Vocational Education Research Articles

Firearm Injury Prevention and Survivor Interventions: A Scoping Review.

To examine components of firearm injury prevention and survivor response programs, their outcomes, and gaps in this body of research. A total of 100 publications were identified across four databases: PubMed/Medline, PsycInfo, CINAHL, and Scopus. Articles were screened for inclusion in the scoping review and details were extracted into an electronic table for synthesis. A total of 27 articles were included. Education on firearm injury prevention was shown to be feasible and acceptable in health care settings, including emergency departments. Firearm survivor interventions to reduce violent injury recidivism may include peer or mentored support along with case management for coordination of mental health services, vocational training, and other services to address social determinants of health. Other community initiatives to clean up abandoned lots and engage community members in creating safe neighborhoods have been shown to reduce overall gun violence. Multi-level interventions that encompass education on reducing firearm injuries, strategies to improve psychosocial conditions and access to mental health services, as well as meeting the needs of firearm injury survivors, their families, and communities, are needed. Health sector and community partnerships can lead to integrated and sustainable programs to achieve safer neighborhoods and improve psychosocial outcomes for individuals affected by gun violence and impacted communities. [Journal of Psychosocial Nursing and Mental Health Services, xx(xx), xx-xx.].

Inclusive Opportunities: Vocational Training and Employment for Women with Disabilities in My Tho City, Tien Giang Province

In Vietnam, the number of persons with disabilities constitutes a significant proportion of the total population. The unemployment rate among women with disabilities is particularly high. Access to employment for women with disabilities is a social problem that needs to be addressed due to its long-term effects on individuals, their families, and their communities. This paper describes the characteristics of women with disabilities in My Tho City, Tien Giang Province before examining vocational training programs designed for individuals with disabilities and explores the pathways through which women with disabilities in this locality can access employment. In addition to secondary sources, this study collected primary data in 2022 through 33 semi-structured in-depth interviews with women with disabilities, representatives of local government from Ward 5, Ward 6, Dao Thanh and My Phong, a representative of the Women’s Union, and a representative of Department of Labor, Invalid, and Social Affairs from within the city. Based on the research results, the paper offers several recommendations to enhance employment opportunities for this group, contributing to the United Nations Sustainable Development Goals.

The emerging research infrastructure in career education and guidance: An informal briefing

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Current knowledge among German physiotherapists on the subject of pain

Pain is an omnipresent symptom in the field of musculoskeletal healthcare. Person-centred care in accordance with current scientific recommendations requires comprehensive and evidence-based knowledge about pain. However, there appears to be alack of knowledge in this area both internationally and nationally. This study aimed to evaluate the pain-related knowledge and postural-structural-biomechanical (PSB) beliefs regarding pain among physiotherapists practicing in Germany. An online survey, which included the German version of the revised Neurophysiology of Pain Questionnaire (rNPQ-D) and the Essential Knowledge of Pain Questionnaire (EKPQ), was answered by n = 105 physiotherapists using SoSci Survey. Asatisfactory result is achieved when at least 90% of the participants answer at least eight of the 12questions correctly. Additionally, the possible influence of the variables 'academic degree' and 'working experience' of the participants on the questionnaire scores was investigated. The average score of the rNPQ‑D was 70.8 ± 15.4% (95% CI: 67.8-73.8%). The average score of the EKPQ was 51.4 ± 26% (95% CI: 46.4-56.4%). Neither the rNPQ‑D (69.5% of participants; n = 73) nor the EKPQ (30.6% of participants; n = 32) yielded asatisfactory result. The scores of the questionnaires correlated moderately positively and statistically significantly with each other (r = 0.47; p < 0.001). The average score of the EKPQ was significantly lower than the average score of the rNPQ‑D (p < 0.01; d = 0.84). Academically trained therapists achieved higher average scores than those non-academically trained (p < 0.05; rNPQ-D: d = 0.48, EKPQ: d = 0.42). Furthermore, participants with ≤5years of professional experience achieved significantly higher scores than participants with >5years of professional experience (p < 0.05; rNPQ-D: d = 0.75; EKPQ: d = 0.68). The knowledge among physiotherapists in Germany about pain appears to be deficient and strongly PSB-orientated. In addition, academically trained therapists seem to have amore pronounced theoretical and case-related knowledge of pain compared to graduates of vocational physiotherapy training programmes. To ensure successful and effective future treatment of individuals experiencing pain, it is imperative to systematically investigate the potential causes of such deficits. Physiotherapeutic pain care in Germany should strive for asystemic change in favour of evidence-based practice.

Expansive conceptualisation of the impact of continuous learning programmes: An analysis of research-based workshops in higher vocational education and training

Finnish higher education institutions offer continuous learning opportunities, including professional specialisation education programmes for the health and social sector. This article focuses on the conceptualisation of the impact of these programmes, which was the topic of discussion by education and working-life actors in research-based workshops. Drawing on the cultural–historical activity theory (CHAT) approach, the study seeks to answer the following research questions: What are the main themes through which the participants conceptualise the impact of education? How do the themes expand the conceptualisation of the impact of education? A qualitative study analysed data from the multi-professional discussions facilitated by researcher-developers in online workshops during the COVID-19 pandemic. The findings describe the impact-related discussion themes and analyse their expansive potential. Participants’ discursive actions in research-based online workshops manifest expansive conceptuali-sation on multiple dimensions, but also reveal dilemmatic impact-related questions that reflect the underlying contradictions of continuous learning programmes in the health and social sector.

The Degree of Importance of Employing Artificial Intelligence Applications in the Educational Process from the Point of View of Vocational Education Teachers in Jordan

The study aimed to identify vocational education teachers’ point of view on the importance of employing artificial intelligence applications in the educational process. Its relationship to the variables of gender, teaching experience, and academic qualification to achieve the objectives of the study, in which the descriptive approach was used, In addition to using the questionnaire as a study tool, it was applied to 582 male and female teachers in the second semester of the academic year (2023-2024). Results have been reached in the study until the degree of importance of employing artificial intelligence applications in the educational process from the perspective of vocational education teachers. It came with a degree (a task) with an arithmetic average. It reached 3.44 with a standard deviation of 0.62. The study also found that there were no statistically significant differences attributable to all of the study variables (gender, experience, and educational qualification).

Portfolio Assessment and Contact-Hour-Based Evaluation (ChbE) in Architectural Education

In Architectural Education, the assessment of design courses involves the collective participation of the studio masters, the jurors, and the department board to assess the student’s ability to interpret and proffer solutions from thought processes to design proposals. Unfortunately, the assessment process is heterogeneous in the National Board for Technical Education (NBTE) accredited Schools of Architectural Technology, as institutions deploy atypical assessment scoresheets with varying variables and concomitant weightings. In most cases, such non-standard assessment variables laud students’ cognitive ability to the detriment of their affective and psychomotor persuasions in design development. This has structurally flawed the measurement of performance in the design ethos of Architectural Technology students. This issue necessitated the inception of this study towards defining the limits of assessment and evaluation protocols of design courses in Architectural Education and determining the variables that constitute criteria for assessment of portfolios. The study involved four (4) NBTE-accredited institutions that offer Architectural Technology. The methodology adopted structured questionnaires and interviews, observations, comparative analysis of scoresheets from such institutions, and archival retrieval of policy documents. Purposive sampling was adopted to administer structured questionnaires to 45 lecturers out of 63 lecturers serving in these institutions thus constituting 71.43% of the academic staff population. Results revealed poor evaluation of design miscellany in Architectural Education and the adoption of an incompatible assessment structure of design courses in the October 2020 NBTE curriculum for Architectural Technology. The study recommended the adoption of a standard Portfolio Assessment Sheet (PAS) and nouveau Contact-hour-based Evaluation module (ChbE) for measuring competence in design miscellany. A review of the assessment structure of design courses in the October 2020 NBTE curriculum and appraisal of the subsisting policy on Architectural Education were also considered imperative.

Some aspects to consider to build teachers' job satisfaction: A comparative study of Uzbek and Hungarian teacher appraisals

The initiative of the Hungarian government to introduce a new teacher appraisal system within the whole-scale teacher assessment made us review the operational teacher career models and teacher appraisal frameworks linked to salary schemes in the world and compare the planned Hungarian model with the Uzbek teacher career model and teacher appraisal framework. The comparison includes the evolution of appraisals, their procedures, criteria, and methodology. Our study proposes some ideas for decision-makers to consider when introducing or modifying teacher assessment frameworks so that they can better contribute to teachers' well-being and to improving the quality of work in education.

Factors That Influence the Work Readiness of Agricultural Vocational High School Students to Work in the Agricultural Sector

Objective: This study aims to identify factors that influence the work readiness of Agricultural Vocational High School students to work in the agricultural sector. Theoretical Framework: This study explores the influence of variables of learning motivation, job information, career expectations, industrial world practices, family support, self-competence, and spiritual intelligence on the work readiness of students of Agricultural Vocational High Schools. Method: This study is a quantitative study using a questionnaire to collect data from 132 student tourists. The data were analyzed using multiple linear regression. Results and Discussion: The results of the study showed that the variables of learning motivation, job information, career expectations, industrial world practices, family support, self-competence, and spiritual intelligence had a significant influence on the readiness of Agricultural Vocational School students to work in the agricultural sector both simultaneously and partially. Research Implications: The results of the study revealed the influence of 7 variables that together affect work readiness. By knowing the influence of these 7 variables, Agricultural Vocational High Schools can apply the seven variables to improve their students' work readiness. Originality/Value: This study includes the spiritual intelligence variable as one of the variables that influences the work readiness of students at Agricultural Vocational High Schools, where this spiritual intelligence variable has not been studied.

The Issues and Optimization Strategies in the Modernization of Vocational Education in the Era of Chat GPT

The emergence of Chat GPT technology represents a significant breakthrough in natural language processing, revolutionizing human-machine interaction and presenting profound challenges to vocational education modernization in China. In the Chat GPT era, vocational education undergoes transformative changes, including personalized learning reaching new heights, big data-driven intelligent decision-making entering a new phase, and the integration of education resources on unprecedented scales. However, this modernization effort also encounters several critical issues, such as overreliance on technology and the associated risks of unemployment, threats to data privacy and security, erosion of ethical values, and the widening digital divide in education. To ensure the high-quality development of vocational education modernization with the support of artificial intelligence tools like Chat GPT, it is crucial to enhance supervision and regulation of Chat GPT technology applications, promoting its safe and responsible use. Moreover, prioritizing technology ethics and moral education becomes imperative to nurture students’ ethical awareness and moral compass in the utilization and development of technology. Lastly, optimizing the distribution of digital educational resources is essential to promote educational equity and bridge the digital divide among students.

Analysis of educational artificial intelligence tools utilized by vocational education lecturers in teaching and learning in public universities in Enugu State, Nigeria

Analysis of educational artificial intelligence tools utilized by vocational education lecturers in teaching and learning in public universities in Enugu State, Nigeria

Digital reality – challenge for vocational education teachers

Digital reality – challenge for vocational education teachers

Operational Competence of the Visual Arts Teacher in Art Practice: Interrogating the Underlying Factors

This study is on operational competence of Visual Arts teachers’ art practice, focusing on the factors influencing their competence and its relevance in contemporary contexts of arts education. Drawing upon literature from education, art pedagogy, and teacher training, this study identifies key factors that contribute to the operational competence of Visual Arts practice, including artistic skill, proficiency and reflective practice. Through an analysis of empirical studies and practical insights, the study highlights the visual arts teachers’ own art practice factors. It also underscores the significance of research informed policies and curriculum frameworks that support the holistic development of Visual Arts education and the cultivation of a vibrant artistic community within schools and society at large. It engages qualitative research design. A sample of twelve (12) Visual Arts students and one (1) Visual Arts teacher each from eleven (11) schools within the six Education Districts of Lagos State were purposively selected. Data was obtained using Portfolio Review Rubrics. Thematic Analysis was employed in analysing data gathered. Findings revealed that Visual Arts teachers’ competence in art practice differs in nuances of scope. It also revealed that teachers’ competence in art practice is a determinant of students’ learning outcome in art practice. Based on the findings, recommendations were made that workshops and conferences on art practice and pedagogy be organised for Visual Arts teachers to improve their operational competence in art practice. It further recommended that art teachers’ training curriculum be re-packaged to include more art practice activities than pedagogy so as to adequately build their art practice competence in scope and strength for prospective art teaching career.

Sustainable Management of Agrifood Systems: Interdisciplinary Workshop as a Learning Tool in Bioresource Technology in secondary and technical education in Agriculture at ECIT Riachão do Poço, Paraiba, Brazil

This article addresses the project of an Interdisciplinary Workshop, AGROTEC, and the implementation of the sensory garden at ECIT Riachão do Poço, in Paraíba, as an interdisciplinary learning tool for high school and technical students in agriculture, including the topics of bioresource technology. The municipality of Riachão do Poço, located in the state of Paraíba, with a semi-arid tropical climate, is rich in agricultural practices. The objective of the Technical Course in Agriculture at the school seeks to promote a comprehensive and contextualized education. The workshop aimed to integrate knowledge from the disciplines of plant health, agricultural soils, horticulture, olericulture and bioresource technology, providing students with practical and meaningful experiences for their training. The methodology used included holding an interactive workshop, where students could apply theories in a practical environment, encouraging collaboration and active learning. At the end, students also had a class on media content management, disseminating the work carried out in the workshop. The results demonstrated an increase in student motivation, resulting in greater learning, obtaining higher grades than at the beginning of the subjects, in addition to a greater awareness of sustainability and agroecological practices. The project not only enriched the students' education, but also strengthened the school community, demonstrating the success of the interdisciplinary approach in technical education. The experience reaffirms the importance of pedagogical innovations in the training of critical professionals prepared for the challenges of the agricultural sector, especially in the areas of bioresource technology.

A Review of Self-regulated Learning and Lifelong Learning in Chinese Vocational Education

This literature review explores the relationship between self-regulated learning and lifelong learning in the context of Chinese vocational education. Self-regulated learning is discussed as a foundational component in educational psychology. The relationship between self-regulated learning and lifelong learning is examined, illustrating how self-regulation skills foster continuous learning. Moreover, this review addresses the role of lifelong learning in vocational education in China, emphasizing the need for flexible, skills-based learning pathways to support economic and personal growth. In addition, the paper explores lifelong learning policies in China. The literature review culminates in a discussion on the challenges and opportunities in Chinese vocational education.

Associations between Leisure and Work Time Activity Behavior and 24 H Ambulatory Blood Pressure among Aging Workers.

Purpose: The associations between work time, leisure-time, and non-workday physical activity (PA) and sedentary behavior (SED) and 24 h ambulatory blood pressure (BP) are not well known. Therefore, the aim of this study was to evaluate the associations between domain-specific activity behavior and 24 h blood pressure.Methods: A hundred and fifty-six aging workers (mean age 62.4 [SD 1.0] years, BMI 26.2 [4.5] kg/m2, 84 % women, 75 % non-manual occupation) from the Finnish Retirement and Aging study (FIREA) were included. Standing, light and moderate-to-vigorous PA (LPA and MVPA, respectively), and SED were measured using thigh-worn accelerometers and work time, leisure-time, and non-workdays were distinguished using a diary. Ambulatory 24 h BP was analyzed as mean daytime and nighttime systolic and diastolic BP, and the nocturnal BP dipping percentage was calculated. Associations were examined with linear regression analysis adjusting for age, sex, occupation, work time mode, job strain, BMI, BP medication, and accelerometer wear time.Results: Higher work time SED associated with lower nighttime diastolic BP (B = -0.92, 95% CI -1.83, -0.01). In addition, higher work time standing associated with higher daytime diastolic BP (B = 1.34, 95% CI 0.03, 2.65) and higher work time LPA with less diastolic BP dipping (B = -3.57, 95% CI -6.80, -0.34). MVPA in any domain was not associated with ambulatory BP.Conclusions: Higher work time SED associated with a more favorable diastolic BP, and higher work time PA associated with more adverse diastolic BP among aging workers. In conclusion, work time, rather than leisure time or non-workday, activity behavior seems to associate with 24 h ambulatory BP.

Construction Safety Management: Analyzing the Effectiveness of Safety Training Programs on Job Sites

Occupational injuries and fatalities at work are a worldwide problem, particularly in the construction industry. With technological progression, construction sites are still extremely high risk environments where workers put themselves at the mercy of many hazards. They have emerged as a critical part of reducing these risks and the safety of the workers. In this paper, I examine in detail the effectiveness of safety training programs in controlling job site hazards with an emphasis on accident reduction, behavioral changes, and safety culture. The paper looks at different types of training programs, the conventional classroom-based instruction, on the job training and innovative programmes such as virtual reality (VR) and simulation based training programmes. The paper also discusses the challenges, including language barriers and the need for site specific training, and suggests approaches for enhancing safety training practice to encourage a good safety culture among construction practitioners. Keywords Construction Safety, Job Site Hazards, Safety Training, Accident Prevention, Worker Behavior, Safety Compliance, Risk Management, OSHA Standards, Safety Management Systems, Safety Culture.

САМОДЕТЕРМИНАЦИЯ КАК ФАКТОР ПОЗИТИВНОЙ ТРАНСФОРМАЦИИ ПРОФЕССИОНАЛЬНО-ТРУДОВОЙ Я-КОНЦЕПЦИИ ЛИЦ С НАРУШЕНИЯМИ ОПОРНО-ДВИГАТЕЛЬНОГО АППАРАТА

The article is devoted to the problem of professional and personal development of persons with musculoskeletal disorders. The purpose of the study was to identify the characteristics of the development of the image of the professional “I” in this category of students and its transformation in the process of studying at the university. According to the developed system-dynamic theory of the professional-labor self-concept of persons with musculoskeletal disorders, the process of its transformation occurs during the period of professional training. The types of such transformation are identified: negative, neutral and positive. The study involved 106 students with musculoskeletal disorders studying in educational institutions of secondary vocational and higher education in various areas of training. It is hypothesized that the dominant factor in the positive transformation of the professional and labor self-concept of students with musculoskeletal disorders is self-determination as their ability to independently manage their professional and personal development, make informed choices, make meaningful decisions taking into account real opportunities and potential abilities. The hypothesis was verified using a self-determination scale and a methodology for identifying students’ self-esteem as subjects of future professional activity. It has been revealed that many students with congenital disorders of the musculoskeletal system are characterized by an orientation towards external reinforcement and a desire for super-achievement, which leads to the formation of maladaptive types of professional and labor self-concept, which impede their successful integration into society. It is concluded that students with musculoskeletal disorders require psychological support aimed at developing their subjective position, developing the need for autonomy and overcoming the syndrome of “learned helplessness” through correction of their motivational sphere and assistance in understanding the internal motives of their future professional career. activities.

From jobs to careers: drivers and barriers to career development in emerging labor markets

IntroductionThis study aims to reveal the intrinsic and extrinsic drivers of career development in emerging labor markets and to explore the impact of these drivers and barriers on career development. With the rapid transformation of global industrial structure, career development in emerging industries such as artificial intelligence, big data, new energy and e-commerce is gradually attracting attention.MethodsThis study utilizes a mixed research method of questionnaires and in-depth interviews. The research team distributed a total of 700 questionnaires to practitioners in China, the United States, Japan, Germany and India, and collected interview data from 20 industry practitioners. These data were analyzed from both quantitative and qualitative perspectives to analyze the drivers and barriers to career development, and structural equation modeling was used to analyze the relationship between career motivation, barriers, social networks, and career satisfaction.ResultsThe results indicate that career development motivation significantly and positively influences career satisfaction, while individuals with high career satisfaction perceive fewer career barriers. In addition, career barriers significantly influenced individuals’ perceptions of career discrimination. The study also found that social networks play an important supportive role in career development, and that extensive social networks increase career satisfaction. Individuals with high motivation were more resilient in the face of external barriers and were willing to retrain to improve their occupational skills.DiscussionTo promote career development in emerging industries, labor market policies should optimize and create fair and inclusive work environments for emerging industries. By eliminating gender, age, and racial discrimination and providing employee support programs, career development satisfaction and opportunities can be effectively enhanced.ConclusionRapid technological updates, high work pressure, and cross-cultural barriers in emerging industries are the main challenges to career development today. This study suggests that governments and enterprises should jointly provide flexible vocational training and support policies to help practitioners adapt to the rapidly changing occupational environment.

The Supremacy of Nyerere’s ESR Model over the other Suggested Models for Tanzanianizing Education

This article is mainly intended to show the supremacy of Nyerere’s Education for Self–Reliance (ESR) model over the different models that have been suggested as the means of Tanzanianizing education—the education which responds to the needs and problems of Tanzanians and train them to utilize their resources. For so long Tanzanians have been struggling seeking to Tanzanianize their education, hence they have tried to establish various models in order to achieve that long elusive goal but it seems that until now all the suggested models have limitations which made them fail to achieve Tanzanianized education. To demonstrate why each model failed, this work uses critical hermeneutical method revealing the limitations of each suggested model and see which of them seems perfect compared to others such that it can be recommended to be perfected so as to become a more suitable model for Tanzanianizing education. Immediately after independence in 1960s Nyerere suggested ESR model but was limited because it was too agricultural, hence led other Tanzanian thinkers to suggest Vocational Training Model (VTM), Pedagogical Model (PM), Entrepreneurial Education Model (EEM) and Market Policy Reform Model (MPRM) as alternatives. But, as the article shows, none of the suggested achieved the goal of Tanzanianizing education. They all have greater limitations. In this case, with its limitations Nyerere’s ESR is found superior compared to the other suggested models and is recommended to be further modified so as to become a more suitable model for Tanzanianizing education. By doing so, this study helps education stake holders including policy makers, teachers, students, politicians and the ministry of education to scrutinize on how Nyerere’s ESR is a more suitable model compared to others, hence, should be perfected to become a relevant model for Tanzanianizing education.