Non-vocational Education Research Articles

Role of English Courses in Logistics Management Study Program at Banyuwangi Marine Academy

English is the language used by some parts of the world community to communicate globally. English courses at the Banyuwangi Marine Academy, especially in the Logistics Management study program, are mandatory subjects that must be taken by students. English has an important role because it is widely used in meeting the requirements of both graduates and jobs. Good graduates in education are meant to produce graduates who are able to master English. Even so, there are many obstacles encountered in learning English courses, including: (1) Students' views of English courses. (2) lack of facilities and infrastructure in learning. (3) Insufficient material. (4) inadequate teaching staff or lecturers. This condition at least provides an answer regarding the geography education study program that has not been maximized. The problems found make the learning process not optimal so that the quality of education in the geography education study program is not optimal and graduates are unable to compete universally. As a result, graduates cannot compete with students who have non-vocational education. So it can be concluded that the English course has a very important role in the Logistics Management study program at the Banyuwangi Marine Academy.

Determinants of Country-Level Employee Overqualification: A Configurational Approach

We build on the configurational approach to identify patterns of macro contextual factors leading to high country-level employee overqualification. We differentiate between subjective and objective employee overqualification and establish that each is caused by different configurations of macro factors. We also identify country-level overqualification archetypes and link specific countries with respective archetypes. We find that a country’s non-vocational education system is a necessary condition for high objective overqualification, while objective overqualification itself is not a necessary condition for perceived overqualification. We discuss theoretical implications and offer policy implications.

Adult education history in Britain: past, present and future (part I)

ABSTRACT This article – the first part of a two-part contribution – considers the current and past state of research on the history of adult education in Britain. Although there has been a broadening of interest among historians of adult education, the field remains to an extent in the shadow of the “Great Tradition” of liberal education epitomised by university tutorial classes and the Workers’ Educational Association, as well as the contested historiography of independent working-class education. The article takes issue with three distinctions that have been widely made in the literature: between vocational and non-vocational education, between different motivations for participation in adult learning, and between “sponsored” and “independent” working-class education. It is shown that these distinctions are productively undermined by a shift in the focus of historiography from education to learning, and in particular by the growing interest among historians in popular reading and writing practices in the past. This is one of a number of ways in which the history of adult education has overlapped with, and contributed to, other areas of historical research.

Система освіти дорослих Угорщини і Данії

The purpose of the work is to characterize the organization of adult education in Hungary and Denmark. It has been found that in Hungary adult education is being conducted to ensure literacy in accordance with market requirements and economic development of the country. The Hungarian Association for Adult Learning has been set up in Hungary, which plays an important role in professional supervision and job satisfaction, as well as in the development of vocational training legislation. The country is characterized by decentralization of education management of unoccupied citizens. On the basis of the concept: the state system of vocational training, retraining and retraining of the unemployed population; the concept of adult education in the EU countries programs for the adult population. Higher education in Hungary is represented by more than 20 educational institutions: universities and institutes (colleges). Denmark's adult education system is an extensive network of private, community, municipal and state organizations and institutions offering a wide range of informal and formal, professional and non-professional education programs that are governed by relevant legislation. The Danish adult education task is to support world trends that promote the nation's prosperity: the development of innovative processes and the improvement of the quality of education; increasing the flexibility and responsibility of schools to adult students. The adult education in Denmark, funded by the state, can be divided into three components: liberal (Free) adult education (popular higher schools, home economics schools, evening schools, day schools); general education of adults (adult education centers, language centers, evening high schools of secondary education); professionally oriented education and adult education (labor training center, production schools, vocational schools, social and medical schools, etc.). A system of grants (scholarships) was created to support gifted students. Some universities and other institutions of higher education provide their own scholarships. Much attention in the country is paid to the education of adults, which is carried out in the form of general secondary schools courses, vocational training courses. The state's care of providing all kinds of services in the education system of the adult population contributes to Denmark's high achievements in economic development. Higher education establishments of this country give an opportunity to get not only education but also knowledge that will be useful not only for the graduate but also for the whole country. Key words: adult education, Hungary, Denmark, Association of adult education enterprises, non-formal education, formal education, vocational education, non-vocational education.

Adult Education Policies In Eu: In-Depth Insight On Their Contribution To Social Cohesion

<p class="AbstractText">The objective of the present study is to investigate the European Union (EU) policies regarding Adult Education from the early fifties. It seems like Adult Education, either as an ideology or as a practice, haven’t gained widespread attention by the Brussels Bureaucrats, as a result, the first interests in concepts of Adult Education had begun, only, in 2000. While Lifelong Learning involves both vocational and non-vocational education, policymakers seemed to be preoccupied by an extensive interest to meet the needs of European labour market, so they have paid much effort to promote Vocational Education and Training instead of Adult Education. The possible contribution of Adult Education policies to strengthen social cohesion is another issue we attempt to explain. Were EU policies for Adult Education a step in this direction so far or not? </p>

Union Learning: Canadian Labour Education in the Twentieth Century

With over 100,000 Canadian workers participating annually in educational programs conducted by unions or labour organisations, union-based education is the most significant non-vocational education available in Canada. This monograph is an historical account of labour education in English Canada, beginning with the founding of the Workers' Educational Association (WEA) in 1918 to the turn of the 21st century. It covers the rise and decline of WEA, the development of labour education, including the programs of individual unions and the Labour College of Canada, the educational structures established by labour organisations, and the involvement of university and college in labour education. The chapters are: Introduction; Building a movement: 1918-1946; From a movement to a system: 1947-1955; Consolidating the system: 1956-1972; New issues and old structures: 1973-1985; Rebuilding a movement: 1986-2000; Conclusion.

Vocational education students: a difficult-to-reach population at risk for smoking-related cancer.

Vocational education high school students comprise a significant proportion of the school-based population. Recent studies indicate vocational education students are at greater risk for cigarette smoking behavior than their non-vocational education counterparts. Vocational students have higher prevalence rates of smoking than do non-vocational students and are more likely to report that they expect to be smoking in the future. Characteristics of adolescents who participate in vocational education and their cigarette smoking behavior are reviewed, as well as the need to develop, implement, and evaluate new educational approaches designed to prevent cigarette smoking and the use of other tobacco products in this difficult-to-reach population.

A comparison between junior colleges and special training colleges in Japan

The history, function and role of two types of Japanese post-secondary institutions-junior colleges and special training colleges — are examined. The junior colleges which have hitherto been associated with the provision of academic, non-vocational education have begun to diversify into vocational courses in response to the increasingly popular vocational courses provided in the special training colleges (sennon gakko) developed since 1976 in the best of the formerkakushu gakko. The implications of this for the future development of post-secondary education in Japan are considered.

Occupational Orientations at Bradford and Warwick Universities

IT is well established that occupational attitudes can be shaped by educational experiences1, but comparatively little is known about the specific effects of a British university education. Becker et al.2,3 have differentiated the effects of higher vocational and non-vocational education in the United States. They found attitude changes to occur, but whereas, in the former, students came to see themselves as members of their prospective professions, in the latter, they tended to identify with their subjects. Various official reports4,5 in recent years have taken the view that university education in Britain chiefly promotes identification of the second kind.