Skills In Vocational Education Research Articles

Promoting Creativity in Vocational Education: The Role of Self-Efficacy, Cognitive Style, and Playful Motivation in Students' Innovation Skills Development in Shandong Vocational Colleges

This study delves into the influential factors shaping students' innovation skills within Shandong Vocational Colleges, China. It focuses on academic self-efficacy, cognitive style, motivation for cooperative playful learning, and their interplay in fostering creativity within vocational education. Employing a quantitative research approach, data from vocational program students were gathered through self-report questionnaires. Path analysis was utilized to examine the direct connections between independent factors (academic self-efficacy, cognitive style, playful learning motivation) and the growth of innovative skills. Additionally, a mediation study explored the impact of encouraging creativity on these associations. Results highlighted the robust positive influence of academic self-efficacy on innovation skill development, indicating that higher self-efficacy correlates with greater innovative abilities. Cognitive style exhibited a nuanced impact: the knowing style hindered while the developing style enhanced innovative skills. Motivation for cooperative playful learning significantly bolstered innovation skill development, showcasing a link between playful learning inclination and heightened innovative talents. Notably, fostering creativity in vocational education significantly mediated these relationships, enhancing the positive effects of self-efficacy, creative style, and playful motivation while exacerbating the negative impact of the knowing style on innovative skills. The study underscores the importance of nurturing self-efficacy, promoting playful learning environments, and accommodating cognitive style preferences to enhance innovative skills in vocational education. It contributes valuable insights tailored to the Chinese educational context, offering practical implications for educational policies aiming to foster innovation in vocational settings.

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.

Incorporating Green Skills in Vocational Education & Training in Pakistan: The Educators’ Perspectives

Technical abilities, knowledge, moral principles, and attitudes to support the environment, known as "green skills", are necessary for the workforce to create and support sustainable social, economic, and environmental results in business, industry, and the community. Vocational educators contribute to the creation of trained workers with green competencies. This study investigates how vocational educators feel about teaching learners green skills and the many green skills that may be used in classrooms. This study is a qualitative inquiry that collects data by conducting a capacity-building session at STEP Institute of Art, Design and Management about greening skills from 40 participants. The respondents believe that although the institute may provide basic knowledge of green skills, skilled instructors are needed to apply these abilities in practical situations. Additionally, these abilities may be incorporated into various disciplines to give students a comprehensive understanding of sustainability. The respondents also mention recycling and material management as skills that might be used in vocational training institutes to reduce water and energy usage. Although implementing these green skills in the classroom is a significant challenge for instructors, students will be inspired to dedicate themselves to the cause of the environment. Therefore, all parties involved must work together to develop greening skills so that the general public and vocational institutes fully know the value of protecting the environment.

Contributor biographies

Contributor biographies

Interpersonal, cognitive, and manual skills: How do they shape employment and wages?

We study how interpersonal, cognitive, and manual skills affect employment and wages in a search and matching model through their impact on productivity, complementarity, job destruction, and the cost of unemployment. Combining several data sets on workers who acquired skills in vocational education and training (VET), we quantify each channel, allowing for unobserved heterogeneity in ability. All three skills increase productivity, yet they affect job destruction rates differentially. While manual skills are associated with lower job destruction, interpersonal and cognitive skills have the opposite effect. Focusing on low-ability workers, we then estimate the value of VET. Through VET, wages increase up to 10% and unemployment drops by over 50%. Low-ability workers thus have particularly large benefits from acquiring manual skills because they increase wages and shield from unemployment.

Embedding employability skills in vocational education and training: What works best for students’ self-evaluation and aspirations?

This paper investigates how explicit integration of employability skills into vocational education and training (VET) affects students’ perceived skills. Perceived or self-evaluated skills are often inaccurate perceptions of the real skills’ possession, but nonetheless they play a profound role in graduates’ career decisions. Confidence that resulted from positive self-evaluations supports the efforts and aspirations during school-to-work transitions. Thus, they are considered to be an important educational outcome supporting employability. The purpose of the study is to enrich understanding of relationship between students’ self-evaluations of employability skills and different teaching practices.
 The analysis employs self-evaluations and entrepreneurial intentions of the Russian VET students collected with Monitoring of education markets and organizations in 2020 (n = 9 178). It focuses on social, self-learning and entrepreneurial skills, which are part of the VET national curriculum. The findings show that explicit embedding and integration of employability skills in the curriculum is significantly related to more positive self-evaluations of social and self-learning skills. Moreover, students, who were explicitly taught entrepreneurial skills, are more likely to plan to establish their own enterprise after graduation. Despite being effective, the explicit integration approach is revealed to be not dominant. Further research on the reasons behind this is needed for development of properly informed policy.

Adoption of National Language for Teaching and Learning Vocational Education for Sustainable Devlopment In Nigeria

Naturally, language is the human vocal sounds or the arbitrary graphic representation of these sounds in writing used systematically and conventionally bya speech community for the purposes of communication, Osinsanyo (2007). On the other hand, education is seen as the overall round development of individuals, their economic, cultural and spiritual being. The process of molding and shaping personality is facilitated through the use of language as a vehicle; language plays vital roles in most known formal educational systems. This paper among other things discuss the concept of language education, proficiency, vocational achievement, vocational trainning, multilingualism and its challences, language skills in vocational education and sustainable national development. It features as a subject in the school curriculum and is used to serve as the medium of instruction in all the subjects globally. Thus, this paper seeks to consider ‘adoption of national language education for sustainable development in Nigeria’ and made the following recommendations: There is the need to develop a good language education programme for vocational school level in Nigeria ,Teachers should jointly help the pupils to develop competence in the use of their language and that of the immediate environment of schooling, and the government should make adequate funds available for the provision of regular and intensive professional capacity development for classroom teachers in the Universal Basic Education.

A Bibliometric Analysis of the Employability Skills Research Trends in Vocational Education

Employability skills are the skills needed to acquire, retain, and do a good job. Employability skills are essential in helping prepare students to increase competitiveness and work productivity. The world of work wants graduates to be competitive and technically competent with skills relevant to technological developments. This study aims to analyze research trends related to employability skills in vocational education. We use bibliometric analysis procedures on 1123 published articles in the Scopus database. The results of this study reveal citation, co-authorship, co-citation, and keyword analyses producing a pattern of research maps in vocational education. The findings identify publication trends, widely cited articles, contributing countries, productive journals, and obtain information for future research on employability skills

Scope of Blended Learning for Developing Problem-Solving Skills in Vocational Education in India

Scope of Blended Learning for Developing Problem-Solving Skills in Vocational Education in India

Using immersive virtual reality to support designing skills in vocational education

AbstractImmersive virtual reality (IVR) offers possibilities of creating a learner‐centric environment that can provide more presence and engagement for students leading to an enhanced learning experience compared to conventional classroom practices. However, the potential of IVR in vocational education and training (VET) has not yet been explored in‐depth, and it is an open question of whether it can effectively support learner creation in a designing task. In this paper, we present an IVR application developed to support gardener apprentices in designing gardens. Using this application, we conducted an experimental study with gardener apprentices to investigate the effect of the IVR interface compared to paper sketching and learner behavior on the proportion, composition, and creativity of the design outcome. Additionally, we investigated how it can be combined with a paper sketching activity to improve its effectiveness. Our analysis shows that the IVR interface can be more effective for the proportion aspect, but this may be limited to students that are able to use it after working with paper. In terms of the combination order, the effectiveness of IVR on the design quality was improved when it was carried out after the paper sketching and this ordering produced a more effective outcome for the proportion and composition aspects. Finally, our results show that IVR design quality is related to learner behaviors such as the time spent on designing and the number of simulations used. This study demonstrates the effectiveness of IVR applications in supporting designing skills and how effectiveness can be improved by combining it with a conventional method of practice. Practitioner NotesWhat is already known about this topic The effectiveness of IVR has been reported in a variety of educational settings. IVR enhances learning through situated experience, multiple perspectives, and simulations that transfer to the real world. Most IVR applications for VET have focused on passive learning or basic procedural skills. What this paper adds Design and implementation of an IVR application in VET to support design‐related learning. The use of IVR may have a significant impact on the quality of design outcomes. The use of IVR after paper sketching may increase the quality of designs during IVR use. Implications for practice and/or policy IVR can enhance the design outcome in terms of the proportion aspect, but this may be limited to students that are able to use it after working with paper. The design quality can be affected by the combination order between IVR and paper sketching where the effectiveness of IVR can be improved when it is carried out after paper sketching. The behavior of learners while using IVR can be used as indicators of the design quality.

Enhancing Higher-Order Thinking Skills in Vocational Education through Scaffolding-Problem Based Learning

Abstract Aim of the study is to implement Geomatics learning innovations by applying the scaffolding Problem-Based Learning integrated model to improve the student’s Vocational HOTS. The method applied was qualitative with the participation of 2 groups of students practicing consisting of 4 people each. The level of cognitive mastery was measured with the Bloom taxonomy (C1-C6). The results of the investigation showed that the integrated model effectively formed students’ Vocational HOT Skill as a group in 3 stages. The first stage of learning focused on mastering the operation of equipment needed in practice (C2-C3 and partly C4). In the second stage, the students have mastered most of the cognitive analysis and accuracy of practical data (C4-C5) and in the third stage, they made practiced steps more effectively and successfully correlated to the Indonesian National Standards (SNI) level (C6) at the moderately accurate. The application of the Scaffolding Problem-Based Learning model has a positive impact that students get21st-century learning with the main characteristics (4C), consisting: Communication, Collaboration, (Critical thinking, and problem-solving), and Creative thinking. Learning outcomes enriched with higher-order thinking skills can be seen when students take advanced Geomatics material, They already work with groups to map the area more independently

21<sup>st</sup> Century Learning: Experiential Learning to Enhance Critical Thinking in Vocational Education

Vocational education aims to prepare students to work in certain fields. The profile of graduates of vocational education must have competencies relevant to 21st century competency. 21st century competency is oriented to critical thinking skills. Critical thinking ability is an important skill and must be possessed by students to face the challenges of the 21st century. Critical thinking skills accommodate learning activities that could improve high-level thinking skills (Higher Order Thinking Skills/HOTS). Therefore, learning management needs to be effective, efficient, and relevant to 21st century learning. Learning management aims to manage educational resources to create a learning atmosphere and learning process so that students are actively involved and could develop their potential. One method of learning that is able to engage students actively is experiential learning. Experiential learning uses the student-centered learning approach that starts with the premise that the best way to learn is from experience or learning by doing. The objective of this research was to develop learning design of 21st century learning based on experiential learning in the Basic Mechanical Engineering Design to enhance students' critical thinking skills in vocational education by considering student learning styles. Student learning style preferences were measured using the Felder-Solomon Learning Style Index. This article uses developmental research method by applying ADDIE model. Data was collected through observation, questionnaire, and interview. The results of the validation from the expert learning model showed a validation percentage of 91.48% which meant that the experiential learning model was very feasible to use, while the validation results from learning material experts showed an 88.75% validation percentage which meant the Basic Mechanical Engineering Design material was very appropriate. The initial response of students was positive towards experiential learning. That means students like to be actively involved in a series of experiential learning activities.

Project-based learning efficacy in vocational education: Literature review

A shift in-demand skill in the workforce at the cognitive level and the need to adapt is a challenge for vocational graduates. Therefore a strategy is needed to enhance the 21st-century skills in vocational education. One of the strategies is implementing an active learning model such as Project-Based Learning. This article aim is to gather, summarize and integrate the quality of empirical evidence supporting links between Project-based Learning (PBL) and 21st-century competency framework. This study conducted with a systematic literature review. The data was collected from textbooks, journal articles, and internet searches. The result shows there are a lot of evidence of project Based Learning positive impact in fostering students skill in accordance to 21st-century competency framework including critical thinking, problem-solving, communication ability, collaboration ability, and creativity. The result also shows that several factors that could limit the effectiveness of PBL implementation including the teacher’s role, students’ roles, and other factors including equipment and the environment.

Development of Model Blended Learning in Cooperative Learning for Technology and Engineering Skills in Vocational Education

Increasing the interest and willingness of students to learn a material was determined from the behavior of students in used information communication technology. The learning model developed was a cooperative learning model based on Blended Learnng. Utilization of information technology, by not leaving the pattern of direct guidance from instructors and the used of learning resources to improve literacy mastery of abilities in technology and engineering became important. The Research and Development (R&D) procedure used Blended learning cooperative learning model design in the form of online and face-to-face learning for ICT literacy subjects and learning media in the experimental and control classes. Blended Learning based cooperative learning models were carried out with scenarios namely offering participation in the experimental class, forming learning groups, and learning activities (lecturers, group tutor teams, students, evaluations). The purpose of this research is to get the quality of learning activities. In stage I, students were offered to take the experimental class and the Control class. The study was conducted by 16 students be taken for experimental classes and 21 be taken for control classes. Based on the results of the study showed that the level of mastery of literacy of ICT and media (n-gain) learning in the experimental class was higher than the control class.

Development of Model Blended Learning in Cooperative Learning for Technology and Engineering Skills in Vocational Education

Development of Model Blended Learning in Cooperative Learning for Technology and Engineering Skills in Vocational Education

Development of Model Blended Learning in Cooperative Learning for Technology and Engineering Skills in Vocational Education

Increasing the interest and willingness of students to learn a material was determined from the behavior of students in used information communication technology. The learning model developed was a cooperative learning model based on Blended Learning. Utilization of information technology, by not leaving the pattern of direct guidance from instructors and the used of learning resources to improve literacy mastery of abilities in technology and engineering became important. The Research and Development (R&D) procedure used Blended learning cooperative learning model design in the form of online and face-to-face learning for ICT literacy subjects and learning media in the experimental and control classes. Blended Learning based cooperative learning models were carried out with scenarios namely offering participation in the experimental class, forming learning groups, and learning activities (lecturers, group tutor teams, students, evaluations).The purpose of this research is to get the quality of learning activities. In stage I, students were offered to take the experimental class and the Control class. The study was conducted by 16 students be taken for experimental classes and 21 be taken for control classes. Based on the results of the study showed that the level of mastery of literacy of ICT and media (n-gain) learning in the experimental class was higher than the control class.

Cognitive Apprenticeship Improves Self Efficacy At Aviation Polytechnic Of Surabaya

Internships are a method of connecting learning in schools with actual work powered by experts inthe field of work. Self-efficacy skills are very necessary in the world of work. Self efficacy is, a person's beliefin carried out their duties. The research purpose determined the effect of cognitive apprenticeship onstudents self efficacy in Flight Polytechnics. The research method used ANOVA with the experimental andcontrol groups, with 140 research subjects. The results showed the influence of cognitive apprenticeship onself efficacy. Self-efficacy ability is needed in the world of work, because it relates to one's success in doingwork. Vocational education aims to prepare a skilled workforce. Internships are a means to bring studentscloser to the world of work. Soft skills in vocational education must be developed. The apprentice is able tobring the development of soft skills to students. Workers with self-efficacy skills are needed in the industrialera.

PENDIDIKAN VOCATIONAL SKILLS

This article aims to determine how important the vocational skill education for students in the Darussalam Islamic Boarding School of Kersamanah Garut. The background of this research is that ideally the person who was educated both formal and non-formal schools at least have the skills of life that it faces, especially in the world of work. In fact there are a lot of unemployment among educated either issued by the formal and non-formal education is still unused and still many educational institutions interventioned with offices and civil service, and there are still doubts in the world of work on the output issued boarding. Therefore it is necessary to study "Education Vocational Skills (Case Study In Darusaalam Islamic Boarding School Kersamanah Garut)", This study aims to describe and analyze the development of vocational skills in applied as future supplies students. It uses the method to achieve the goal of research is to reserch descriptive qualitative method. Data retrieval is done by interview, observation and documentation. Results from this study showed that the Darussalam Islamic Boarding school is a boarding school that equip students with vocational skills through extra-curricular activities in the form of education life skills oriented vocational education skills such as : organizational and clerical schools , or in the form of a course in which there are education vocational skills such as : automotive , sewing and culinary art , or other training by bringing in trainers from outside schools , in order to motivate students to become productive graduates who are able to enter public life line

Transversal Skills in Vocational Education and Training: The Case of ENSAM Engineering Students

This study deals with 4th year ENSAM (Ecole Nationale Superieure d’Arts et Metiers, Meknes, Morocco) engineering students who are studying English for engineering through Project-Based Learning (PBL). It attempts to describe how PBL helps develop students’ transversal skills, namely critical thinking skills, interpersonal skills, and media and information literacy skills. The importance of such skills is reflected in the success of the learning process as well as the academic achievement of the targeted students. In addition, these skills get more importance when engineering students seek effective employability and successful integration in the job market. A field study has been carried out among 240 students who have responded to a close-ended questionnaire for a quantitative research in addition to a qualitative analysis of such numerical results. The analyzed findings reveal an overall positive response to the integration of PBL in the English class, stressing that this form of contextualized learning has helped the respondents develop the three sets of transversal skills above. General conclusions are presented and highlighted for other similar investigations.

Extent Of Reformation Of Prison Inmates Using Prison Education Programmes In Anambra State

The study examined the extent of reformation of prison inmates in Anambra State using prison education programmes. Three research questions guided the study. Descriptive survey design was used for the study. The population of the study was made up of 500 instructors facilitating the education of prisoners in Anambra state. No sample was done because the population was manageable. Questionnaire was the instrument for data collection. The researchers administered 500 copies of the questionnaire to the respondents. Only 485 (97%) copies were completed and returned. Means was employed to answer the research questions. The findings of the study revealed that the instructors have not properly equipped prison inmates with the technical and vocational education to a fairly low extent. The findings of the study showed that the instructors have not properly equipped prison inmates to a fairly low extent with the reading and writing skills needed for acquiring information that can immediately be used for improving standards. The findings of the study further revealed that the instructors have not properly guided prison inmates to a fairly low extent with the basic knowledge and civic skills needed to become good citizens if released back into the society. Based on the findings, it was recommended among others that technical and vocational education skills should be adequately imparted to prison inmates by the Nigerian Prison Service and the Non-Governmental Organizations should foster their reformation, rehabilitation and reintegration.