Vocational Education Research Articles

Dari Kuasa Kapitalisme Tradisional Menuju Kendali Kapitalisme Digital: Studi Kasus Desainer Grafis Online Otodidak di Dusun Kaliabu

This study examines how self-taught online graphic designers in Kaliabu Village, Salaman District, Magelang Regency, Central Java, navigate the challenges and dependencies arising from digital platforms, particularly 99designs. Using a case study and in-depth interviews, the research reveals that, while digital technology appears to open new opportunities and empower individuals, it often reinforces control and exploitation within the digital economy. Most Kaliabu designers, lacking formal technical or creative education, leverage 99designs to access the global market, relying on self-developed skills to compete. Despite utilizing their informal capital, they are constrained by the platform's stringent rules. Although 99designs offers broad economic access, it imposes terms that limit designers' autonomy and innovation. Dependence on the platform forces designers to constantly adapt to its policies and face intense competition. The crowdsourcing system of 99designs, where projects are awarded through open competitions, exacerbates these dynamics, pushing designers to compete for every job. In the digital capitalist context, their informal capital often fails to overcome the platform's control and exploitation. This study highlights that while Kaliabu's self-taught designers can compete globally, they must navigate the balance between the freedom and control offered by digital technology. Digital technology enables participation in the digital industry but also presents challenges of control and exploitation that need addressing.

Application of artificial intelligence in career development of women in STEM field: Counseling, network construction and recruitment

With the rapid development of science and technology, the application of artificial intelligence (AI) in STEM (science, technology, engineering and mathematics) is increasingly extensive, which provides a new idea for solving the challenges of women's career development in STEM. This paper deeply discusses the application of AI in counseling, network construction and recruitment of women's STEM career development, aiming at promoting gender equality and women's career growth. In career counseling, AI technology provides customized career advice and development path for women through deep learning and big data analysis. According to personal education background, skill level, hobbies and career goals, the system intelligently recommends suitable career directions, and updates industry trends and job market data in real time to help women make more informed career choices. The AI tutoring system also enhances women's professional self-confidence through functions such as simulated interviews and career planning exercises. In terms of network construction, AI helps women to expand their professional networks more effectively through intelligent recommendation system. Based on user behavior data and preferences, AI accurately recommends industry seminars, technical exchange activities and online communities to promote women to establish contacts with like-minded professionals. AI also assists women in managing and maintaining network relationships, ensures the continuity of network interaction through intelligent reminding functions, and identifies key nodes and influential people to enhance network quality. In the recruitment process, AI technology reduces gender bias and improves the fairness and transparency of recruitment through automatic resume screening, standardized interview process and competency-based evaluation model. AI system can analyze a large amount of data, accurately match the skills and job requirements of female candidates, and improve the employment rate of women in STEM field. At the same time, through transparent algorithm decision-making process and fairness check, the potential gender bias problem in AI algorithm is overcome. The research in this paper provides theoretical support and practical guidance for using AI technology to promote women's career development in STEM field, and helps to build a more equal and inclusive scientific and technological working environment.

Social entrepreneurship – inclusive disability employment in the UAE

This paper explored the transition of a disability inclusive employment programme in a private landscaping company into a standalone social enterprise ENABLE, offering horticultural training and sustainable jobs for individuals with intellectual and developmental disabilities (IDD). The research question that guided this study is: How did ENABLE evolve from a sheltered employment programme into a social enterprise that provides sustainable employment for persons with IDD? And what is the prevailing influence on the employees and the society at large? Through qualitative descriptive analysis, we explored ENABLE's development, operations, and community influence. Multiple data collection methods were utilized including semi-structured interviews with key employers, observation of employees with IDD during their working hours, and analysis of related documents. By critically analysing this journey, this study contributes to the literature on entrepreneurial inclusive employment for individuals with IDD, addressing challenges faced by organisations that support disability employment in the UAE and beyond.

Employment Status Analysis of Students in Vocational Colleges under the Background of Industry 5.0

This study analyzes students' employment status in vocational colleges based on Industry 5.0 context. We identify key factors affecting employment rates, and proposes strategies to address the students’ employment potential. The study integrates theory and practice in teaching, optimizing content and methods to meet industry needs, and enhancing students’ employability. The study recommends educational and teaching reforms, including the "dual-teacher" model, entrepreneurship education, industry training, and certification, to improve students' adaptability and competitiveness in the job market. This offers practical guidance for educational institutions and enterprises to enhance the quality of vocational education and meet the talent requirements of modern manufacturing industries.

Digital instruments in the educational environment of the system of secondary vocational education

Digital instruments in the educational environment of the system of secondary vocational education

Realisation of secondary vocational education programmes in high-tech training areas in LPR, DPR, Kherson and Zaporozhye regions in the aspect of career needs

Introduction. Special attention in the conditions of active technological development and digitalisation of the economy is paid to training specialists mastering secondary vocational education (hereinafter – SVE). This interest is based on the demand in the labour market for such specialists who will be able to make a significant contribution to the development of high-tech industries. To secure the successful implementation of SVE programmes in Donetsk People’s Republic (hereinafter – DPR), Lugansk People’s Republic (hereinafter – LPR), Zaporozhye and Kherson regions, it is necessary to ensure compliance with the learners’ career needs. For this purpose, it is necessary to take into account the needs of the labour market as well as the dominant industrial areas in these territories. The aim of the article is to analyse the current state of the SVE system in LPR, DPR, Zaporozhye and Kherson regions in high-technology training programmes in the context of the career needs of the new regions. Research methods. The quantitative and qualitative analysis was implemented using the number of the involved educational institutions: DPR (64), LPR (60), Zaporozhye (14), Kherson (4) and Kemerovo regions (84). Results. The large number of institutions makes it possible to implement the “Professionalisation” programme in the above regions, but at the moment no localisation of territories is available, including technological clusters. The comparative analysis of the SVE institutions in DPR and Kuzbass regions revealed the predominance of high-tech fields: computer science and engineering (13 and 11), mechanical engineering (12 and 15), land transport engineering and technology (16 and 10), construction engineering and technology (8 and 14). The SVE training areas in DPR are characterised by more programmes in the field «Economics and management» (24) and «Electrical and heat engineering» (17). Conclusion. The survey results can serve as a basis for designing a teacher training system aimed at the realisation of SVE programmes and supplementary education programmes in high-tech training areas in the said regions.

Organisational and Ethical Challenges While Caring for Older People During the COVID-19 Pandemic in Sweden: AFocus Group Study.

During the COVID-19 pandemic, older people in Sweden's residential care facilities and home care services experienced high mortality rates. Prior to the pandemic, the care of older people in Sweden was challenged by organisational and regulatory changes, an ageing population and insufficient increases in staff numbers. These issues led to high staff turnover, increased workloads, stress, burnout and a perceived inability to provide satisfactory care. The pandemic brought about increased job strain, stress, anxiety, depression and post-traumatic stress disorder among the staff who cared for older people. The aim of this study was therefore to focus on assistant nurses and care aides' experiences of their work environments when caring for older people during the pandemic in Sweden. The data were collected through four focus groups interviews and analysed using qualitative content analysis. The results showed that the care staff had to navigate organisational and ethical challenges in poor and unsafe work environments. They lacked supportive leadership in their respective organisations, were neither valued, seen nor heard and were treated as 'plain doers'. During the pandemic, they were unable to protect or communicate easily with the older people in their care, which had harsh consequences. According to the participants, the pandemic left them, their working conditions and this part of the care system in a worse situation than before the pandemic. The pandemic thus revealed more unsustainable and unethical working conditions for the staff than before it, including the vulnerability of the older people in their care. The findings highlights the need of policies that ensure adequate training and instruction on medical issues, for managers responsible for overseeing the care of older people. There are also a need of provision of sufficient support for care staff and health care professionals during crises. The findings also underscore the need of feasible and efficient strategies do disseminate care information and address the psychosocial needs of older people.

Teachers with a refugee background work as educators in Germany

This study's focus is to determine refugee teachers' views regarding their ability to work as teachers in Germany, their initiatives, and the challenges they face. In this context, the study was conducted based on qualitative research methodology. In order to collect data a total of 265 teachers residing in the 16 states of Germany were reached. Upon examining the results, it is observed that the majority of participants express a desire to work as teachers in Germany, while only a few have actually obtained the opportunity to work as teachers in Germany. More than half of the participants who are currently working as teachers reside in the North Rhine-Westphalia state. When analyzing the results, it becomes evident that a significant portion of the participants are strongly inclined to pursue a teaching career in Germany. However, the data reveals that the actual attainment of employment as teacher in Germany remains relatively low among the respondents. Furthermore, it is noteworthy that a majority of the teachers currently employed in the profession are concentrated in the North Rhine-Westphalia state.

Researching the Job Corps at Acadia National Park

The War on Poverty-era Job Corps conservation centers of the National Park Service offer an important narrative about the contributions of young people of color and poor white people to conservation and the national parks. At a time when the agency is eager to diversify both its staff and visitors, this is an important history for the NPS to research and interpret for the public. The Job Corps and other federal youth conservation programs also offer important lessons for current and future job training and conservation programs. These lessons underscore the need to fully consider issues of race and class in federal programs that seek to address poverty and conservation, and to consider whether federal land agencies such as the National Park Service are equipped to handle this task.

Hybrid Education in Remote Nursing Placements in Australia: A Descriptive Qualitative Study.

Rural and remote areas offer unique opportunities for undergraduate nurses. Extended placements boost work readiness, improve assessment skills, and increase likelihood of practicing in these areas post-registration. However, hybrid delivery of curriculum content in not well understood. Undergraduate Extended Nurse Placement Program (ENPP) and on campus students, and academics were recruited from a major tertiary institution to understand impact of hybrid delivery for nursing curriculum. Data were obtained from descriptive qualitative design and focus group interviews. A process of thematic analysis generated themes and findings. There were 12 participants: academics (n = 4), ENPP students (n = 7), and 1 on campus student. The main theme was "Bridging the Hybrid Gap," with two sub-themes: (1) separation, describes ENPP students emotional, experiential, and academic disconnect from on-campus students; and (2) adaptation, describes strategies used to adjust to hybrid learning. Technology has evolved and presents opportunities for nursing education. We must continue to enhance education design in the nursing curriculum context. [J Nurs Educ. 2024;63(11):755-763.].

Reexamining Knowledge Management Education in Higher Institutions of Learning in Africa: A South African Perspective

Abstract: For twenty-first-century higher education institutions to stay relevant in a rapidly evolving techno-economic environment, knowledge management (KM) education is crucial in their curriculum. KM education expands the theoretical underpinnings of the discipline, producing skilled and competent professionals to implement KM in organizations and businesses. Researchers have reported the lack of an educational career path for KM professionals and have advocated for the need to build a professional qualification that can serve to establish KM, with agreed and accepted entry requirements. KM at educational institutions is still emerging as an interdisciplinary research and teaching discipline, notwithstanding the fact that the concept emerged as an academic discipline in the 1990s. Although KM has been established at private- and public-sector organizations in Africa, it is yet to be integrated as a discipline at most of these institutions. Drawing from five different perspectives of KM, a guideline for KM education is presented comprising an integrated KM curriculum that includes every KM discipline. The article advocates for KM education at higher education institutions from an African perspective. Since the discipline is still maturing, KM researchers have advocated for an annual survey of KM education to track progress toward a mature academic discipline.

Institutional implementation of Industry 4.0 competencies in TVET programmes in the Indo-Pacific: Critical success factors

This article responds to the question: What are the critical success factors that support the implementation of Industry 4.0 competencies in TVET (technical and vocational education and training) programme offerings? The scope of our study was programme offerings targeting STEM (science, technology, engineering and mathematics) fields at the tertiary level across 15 countries in the Indo-Pacific region. The study evaluated the ‘actions already taken’ to implement Industry 4.0 competencies, and a survey questionnaire was used to collect data. The findings identified staff capacity development, a supportive culture, the availability of resources, and public awareness as critical success factors. In addition, TVET institution type and the annual growth rate of real GDP (gross domestic product) per employed person were found to boost the relationship between these factors. This means that TVET colleges are in a weaker position in implementing Industry 4.0 compared with the other two types of institutions in the study.

TRAINERS CONTINUOUS PROFESSIONAL DEVELOPMENT AND STUDENTS LEARNING OUTCOMES IN TVET INSTITUTIONS

The study sought to establish the influence of Continuous Professional Development (CPD) programs on students learning outcomes in Technical and Vocational Education and Training (TVET) institutions in Ruhango District, Rwanda. The study aimed to determine the influence of CPD programs on course completion rates, acquisition of practical skills and competencies and students participation/engagement among TVET students. Using cross-sectional research design with mixed methods, data were collected from a sample of 427 respondents, including instructors, headteachers, and Sector Education Inspectors (SEIs). Simple random sampling was used for schools and instructors, while headteachers and SEIs were selected through purposive sampling. Quantitative data were analyzed using frequency percentages and correlation analysis, while qualitative data were processed through thematic analysis.The findings revealed that CPD programs significantly enhance student learning outcomes in TVET institutions. A majority of respondents (80%) participated in CPD initiatives, with 65% reporting that CPD had a strong influence on improving course completion rates, and 85% highlighting its positive impact on the acquisition of practical skills and competencies. Additionally, 60% of respondents recognized a substantial influence of CPD on student engagement. Correlation analysis confirmed strong positive relationships between CPD and course completion (r = 0.72), practical skills acquisition (r = 0.85), and student engagement (r = 0.72). The study concluded that CPD programs play a critical role in improving educational outcomes in TVET institutions. Recommendations include tailoring CPD programs to specific technical fields, enhancing hands-on workshops, providing more frequent CPD opportunities, and implementing structured monitoring and evaluation mechanisms. Future research should explore the influence of CPD on specific technical skills and examine its long-term impact on both instructors and students.

The Influence of Curriculum, Accounting Expertise and Lecturer Competence on Student Work Readiness in the VUCA Era

The occurrence of a phenomenon of rapid change in all industries due to the VUCA era and its impact on the demand for workforce work readiness in the hotel industry is the background for this research. This study aims to analyze the work readiness of students at the Hospitality Accounting Management Study Program (Prodi MAH) at the Politeknik Pariwisata Bali based on the influence of curriculum factors, accounting expertise and lecturer competence. This research is quantitative research where data collection is carried out by distributing online questionnaires using Google Forms to all students of the Prodi MAH. Sampling using a census consists of Prodi MAH 8th semester students, as many as 60 people. Furthermore, the data was processed with SEM PLS using smartPLS software version 4.0. The findings indicated that curriculum and accounting expertise positively, significantly and directly impacted work readiness and indirectly affected work readiness through the mediation of lecturer competence.

Vocational education and training teachers’ perceptions of supporting students’ joy of studying in online courses

ABSTRACT Finnish vocational education and training (VET) delivered via online learning has been little studied from the perspective of student well-being. In this study, we examined how VET teachers perceive their students’ joy in online learning environments. The research was conducted as a themed interview with 20 VET teachers. The teachers answered questions regarding positive emotions, engagement, relationships, meaning, and accomplishment concerning the students’ joy of studying. The results showed that, according to the teachers’ perceptions, good digital skills helped the students to manage the online platform, and collaborative online platform used for their studies. The students experienced the joy of studying when the tasks in the online implementation included variety, activity, and work-life orientation. According to the teachers, students experienced the joy of studying when they received individual control and when the teacher also managed the group activities. Work-life oriented guidance also contributed to the students’ joy of studying.

Do universities have the articulation of college programmes in mind when reviewing their academic curricula?

In order to articulate academic programmes from college to university effectively, the curricula of the two institutional structures must be aligned. Studies show that this is not always the case, despite the existence of national and sectoral policies that are intended to promote alignment. In grappling with this reality, this study explored the level of interface of academic programmes between TVET (technical and vocational education and training) colleges and a comprehensive university in South Africa. It also investigated whether, and the extent to which, university policies and actors considered college programmes during their curriculum-review processes. Document analysis and semi-structured interviews were used to gather qualitative data. It was found that, instead of considering college curricula, curriculum review was driven by professional bodies, market demands and relevance. Moreover, institutional actors did not have the required agency to engage with the current misalignment of college–university academic programmes or curricula. The implication is that, while necessary, university policies for promoting academic curricula for articulation and programme interface are not adequate for resolving the problem of the misalignment between college and university curricula. To facilitate the interests of agents in articulation, the articulation officers at institutions of higher learning must ensure that articulation policies are in place in departments and that curriculum designers and related stakeholders are imbued with articulation principles during the review and realignment of curricula.

Expanding student access to higher education: Examining the strategic processes for enhancing access to higher education from TVET colleges to universities of technology

In this article, the vexed issue of expanding access to higher education in South Africa is explored by investigating the pathways between technical and vocational education and training (TVET) colleges and universities of technology (UoTs). Central to this examination is the Unfurling Post-School Education and Training (UPSET) project, which seeks to formalise these pathways and establish a more inclusive and adaptable higher education system. Drawing on Hall’s (1996) theory of articulation and the concept of relational autonomy, the article highlights the transformative potential of strategic collaborations between TVET colleges and UoTs. Using a qualitative case study conducted at a university of technology in the Western Cape province, South Africa, the article describes the complexities of developing jointly offered higher certificates (HCs) in the post-school sector. It emphasises the strategic role of the UPSET project in revitalising existing practices and cultivating deliberate processes and practices to expand access to vocational education. The article contends that UoTs are ideally positioned to facilitate jointly offered HCs based on their integration of theoretical and practical knowledge and their robust industry affiliations. Furthermore, the article highlights various epistemological approaches to developing HCs in UoTs. It argues for a more integrated higher education system that values both vocational and academic pathways and contributes to social justice and economic empowerment in South Africa.

Journal of Vocational, Adult and Continuing Education and Training, Volume 7, Issue 1 2024

The Journal of Vocational, Adult and Continuing Education and Training The Journal of Vocational, Adult and Continuing Education and Training (JOVACET) recognises the need for critical engagement through studies in technical and vocational education and training (TVET) and adult and continuing education and training, and for encouraging critical scrutiny of this expansive knowledge area on the African continent. The voices and experiences of practitioners, reflecting on all aspects of teaching and learning within vocational education and adult education settings, should be heard through the publication of empirical and robust research. While the journal wishes to take forward academic scholarship, it also seeks to strengthen opportunities for reflective practice that makes a scholarly contribution to the field. New knowledge emerging out of complex developmental contexts has significant value and needs to be showcased beyond existing geographical and political boundaries. The journal is therefore committed to also supporting the development of emerging researchers by providing them with a space to present and defend their research amongst a network of global scholars. Within the field of vocational and continuing education there is substantive ‘grey literature’ that remains in project report form. The journal is potentially a vehicle for the translation of this important work into an academic contribution to a wider community of practice, thereby enhancing its value. (c) 2024 Journal of Vocational, Adult and Continuing Education and Training

Enhancing vocabulary acquisition through Memrise in an English second-language class: Action research at a TVET college

As the basis of a language, vocabulary is important because it promotes dialogue and the expression of individual ideas and opinions, has an impact on reading comprehension, and improves academic achievement. The purpose of this action research was to use the Memrise application to improve the vocabulary of English Level 2 second-language students (ESL) in the TVET (technical and vocational education and training) sector. The study of a first-year cohort of ESL students at Level 2 was selected through purposive sampling and the data were collected using pre- and post-testing, questionnaires and reflective journal entries documenting the teacher’s self-reflection and observations on Memrise usage. Memrise was used in Author One’s classroom during a six-week period. Using Guskey’s (2002) model of teacher change, the research revealed improved, varying degrees of academic achievement among students following the implementation of the application. In addition, the study highlighted these students’ preference for technology-enhanced learning experiences, such as the Memrise application, over traditional text-based approaches. This research not only challenged the teacher– researcher to embrace technology in order to engage in enhanced teaching practices, but also provided the student cohort with an engaging pathway towards vocabulary acquisition, a process that fostered mutual development.

Analysing the continuing education needs of Swiss in-company trainers: An approach based on the latent class analysis

In the Swiss dual vocational education and training (VET) system, access to continuing ‘extra-professional’ education for in-company trainers remains relatively limited, despite their acknowledged pedagogical role. Accordingly, this study examined the continuing education needs of in-company trainers by analysing their postures in relation to different continuing-education offerings. Hence, an online questionnaire was completed by in-company trainers (n = 5 295) across Switzerland. The survey questions focused on a number of varied themes and characteristics of continuing education programmes. Latent class analyses enabled us to identify four classes of in-company trainer, distinguished by their relationship with continuing education (‘thirsty for continuing education’ vs ‘indifferent for continuing education’), on the one hand, and by their relationship with the trainer’s function (‘apprentices’ caretaker’ vs ‘dedicated to the trainer’s function’), on the other. Several differences were highlighted regarding the socio-demographic characteristics and preferences for practical courses between the four classes. Our study provides an insight into this population’s heterogeneity and a finer distinction between attitudes existing among in-company trainers about continuing education. In addition, these findings reflect the challenge of recognising in-company trainers as pedagogical figures for apprentices, and not merely as ‘occupation transmitters’. Based on the results, some practical implications for the field are also raised.