Vocational Education Research Articles

A Study of Project Management of Vocational Education Administrators in Kalasin Province Under the Office of the Vocational Education Commission, Ministry of Education

Background and Aims: The objectives of this research are as follows: 1) to study and compare the project management of administrators of vocational education institutions in Kalasin Province. which is under the Office of the Vocational Education Commission of the Ministry of Education. And 2) to find guidelines for developing project management for administrators of vocational education institutions in Kalasin Province. which is under the Office of the Vocational Education Commission of the Ministry of Education. Methodology: The sample group in this research consisted of administrators of educational institutions and teachers under the vocational education department of Kalasin Province. Which is under the Office of the Vocational Education Commission of the Ministry of Education. There are a total of 6 colleges with 27 school administrators and 548 teachers and personnel, for a total of 575 people. The sample was randomly drawn using a stratified method. The research tool is a questionnaire that has a 5-level rating scale with a discriminatory power between 0.55 - 0.97 and a confidence value of 0.97. The statistics used in data analysis include percentages, averages, and values, standard deviation. Results: The results of the research are as follows: (1) project management level vocational education administrators in Kalasin Province have a high level of project management. (2) Project management development guidelines: Project management development of vocational education administrators in Kalasin Province under the Office of the Vocational Education Commission, Ministry of Education, it was found that there are development guidelines as follows: 2.1 Project management development for college administrators: there should be a variety of development processes. Educational institution administrators should analyze basic information as a whole. Analyze policies, plans, and projects of various organizations, including analysis of weaknesses, strengths, and areas that should be developed. for effective planning. 2.2 Project initiation: school administrators should use participatory management principles in planning and setting strategies. Using systems thinking as a brainstorming process. This includes the participation of administrators, teachers, and organizing small group meetings. 2.3 Project implementation aspect: educational institution administrators should play a role in using art to motivate each personnel. By adhering to 5 principles in implementing the project: working with a feeling of willingness, full time, full of people, and full of energy, along with following up on the performance and upgrading the results of the project according to the framework specified in the operational plan. 2.4 Project closing: school administrators should evaluate their performance according to the operational plan for the past year. Including collecting and summarizing projects/activities along with analyzing data systematically in a systematic way. Conclusion: Development of project management for college administrators there should be various processes for developing the skills of educational institution administrators. There should be an overall analysis of basic information. Analyze policies, plans and projects of various organizations, analyze weaknesses. Analysis of strengths Points that should be developed for effective planning.

Skills of Educational Institution Administrators in the 21st Century under the Office of the Vocational Education Commission Pathum Thani Province

Background and Aims: The world in the 21st century has undergone marked changes from the 20th century, especially in the advancement of digital technology. This makes our world noticeably borderless or narrower. This change has a huge impact on all sectors. Including administration in educational institutions in the new era educational administrators in the 21st century must therefore play an important role in setting directions, policies, and leading educational institutions to success. With outstanding characteristics such as high intellectual skills professionalism in management Having a creative mind, a good attitude, and a broad vision. This research has the following objectives: (1) Study the level of skills of educational institution administrators in the 21st century under the Office of the Vocational Education Commission, Pathum Thani Province. (2) Compare the level of opinions of personnel on the skills of educational institution administrators in the 21st century under the Office of the Vocational Education Commission, Pathum Thani Province. Classified by educational level, position, and work experience. (3) Study guidelines for developing the skills of educational institution administrators in the 21st century under the Office of the Vocational Education Commission, Pathum Thani Province. Methodology: The sample group used in the research was 348 personnel under the Office of the Vocational Education Commission, Pathum Thani Province, in the academic year 2023, which were obtained by stratified random sampling. The research instrument consisted of a questionnaire that was a 5-level rating scale with an IOC value in the range of 0.80 - 1.00 and a confidence value of 0.88. In addition, a structured interview was used as a secondary tool to supplement additional information. For the statistics used in data analysis, such as frequency, percentage, mean, and standard deviation, T-test, F-test and pairwise difference test using Scheffe' method. Results: The results of the research found that (1) skills of educational institution administrators in the 21st century under the Office of the Vocational Education Commission, Pathum Thani Province overall, it was at the "high" level. When considering each aspect, it was found that the skills of school administrators in the 21st century were at the "high" level in every aspect. (2) Results of a comparative analysis of the skills of school administrators in the 21st century, classified by educational level, position, and work experience found that: 1) Skills of educational institution administrators according to educational level and position Overall, the differences were statistically significant at the .05 level. 2) Skills of school administrators according to work experience. Overall, they are not different. (3) Guidelines for developing the skills of school administrators in the 21st century. It was found that administrators organized workshops to provide teachers with knowledge and understanding about using the curriculum. As well as developing a competency-based teaching curriculum in collaboration with business establishments and outside agencies. There is also personnel development to create innovations, technology, and inventions for teaching and learning. Use technology to learn and there are adequate learning resources with information technology systems available Promote and support teachers and instructors to have knowledge and understanding and be able to follow measurement and evaluation regulations correctly. Conclusion: Skills of educational administrators in the 21st century. Administrators understand principles and concepts. management theory Able to apply and manage according to the situation effectively, able to manage resources efficiently, systematically and to maximum benefit.

The Use of Good Governance Principles in Educational Institution Administration by Administrators of Vocational Educational Institutions in Chonburi Province

Background and Aims: Administrators are considered to be the people who play the most important role in promoting and developing a culture of democracy and good governance in educational institutions. The management ability of the administrators affects various operations in the educational institution in order to achieve maximum efficiency and effectiveness. This research aims to study and compare the use of good governance principles. Including guidelines for managing educational institutions under vocational education in Chonburi Province. Considering the gender, position, and work experience of executives in each area. Methodology: The research sample consisted of 269 administrators and teachers in educational institutions under vocational education in Chonburi Province. The research instrument was a questionnaire with a 5-level rating scale with a confidence value of 0.97 and the concordance value (IOC) ranged from 0.8 to 1.00. There was a question about the use of good governance principles in the management of educational institutions among the said administrators. For data analysis, basic statistics were used, including frequency, percentage, mean, and standard deviation. Including testing with t-test and F-test to get accurate and reliable results. Results: (1) The results of the study found that opinions regarding the use of good governance principles in the administration of educational institutions by administrators under the vocational education department in Chonburi Province Overall it is at a high level. (2) When classifying the use of good governance principles by gender It was found that overall there was no difference. But when considering each aspect It was found that the moral aspect transparency. And the responsibility aspect is significantly different at the 0.05 level, while there is no difference in other aspects. (3) For classification by status It was found that school administrators and teachers used good governance principles in the overall management of educational institutions. But when considering each aspect It was found that the principles of participation responsibility and value for money are significantly different at the 0.05 level, while other aspects are not different. (4) Classification according to work experience It was found that the overall use of good governance principles was not different. But when considering transparency, it was found that there was a statistically significant difference at the 0.05 level. While the rule of law, morality, value for money responsibility and there was no difference in participation. Conclusion: The administration of an educational institution according to the principles of good governance consists of two groups of important people: 1) administrators, who are responsible for setting a clear vision, strategy, and policy for educational institution administration. 2) Teachers, whose role is to perform their duties in teaching and promoting the learning of pupils and students. Using a variety of teaching methods to develop students' full potential.

Pronunciation Challenges of Saudi Female EFL Learners: A Multidimensional Needs Analysis

Mastering English pronunciation poses persistent obstacles for Saudi learners pursuing higher education and careers reliant on strong oral skills. This mixed methods study explores female Saudi university students’ and vocational trainees’ self-reported experiences with pronunciation via questionnaires and interviews. Quantitative findings reveal ongoing segmental and suprasegmental difficulties, with consonant contrasts, vowel distinctions, and stress/rhythm issues most prevalent. Participants emphasize interconnected sociocultural variables influencing development, including class size, technology access, family support, teacher expertise, and learner confidence. Qualitative insights underscore pronunciation as a multifaceted process requiring aligned pedagogical responses. Recommendations center on specialized instructor training, personalized feedback techniques, targeted lessons, and technology integration. By capturing diverse learner perspectives, this research contributes an inclusive examination of needs to advance responsive policies and practices that optimize Saudi females’ pronunciation attainment. Findings affirm pronunciation as a complex yet critical developmental process necessitating comprehensive support structures.

Sci-comm a long way: my journey from research to teaching (and beyond?)

How does one transition from a PhD in molecular biology to a dual career in teaching and science communication? Science communication involves translating complex scientific concepts into engaging, understandable content for a broad audience, using storytelling, multimedia, and audience-specific adaptations. The journey from academia to science communication, and eventually combining both with teaching, highlights the need for distinct approaches to engage diverse audiences effectively. These approaches include using audience-targeted relatable analogies, incorporating pop culture references or designing hands-on activities to make scientific concepts more accessible and interesting. While science communication shares some similarities with formal education, each requires unique strategies, and both are crucial for educating future generations. Training scientists and educators in communication skills and fostering collaborations between academia and the public are essential for creating an informed, engaged society. By enhancing science communication efforts, we can better prepare the public to address the next scientific challenges.

Capacity Building and Organisational Performance in Local Government Context, Kasese District, Uganda

Service sector is predominantly increasing in modern economic system raising prominence of staff competences in achievement of corporate goals. This study was conducted to examine the relationship between capacity building and organizational performance in local government context, Kasese district, Uganda. Mixed methods research design was used guided by both objective and subjective assumptions to achieve the research objectives. Data was collected at one point in time from Kasese district employees working in different departments including; Finance, Human resource, engineering, health, education and sports, natural resources and community based. 80 respondents were seen to be representative in study considering the Kabale district local government Human Resource Manual (2021) where the district had a total number of 100 employees. Apparently out of 80 questionnaires distributed only 65 were returned well filled making an acceptable response rate of 81.25%. Stratified and simple random sampling approaches guided this whole process in ensuring that every staff members had equal chances of participation. Questionnaire and interview guide was used to collect both quantitative and qualitative data. Study findings confirmed a positive and significant relationship between capacity building and Organizational Performance at Kasese district. Specifically, results reveal that conducting Induction training (Beta= .657, P<.01) is a significant influencer of performance; on the job training programs (Beta = .175, P<01) impact on organisational performance; and off the job training (Beta= .682, P > 01) significantly predict organisational performance. One key recommendation drawn from this study, linked to human capital theory is that institutional managers should prioritize individual employee learning and earmark resources that sufficiently caters for knowledge and skills enhancement.

Do Job Training and Work Discipline Matter to Employee Performance in PT TASPEN (Persero)

Do Job Training and Work Discipline Matter to Employee Performance in PT TASPEN (Persero)

Promoting resilience among medical students using the Wadi framework: a clinical teacher’s perspective

Resilience is essential for medical students to navigate the challenges of their education and future careers. Defined as the ability to adapt well in the face of adversity, resilience can be learned and is critical for maintaining mental health. Medical educators play a pivotal role in fostering resilience by integrating it into both formal and informal curricula, including the hidden curriculum, which can significantly influence students’ coping strategies. Research highlights the importance of resilience training in reducing depression and anxiety among students, underscoring its necessity as a core component of medical education. This essay presents the Systematic Assessment for Resilience (SAR) framework, which provides a comprehensive approach to promoting resilience through four key constructs: self-control, management, engagement, and growth. Practical strategies for each construct are discussed, including assessment mapping, time management, and the use of formative assessments to enhance students’ preparedness and self-control. Engagement is fostered through collaborative assessments, open book exams, and regular formative feedback, while growth is encouraged via self-reflection and faculty development. Implementing the SAR framework has shown positive outcomes, with students reporting reduced anxiety and improved performance. However, further exploration and institutional support are needed to fully integrate these strategies into medical education. The SAR framework offers a feasible and effective method for cultivating resilience, contributing to students’ mental well-being and equipping them to face future challenges in their medical careers. Continued refinement and broader institutional adoption will be crucial to sustaining the impact of resilience training in medical education.

Transformational Leadership of Educational Institution Administrators under the Office of the Vocational Education Commission, Chonburi Province

Background and Aims: This research has the following objectives: 1) to study the level of transformational leadership behavior of school administrators under the Office of the Vocational Education Commission, Chonburi Province. 2) To compare opinions about the transformational leadership behavior of school administrators in Chonburi Province. 3) To find ways to develop transformational leadership of school administrators under the Office of the Vocational Education Commission, Chonburi Province. Methodology: The sample used in this research consisted of 276 school administrators and teachers. The sample size was determined according to Krejci and Morgan's table. and use stratified random sampling The research instrument was a questionnaire with a 5-level rating scale. Which has a consistency index between 0.80 - 1.00 and the confidence value of all questionnaires is equal to 0.98. For data analysis, statistics are used, including frequency, percentage, mean, standard deviation, T-value and F-value tests. Results: The results of the research are as follows: (1) the transformational leadership of educational institution administrators under the Office of the Vocational Education Commission, Chonburi Province, overall and in each area, is at a high level. (2) Results of comparing opinions about transformational leadership of school administrators classified by position and work experience. It was found that overall and in each aspect there were no differences. But when classified by educational level It was found that there was a statistical significant difference at the 0.05 level. (3) Guidelines for developing transformational leadership among school administrators are divided into 3 approaches: 1) development by external agencies, 2) development by educational institutions, and 3) development by oneself. Conclusion: The study finds that transformational leadership among educational institution administrators in Chonburi is generally high, with no significant differences based on position or work experience, but the educational level has a significant impact. External agencies, educational institutions, and personal efforts can all help to develop this type of leadership.

The prevalence, course, and risk factors of suicidal ideation and suicide attempts among students in vocational education

BackgroundWorldwide, suicide is one of the leading causes of death among adolescents and young adults. Given that suicide in this age group is common within vocational students, this study aims to provide insights into the prevalence, course, and risk factors of suicidal ideation (SI) and suicide attempts (SA) among students in vocational education over the past 10 years.MethodsThis study has a repeated cross-sectional design, utilizing data from 2013 to 2023 provided by the ‘Testjeleefstijl’ foundation in the Netherlands (‘Test Your Lifestyle’). In total, 101,182 students in vocational education completed a web-based standardized questionnaire. Univariate logistic regression was used to test the predictive value of risk factors separately (anxiety and depression, gender, age and school year) on SI and SA. In addition, a machine learning model (Berkelmans et al., 2023) ​was used for high-risk identification of combined risk factors (multivariate models).ResultsWithin vocational students, 12-month SI and SA prevalence increased from respectively 17.7% and 2.3% in schoolyear 2013–2014 to 23% and 3.2% in 2022–2023. Although female gender significantly predicted SI and SA in the univariate analyses, the multivariate models revealed that female gender decreased the likelihood of both SI (OR 0.9) and SA (OR 0.7). A high risk for anxiety and depression was the strongest predictor in the multivariate models for SI (OR 42.8) and SA (OR 19.0).ConclusionOver the past decade, the prevalence of SI and SA increased in students in vocational education, with the risk of anxiety and depression being the strongest contributing factor. While females had a higher prevalence of anxiety and depression, the results suggest these conditions tend to lead to SI and SA more quickly among male students. Early intervention in suicide prevention is crucial, highlighting the need to identify and address anxiety and depression. Vocational education schools have a critical role in this, emphasizing early screening and intervention, with specific attention to gender-specific factors.

Transitions to university from vocational and academic colleges: exploring alignment and discontinuity

ABSTRACT The rise in students entering higher education in England with vocational qualifications, or a blend of academic and vocational qualifications, has sparked debate about the correlation between qualifications and degree outcomes. Focusing on Sport and Exercise Science students and mobilising Bourdieu’s theory of practice, this paper explores ‘misrecognition’ of the problem alongside intersectional explanations of differential attainment. Students’ concerns about independent study and levels of support, different modes of delivery, and assessment types, exemplify misalignment between their cultural capital and habitus and the tacit demands of the university. Yet these misalignments are not explained merely by the Level 3 qualification they studied. We argue that the institutional culture (habitus) of sixth form colleges is better aligned with universities than is the culture of Further Education colleges. This alignment facilitates a smoother transition and leads to improved degree outcomes. So, it is partly the context in which students study, and not simply the qualification type, that matters. This problem of variable alignment of learning cultures at the transition to university is more relevant that ever given the introduction of T-Levels and the proposed Advanced British Standard.

Research on Hybrid Teaching Driven by Big Data Application Development Competition

With the increasing emphasis placed by the country on vocational education, it has become a key focus for vocational colleges to encourage their students to participate in national vocational skills competitions, through which they can enhance their professional qualities, theoretical knowledge, practical skills, and employability. The big data technology major of Jiangsu Maritime Institute has analyzed the knowledge and skill points required in big data application development skills competitions, and has constructed a project-driven hybrid teaching approach based on the Chaoxing Cloud Course Platform, which utilizes a SPOC (Small Private Online Course) approach. By aligning with the workflows and tasks of big data technology-related job positions, the major integrates skills competition projects into its curriculum, realizing a learner-centered, integrated online and offline learning approach. Through teaching practice, this teaching method has achieved good results, improving the quality of teaching and students' learning enthusiasm, and providing new methods and perspectives for the reform of big data technology professional courses in higher vocational education.

Examining Students’ Perception and Motivation on the Content-based Instruction (CBI) Implementation in Vocational Education

Examining Students’ Perception and Motivation on the Content-based Instruction (CBI) Implementation in Vocational Education

Situación laboral y nivel de satisfacción en los graduados de la carrera Educación Comercial, UNAN-Managua

This paper analyzes the employment situation and the level of satisfaction of graduates of the Business Education career, in order to gather information that will serve as a reference to develop proposals to strengthen the link between the university and society. The research was carried out using a mixed methodology, combining positivist and interpretive paradigms, applying the survey technique both online and face-to-face to a sample of 81 graduates of the 2014-2023 generations. The results reveal that 94% of the graduates are employed, either full-time, part-time or self-employed, indicating a favorable employment situation. In addition, the majority of respondents are women. Regarding job satisfaction, the graduates express that their occupations are directly related to their academic training, although they identify the need to strengthen certain skills to improve their professional performance. In conclusion, the research underlines the importance of continuing to develop specific skills in graduates to optimize their insertion in the labor market, which in turn can contribute to a better connection between higher education and the demands of the labor environment.

The effects of work readiness, organizational justice and professional identity on the work performance of new nurses: a cross-sectional survey

BackgroundWith the evolution of disease patterns and the continuous pursuit of persons for high-quality nursing services, new nurses are the reserve talents of the nursing team and shoulder a major mission. However, due to their low work performance and high turnover rate, this is not conducive to the stable development of nursing teams, and it is urgent to solve this problem. The purpose of this study was to explore the effect of work readiness on the work performance of new nurses, focusing on the mediating role of organizational justice and professional identity.MethodA cross-sectional design was employed. Using convenience sampling methods, 607 new nurses were surveyed in 5 hospitals in Henan Province, China, from January to February 2023. Data were collected using demographic characteristics questionnaire, the Work Performance Scale, the Work Readiness Scale for Graduate Nurses, the Organizational Justice Scale, and the Professional Identity Rating Scale for Nurses. AMOS 26.0 was used for model drawing and mediation path testing, and SPSS 25.0 was used for data analysis.ResultsThe mediation model shows a good fit (χ2 /df = 2.747, CFI = 0.987, GFI = 0.948, AGFI = 0.926, TLI = 0.984, IFI = 0.987, and RMSEA = 0.054). In this study, we found professional identity is a mediating variable between work readiness and the work performance of new nurses (β = 0.113, P<0.01), organizational justice is a mediating variable between work readiness and the work performance of new nurses (β = 0.269, P<0.01) and Organizational justice and professional identity play a chain mediating role in work readiness and work performance (β = 0.066, P<0.01).ConclusionsThe study highlights the importance of improving the work performance of new nurses. To improve work performance, managers should create a fair atmosphere, formulate transparent policies, improve the organizational justice of new nurses, and promote the professional identity and work readiness of new nurses by holding activities or conducting lectures. This will help stabilize the nursing team, improve the medical environment, stimulate the work enthusiasm of new nurses, and contribute to the development of the hospital.

Contribution of Vocational Educational Training on Promoting Self Employment in Morogoro Municipality, Tanzania

The study was based on the contribution of vocational educational training to promoting self-employment in Tanzania in Morogoro Municipality. Specifically, the study determined the relevance of skills acquired and the skills actualized by Vocational Education and Training Authority (VETA) Graduates and the Constraints that hinder the VETA graduates from getting into self-employment. This study was guided by a human capital theory which was propounded by Gary Becker and Theodore Schultz, in the 1950s and early 1960s. The theory states that “the more one invests in his/her education, the more returns one should receive in the form of earnings. Data were collected through questionnaires and interviews. Qualitative data were analyzed through content analysis and quantitative data were analyzed through descriptive analysis including index scale measurement. The findings indicated that self-employed VETA graduates performed their duties to generate income for their livelihood. There were different specializations that VETA graduates had, some specialized in driving, however, they were not employed as drivers, and instead, they were self-employed as motorcycle drivers driving commercial motorcycles. The relevance of the skills acquired and the skills actualized was determined by the curriculum used and what was taught in colleges. Also, VETA students have higher expectations of getting employment after graduation. The study concluded that the skills acquired by the VETA graduates are the most likely to be the activities performed by VETA graduates in generating income for their family livelihood. It also concluded that VETA graduates experienced similar constraints when taught about self-employment. The government should make sure that the colleges have advanced and more current equipment to make sure students are well up-to-date with current technology

Humanitarian Architecture in Service of a Vulnerable Community: Design of an Empowerment Center for Refugee Women in the Minawao Camp in the Far North of Cameroon

This article presents the design of an empowerment center for refugee women in the Minawao camp, located in a Sudano-Sahelian region. The study identifies opportunities to improve living conditions through vocational training and economic empowerment programs. The architectural design, using local materials such as earth, addresses the specific needs of women while respecting cultural norms. The project, involving community participation, emphasizes flexibility, sustainability, and cost-efficiency in a humanitarian context.

One way or another: An optimal matching analysis of students' educational pathways and the impact of socioeconomic background and engagement

AbstractUnderstanding social disparities in educational attainment requires understanding of students' decision‐making throughout their educational career. We focused on students' pathways throughout upper secondary and higher education (HE), identified common types of pathways and studied the role of SES as a determinant of students' pathways. Additionally, we researched the role of engagement for overcoming socioeconomic disadvantages in students' educational decision‐making. Using data from 965 Flemish students, optimal matching analyses identified seven distinct pathways throughout upper secondary and HE. While pathways largely mirrored the tracked structure of the Flemish educational system, there was considerable within‐track heterogeneity. Multinomial regression analyses demonstrated that even among the academic track students, socioeconomic background affected programme choice and long‐term academic success. Less engaged students were less likely to follow university pathways. Moreover, higher cognitive engagement decreased disadvantaged students' chances of ending up in typical vocational pathways.

Digital transformation of the Centre for Advanced Professional Training of Kuzbass: approaches and solutions

Russian education system is currently undergoing a phase of advancement that is associated with distinctive features of post-industrial society, the main characteristic of which is informatization and digitalization of economy. The efficiency of business processes and the validity (legitimacy) of enterprises and organizations are directly correlated with their digital transformation. These global trends cannot be ignored by these educational organizations. The most untouched issue concerns the creation of digital services for facilitating interaction between educational institutions and the labor market. The purpose of research: development and implementation of the Digital Transformation Strategy of the Centre for Advanced Professional Training (CAPT) of Kuzbass. The leading methods of research include general scientific methods, methods of systematicity and analysis of scientific and methodological literature and regulatory and legal documentation, as well as empirical methods (in the collection, accumulation and recording of data), and rational method (in the interpretation of research data). The article presents the principles and mechanisms of the digital platform interaction with the external environment are described. The author examines the internal conditions for digital services transformation. The necessity of creating and utilizing a digital replica of the HR service of enterprise on the digital platform is substantiated. The presented approaches pertain to the implementation of the Strategy for the development of digital resources of the Centre for Advanced Professional Training of Kuzbass, along with the development of a digital platform with an enhanced version, which is focused on more effective interaction of labour market agents in the region, contribute to the resolution of the most pressing issues of socio-economic development of the region. These techniques can also be applied to employment assistance services and career centers of educational organizations for secondary vocational and higher education.

Teaching, research and academic careers: an analysis of the interrelations and impacts

Teaching, research and academic careers: an analysis of the interrelations and impacts