational Education

A skills competition is an activity that showcases students’ skills, practical ability, and innovation in the form of a competition. Skills competitions not only allow students to showcase their professional and practical skills but also cultivate their innovation skills and enhance their interest in learning. This paper reviews the research results of previous scholars and proposes that skills competitions play an important role in enhancing professional knowledge learning. The benefits of skills competition participation in learning are studied from four dimensions. Six targeted suggestions are then proposed to enhance the effectiveness of skills competition preparation. The research results of this paper can be used as a reference for the preparation of the skills competition.

TVET SI: Evaluating Boundary Crossing Social Learning in Vocational Education and Training: A value creation approach

This article focuses on the development and application of an evaluation model and approach for evaluating boundary crossing social learning in a Vocational Education and Training (VET) learning network in South Africa, with an emphasis on a Training of Trainers (ToT) course that helped to catalyse and strengthen this learning network via two iterations of the course over an eight-year period. The article shares how we adapted the value creation framework (VCF) of Wenger, Traynor and De Laat (2011; Wenger & Wenger-Traynor, 2020) in the evaluation of a VET Training of Trainers (ToT) programme and learning network that focussed on the uptake and circulation of rainwater harvesting and conservation (RWH&C) knowledge in a particular formal and informal VET context in the Eastern Cape, South Africa, where smallholder farmers were struggling to find water for producing food. The evaluated ToT course was catalytic in establishing a boundary crossing social learning network approach in a VET context that linked formal and informal VET (Lotz-Sisitka et al., 2016; Lotz-Sisitka et al., 2022; Pesanayi, 2019); hence we found it important to develop adequate tools for its evaluation. The focus of this article is to share how we developed an evaluation approach to this work. We share insights on the indicators developed for diff erent types of value created, and also insights gained into the use of this evaluation approach in a boundary crossing VET social learning project that took a ToT course as focus. In short, evaluation findings show that the boundary crossing ToT course off ers strong immediate, potential and applied value that can lead to realised and reframed value, especially if supported by ongoing learning network activities that follow the initial engagement in the boundary crossing ToT course. Th is leads, over time, to transformative value which is important in achieving the overall objective of such social learning, namely making knowledge more co-engaging, accessible and useful in the context where improved food security via better use of rainwater harvesting and conservation amongst smallholder farmers and household food producers is a necessary form of sustainable development. Orientation value, and enabling value were found to be vital for the emergence of other kinds of value. The evaluation model also allows for the lifting out of strategic value which points to wider uptake potential. All this creates the possibility for indicator development that can help inform iterative development of boundary crossing VET courses used to stimulate the co-construction of learning networks and ongoing social learning for sustainable development.
 Keywords: Vocational Education and Training, evaluation, social learning, value creation framework

TVET SI: Evaluating Boundary Crossing Social Learning in Vocational Education and Training: A value creation approach

This article focuses on the development and application of an evaluation model and approach for evaluating boundary crossing social learning in a Vocational Education and Training (VET) learning network in South Africa, with an emphasis on a Training of Trainers (ToT) course that helped to catalyse and strengthen this learning network via two iterations of the course over an eight-year period. The article shares how we adapted the value creation framework (VCF) of Wenger, Traynor and De Laat (2011; Wenger & Wenger-Traynor, 2020) in the evaluation of a VET Training of Trainers (ToT) programme and learning network that focussed on the uptake and circulation of rainwater harvesting and conservation (RWH&C) knowledge in a particular formal and informal VET context in the Eastern Cape, South Africa, where smallholder farmers were struggling to find water for producing food. The evaluated ToT course was catalytic in establishing a boundary crossing social learning network approach in a VET context that linked formal and informal VET (Lotz-Sisitka et al., 2016; Lotz-Sisitka et al., 2022; Pesanayi, 2019); hence we found it important to develop adequate tools for its evaluation. The focus of this article is to share how we developed an evaluation approach to this work. We share insights on the indicators developed for diff erent types of value created, and also insights gained into the use of this evaluation approach in a boundary crossing VET social learning project that took a ToT course as focus. In short, evaluation findings show that the boundary crossing ToT course off ers strong immediate, potential and applied value that can lead to realised and reframed value, especially if supported by ongoing learning network activities that follow the initial engagement in the boundary crossing ToT course. Th is leads, over time, to transformative value which is important in achieving the overall objective of such social learning, namely making knowledge more co-engaging, accessible and useful in the context where improved food security via better use of rainwater harvesting and conservation amongst smallholder farmers and household food producers is a necessary form of sustainable development. Orientation value, and enabling value were found to be vital for the emergence of other kinds of value. The evaluation model also allows for the lifting out of strategic value which points to wider uptake potential. All this creates the possibility for indicator development that can help inform iterative development of boundary crossing VET courses used to stimulate the co-construction of learning networks and ongoing social learning for sustainable development.
 Keywords: Vocational Education and Training, evaluation, social learning, value creation framework

Implementation of Green Skills in Vocational Education: Perceptions about Students' and Teachers' Behavioral Activities

Vocational education has a duty to help green industries and sustainable development in society. However, learning in vocational education still has many shortcomings that must be overcome, given the contribution of a sizable negative impact on the environment. The implementation of green skills in learning is very important as an effort to overcome these problems. This study analyzes the perceptions of teachers and students as learning practitioners towards the implementation of green skills in the form of activity behavior in learning. Ten teachers and eight students were involved as key informants in collecting data through semi-structured interview techniques. Qualitative data were analyzed thematically with the help of NVivo 12 Plus Software. The findings in this study are classified into three main aspects, namely green skills planning activities, green behavior activities during learning, and green skills implementation evaluation. Planning activities related to the formulation of green competency outcomes, infrastructure needs and student readiness. As long as its implementation is oriented towards the behavior of reuse, reduce, repair and recycle. The impact of green behavior that is generated is about student learning comfort, energy-saving behavior and the ability to develop green products. The perceived evaluation is related to improving learning methodologies and building collaboration in class or collaboration with stakeholders, including the green industry, the local green environment service. Besides that, strengthening the competence of green skills-based learning management is very important to do.

Design of Flipped Classroom Learning in Vocational Education to improve HOT Skills in the era of the Industrial Revolution 4.0

This study aims to describe and analyze how the flipped classroom learning model design in Computer Network Security learning in Information Systems Study Program, Faculty of Computer Science. This study aims to design and develop a flipped classroom model to improve 21st century learning ability (4C).The type of development method used is Research and Development (R & D). The development procedure used is 4-D, and is part of the development stage of a learning model. The type of data used is primary data where data is obtained directly from universities, lecturers, experts and students. The results of research based on needs analysis and literature reviews have produced a flipped classroom model design, and based on the results of expert validation it can be concluded that the website-based flipped classroom design is considered quality to measure student competency achievement consisting of menu material, student recap, questions, concept understanding, assessment self, character values, and recap values. Based on the validation results of all the design indicators for the flipped classroom model which were assessed by the validator from the aspects of the feasibility of the content, the language of the instruments, and the feasibility of the graphic aspects of the valid and feasible categories for testing.
 Keywords: HOT skills; flipped; classroom learning; vocational education

The new localism, social reproduction, and reform of school-based vocational education in the state of Victoria, Australia

ABSTRACT Concerns about the poor outcomes from school-based vocational education, which is heavily concentrated in schools serving disadvantaged communities, has led the State Government of Victoria, Australia, to implement major reforms, including abolishing the Victoria Certificate of Applied Learning. Instead, from 2023, learning in vocational education will be recognised as a vocational major within Victorian Certificate of Education (which is used to regulate admission of school leavers into higher education). This article draws on the new localism and field theory literatures to position the reforms as an attempt improve the provision of school-based vocational education through localising delivery of SBVE to meet demand for skill in the local labour market. Improving the matching process is seen to lead to a range of positive outcomes for students. The paper provides an assessment of the likely impact of the reforms, with a focus on the building trades, and argues that while aspects of the reforms may help some students, they are unlikely deliver the changes needed to create productive pathways to quality work for all.

Evaluate the Vocational School Graduate's Work-readiness in Indonesia from the Perspectives of Soft skills, Roles of Teacher, and Roles of Employer

Over the past few decades, there has been a widening disparity in the abilities required for various skills, and employees are expected to possess the necessary requirements in this age of technology and industrial advancement. Education institutions around the globe face a formidable task in meeting this demand for skilled workers. Therefore, this research discusses the perspective of vocational education students on job readiness. A quantitative survey of nine soft skill indicators of vocational education students was conducted. Multiple linear regression analysis was conducted on an online survey of 530 students from 29 vocational schools across Indonesia. The data focuses on the soft skills currently attracting industry interest. Furthermore, soft skills are closely related to student work readiness, while vocational education learning only focuses on developing hard skills. Based on the needs of the industry, soft skills are progressively becoming essential qualifications. Therefore, vocational education needs to include soft skills in learning objectives, and the research reported five strong and three weak indicators. Soft skills can be increased through integrated and effective learning. This study's findings are that six indicators of soft skills have been developed enormously, and three other hands are weak. The presence of employers in the learning process is beneficial in developing soft skills for work readiness.

Virtual Laboratory as A New Educational Trend Post Covid-19: An Effectiveness Study

The virtual laboratory is one of the popular trends for implementing remote learning in vocational education during the COVID-19 to Post-COVID-19 pandemic, either as a substitute or as a complement to learning in a Real Laboratory. This study discusses the effectiveness analysis of the virtual laboratory as a practicum learning media to support remote or online learning implementation. The purpose of this study was to analyses the virtual laboratory's effectiveness as a learning media in the learning process of the Power Electronics Practicum in Post-COVID-19. The type of research applied is a Pre-experimental Design with a One-Group Pretest-Posttest design. The Performance Appraisal Rubric is used as an instrument to collect research data. The virtual laboratory's effectiveness is known from the difference analysis of pretest and post-test scores using the Paired Sample T-test. Meanwhile, Cohen's d effect size analysis was used to determine the effect size. The results showed that the virtual laboratory was effectively used as a practicum learning media with a large effect category. Thus, it can be concluded that the virtual laboratory can be an effective choice for implementing practical learning in supporting the implementation of remote learning.

Recognizing prior learning in vocational education and training: global ambitions and actual implementation in four countries

Recognizing prior learning in vocational education and training: global ambitions and actual implementation in four countries

Recognizing prior learning in vocational education and training: global ambitions and actual implementation in four countries

ABSTRACT This article contributes to a better theoretical understanding of the social processes underlying the development and implementation of schemes to improve the recognition of prior learning (RPL) in vocational education and training (VET). It traces the global diffusion of RPL, and then analyses the formulation of RPL policies and design and implementation of RPL schemes in four case study countries (Bangladesh, North-Macedonia, Sweden and Switzerland). The article draws on historical institutionalism and Margaret Archer's work on educational change to argue that the design and implementation of RPL schemes are strongly dependent on the status of VET qualifications in education systems and labour markets.

TINGKAT KEMATANGAN GURU DAN SISWA PENDIDIKAN VOKASIONAL DALAM MENERAPKAN KETERAMPILAN ABAD 21

Until now, the maturity level of teachers and students in vocational education in applying 21st century skills in learning is still a prolonged polemic. This study aims to: (1) analyze the maturity level of teachers and students in applying 21st century skills; (2) analyze the difference in the maturity level of 21st century skills between teachers and students in implementing vocational learning. The research uses an exploratory descriptive method with a quantitative approach adopting the Hoy and Adam design. This study involved 598 samples which were divided into teacher and student subjects. Collecting data using a closed questionnaire technique with a 4-point Likert scale. Data were analyzed descriptively quantitatively to describe the percentage of maturity level and independent sample t-test to determine the difference in maturity between teachers and students. The results showed: (1) all 21st century skills consisting of problem solving, critical thinking, creativity, collaboration, communication, and digital literacy were at a low level of maturity; (2) the difference in the level of maturity experienced by teachers and students is quite significant in all competencies. Currently, 21st century skills in managing and following learning in vocational education must be strengthened again. Various training and mentoring for teachers and students should also be improved.