Types Of Vocational Education Research Articles

GreenCompass - A self-assessment tool for fostering integration of green skills

In today's ever-evolving landscape, fostering green skills emerges as a paramount endeavour, a beacon of progress towards a green(er) future. Within this transformative journey, this paper unveils a blueprint for organizations and institutions seeking to embrace a green future. The Self-Assessment Tool, GreenCompass, emerges as a pivotal cornerstone of this research, designed to quantitatively assess the green innovation capabilities of VET organizations. This tool offers a comprehensive view of an organization's readiness and potential for fostering green skills for green innovation. The paper further unveils the insights garnered from the extensive pilot-testing of the GreenCompass across diverse geographical regions and within various types of vocational education and training institutions, validating its applicability for a broad spectrum of settings. In the last part, the paper emphasizes the creation of an environment, a nurturing environment wherein green skills can thrive. It's a conceptual framework dedicated to facilitating the growth of a sustainable and green mindset, in alignment with the evolving dynamics of the green transition. This journey underscores the significance of a comprehensive methodology, one that begins with self-assessment, evolves through empirical validation, and culminates in the establishment of an environment to nurture green innovation. Ultimately, this multifaceted approach propels organizations towards a future characterized by innovation, sustainability, and an un-wavering commitment to a greener, more eco-conscious world.

National Education Policy 2020: Paradigm Shift in Vocational Education for Aatmanirbhar Bharat

Vocational education is inevitable to inculcate and cultivate relevant skills in learners for individual and societal benefits. This is a sincere attempt to help an individual enhance self-confidence to contribute to the sustainable development of the nation. Education aims to develop skills among learners. In the 21st century, the need for skill development among learners is perspicuous but change has taken place in types of skills. At present, the emphasis is on the knowledge economy. Therefore, the type of vocational education and skill development has also changed. Vocational education paves the way to develop skills and produce skilled learners who can contribute significantly to a nation being self-reliant. The NEP 2020 has advocated for vocational education to be introduced from class sixth after keeping the requirements of the current century in view and with a vision to make Aatmanirbhar Bharat (self-reliant India). The NEP 2020 has also emphasised experiential learning for all-rounded development of learners. Vocational education can create a positive environment for the learners to boost skills required for individual growth leading to a self-reliant India. In this paper, the researchers have made a solemn effort to enumerate the relevance of vocational education and skill development in NEP 2020 for producing a skilled workforce to build a knowledge-based economy in India and laying the foundation for Aatmanirbhar Bharat (self-reliant India).

“Green skills" and the emergent property of “greening”

ABSTRACT This article offers critical analysis of the concept of “green skills" as part of policies designed to support green transition. We argue that it is unhelpful to focus on (definitions and narrow sets of) “green skills", as opposed to conceptualising the emergent properties of social systems which result in “greening” i.e. the incorporation of policies and practices in various societal domains, which comprise measurable reduced environmental impact and environmentally responsible economic activity as an outcome. We maintain: (a) greening can be considered an emergent property at the macro level (e.g. green economy, green industry) to which skills of various types contribute, in combination with other arrangements at the organisational, institutional and policy level; (b) what counts more in reaching green goals is not delivering parcels of so-called “green skills”, but education and training of a form that is the emergent property of how a certain type of Vocational Education and Training (VET) system functions, and of the pedagogical assumptions underpinning it. Our discussion is prompted by two projects on the European steel industry’s efforts to decarbonise and comparative reflections on the capacity of VET in Germany and the UK to deliver the skills necessary to support (the steel industry’s) transition.

Do different types of vocational education and training programmes influence earnings? Recent evidence from India

PurposeIndian government initiated several skill development policies and different types of vocational education and training (VET). Yet the participation in skill education is low because of poor labour market outcomes. This paper aims to calculate returns to skill education to understand the type of training that will have better labour market outcomes.Design/methodology/approachIn this paper nationally representative data from the periodic labour force survey (PLFS), collected by the national sample survey office for 2017–2018, are used to estimate the returns to formal and non-formal VET obtained (after different levels of general education) with the help of Heckman's two-stage method.FindingsNearly 8% of the working-age population has received some form of VET (mostly non-formal), generating poor returns. For the overall population, formal on-job training (OJT) and full-time VET influence wage positively and significantly. Full-time VET obtained after secondary and below levels of education generates positive returns, whereas part-time VET is profitable only to those without formal education. At the graduate level, technical education obtained along with VET is associated with better wages.Originality/valueIn India where a considerable proportion of the workforce is employed in the informal sector, different types of skill training like full-time, part-time and OJT influence labour market outcomes. This finding has policy implication for countries with large informal sector and calls for further research in such countries.

Entrepreneurial universities and the effect of the types of vocational education and internships on graduates’ employability

ABSTRACT Using a sample of 15,741 graduates from the 2019 Korean Graduates Occupational Mobility National Survey, the study examines the effects of different types of vocational education, job skills-enhancing training and the quality management of university education on graduates employability. The results show that students’ participation in internships and the suitability and usefulness of the university's curriculum have a great impact. Interestingly, volunteer activities had a negative impact on the employability from all types of university and four-year university graduates.

Lærerrollen der blev væk: Opbygningen af et transformativt lærerideal

This article raises the question if the role of the vocational teachers needs another teacher’s ideal. The foundation of the article is a rising tendency to describe the teacher’s role by other means than being a teacher and making the role of the teacher a matter of bringing students safely and easily to a learning outcome, through a teaching task described as both a supervisor, facilitator, motivator, and consultant.
 The article commences by explaining the tendency to understand the vocational teacher by others means than a teacher. Through analysis of ideas from Gert Biesta, Hartmut Rosa and Andrea English, the article will point to a transformative teaching ideal as a way of understanding the role of the vocational teacher, and at the same time try to exemplify this teacher ideal through different types of vocational education. The article will conclude by arguing that a transformative understanding of the teacher’s role can be seen as a more embracing ideal as opposed to the current trend of constructivism, and at the same time as an ideal, that gives back the original teaching task to the teacher.

SITUATIONAL TASKS AS AN EFFECTIVE TOOL OF KNOWLEDGE CONTROL OF HIGHER EDUCATION’S APPLICANTS

The organization of the educational process in a higher educational institution must meet the world standards of higher education, provide active motivation for higher education’s applicants to obtain professional knowledge and guarantee quality education. The modern process of professional training in Ukraine is carried out under the influence of the requirements of the European educational space.
 Higher School of Pharmacy is dynamically developing and constantly changing, improving the quality of specialists with higher pharmaceutical education, which is provided by improving educational programs in each discipline and a new approach to their teaching.
 The article considers the role of situational tasks as an effective tool for monitoring the knowledge of higher education’s applicants. It is shown that the method of knowledge control using situational tasks encourages higher education’s applicants to study not only basic but also additional educational literature, to improve methods of self-control of knowledge and skills.
 Situational tasks are one of the means to achieve high efficiency of educational activities of higher education’s applicants in the development of certain competencies through various types of vocational education. They are especially important in distance education, as they provide a high level of independence and creativity in the cognitive activity of higher education.

Adolescents' development of occupational aspirations in a tracked and vocation-oriented educational system

The formation of occupational aspirations is an important developmental task during adolescence, and aspirations are an important predictor of occupational attainment in adulthood. This paper investigates the formation and development of occupational aspirations in a tracked educational system. We focus on the social status of occupations and take Switzerland as an example. We use data of the Swiss Longitudinal Survey of Children and Youth to examine how characteristics of the educational pathway influence the status of adolescents' occupational aspirations between the ages of 15 and 21. Our findings show that the level and development of adolescents' occupational status aspirations differ by tracks of upper-secondary education. Whereas young people in baccalaureate school decrease their status aspirations slightly over time, those in some types of vocational education and training increase their aspirations considerably. Overall, the results support the assumption of a strong relationship between the development of occupational status aspirations and the structure of the educational system.

Supporting roles in live simulations: how observers and confederates can facilitate learning

ABSTRACT Live simulations in which students perform the roles of future professionals or act as confederates (i.e. student actors) are important training activities in different types of vocational education. While previous research has focused on the learning of students who enact a professional, secondary roles in scenario training, such as student observers and confederates, have received inadequate attention. The present study focuses on student observers and confederates in order to examine how these roles can support the learning of other participants in live simulations and to determine how the experience of performing these roles can become a learning experience for the performers. A total of 15 individual interviews and 1 group interview of students attending Swedish police training were conducted. The study findings indicated that the observer role is characterised by distance and detachment, and the confederate role by directness and sensory involvement. Both roles can support as well as inhibit intentional learning for primary participants and offer learning experiences for those playing the roles. The study theorises these roles and lists practical implications for planning live simulations in vocational education and training.

El retorno económico de la educación media técnico profesional en Chile

Este trabajo analiza el impacto de asistir a un establecimiento de educacion media tecnico profesional (TP) sobre el desempeno en el mercado laboral. Utilizando datos administrativos de salarios y la informacion contenida en la prueba SIMCE, identificamos el tipo de colegio en que los individuos cursaron sus estudios secundarios (2001) y luego observamos los meses de empleo formal (asalariado) y salarios para el periodo 2007-2011..

Vocational High School or Vocational College? Comparing the Transitions from School to Work

Using a specic microdataset with information on working histories, we analyse the labour market entry of Spanish youths who have completed vocational education. Young people can enter the labour market with vocational high school (upper secondary education) or with vocational college (tertiary education). Both present a period of workplace training, although, as they belong to dierent schooling levels, they have dierent entry requirements. Those who complete vocational college has spent more years in education and we would expect more success in nding a rst job. Surprisingly, results do not conrm this hypothesis. We do not nd important dierences in the estimates of the determinants of transitions across types of vocational education. Apprenticeship has a very important role on increasing the hazard rate to employment and this result holds after controlling for unobserved heterogeneity.

VET Manager identities: Culture, philosophy and professional practice

Using a post-structural approach this article investigates the working lives of frontline managers in VET and how they negotiate change in their day to day practices and decision making. The article is organised around accounts made by managers from different types of Vocational Education and Training (VET) organisations, namely: Technical and Further Education (TAFE) institutions, Group Training Organisations (GTO), Registered Training Organisations (RTO), RTO and Adult Community Education (ACE) joint organisations and stand alone ACE organisations. The data showed that most managers were experiencing change, albeit in different ways across their diverse VET organisations and roles. Managers were seen to understand and respond to the discourses of reform differently, depending on their organisational type, culture and philosophical beliefs, and according to their understandings of their professional role and status.

Career Guidance Compared by Types of Vocational Education among OECD Countries

Career Guidance Compared by Types of Vocational Education among OECD Countries

Entrepreneurship Curriculum in Secondary Vocational Education: Its Rationale and Implementation

Education has been a liberating force for smoothing out all ills and evils of mankind over all times and climes. Hence, the right kind of education has been a serious concern and debate everywhere in the world. India has also been showing her genuine concern towards education by setting up educational committees and commissions from time to time to decide the type and tone of education to be imparted to her people so that it serves its noble purpose. The need for imparting vocational education has been emphasised time and again to make the education fit for the purpose. Vocational education in its broader sense covers education and skill development at all levels of education, both through formal and non- formal programmes. Thus, vocational education prepares the learners for careers that are traditionally non-academic and directly related to a specific trade, occupation or vocation in which the learner participates. It is sometimes referred to as technical education, as the learner directly specialises in a particular narrow technique of using technology. Changes in the types of vocational education have become almost sine qua non with changes in the requirements of the world of work. Alternatively speaking, vocational education has become the need and demand-based education to meet the requirements of the country. It is against this realisation that a renewed emphasis has been given to the vocationalisation of secondary education in India imbued with multiplicity of justifications. Foe example, the National Curriculum Framework for School Education (NCFSE) 2005 has recommended anewprogramme ofVET, i.e., Vocational Education and Training which is conceived and implemented in a mission mode. As per the above new programme of VET, entrepreneurship education, among others, has been introduced as a foundation course at the secondary level. The present paper proposes to examine the rationale behind the introduction of entrepreneurship as foundation course at the secondaiy level and then delves into how to impart the same to fulfill its rationale effectively. Accordingly, the paper has been divided into three parts - Part I: Why or Why Not Vocational Education, Part II: Why entrepreneurship in secondary vocational education, and Part III: How to make vocational education effective?

Integrating School-based Learning with the Study of Change in Working Life: The alternative enterprise method

A constitutive problem of vocational education is how the content and methods of studying and learning are connected to the rapid change in working life. A new type of vocational education, inspired by cultural-historical activity theory, was developed in Finnish commercial colleges to solve this problem. A student collective, helped by the teachers and working together with a partner firm, makes business plans for a hypothetical new firm, which is called an alternative firm. In making their business plan, the students investigate how the main functions of the partner firm are organized. They attempt to develop a better or alternative solution in their own plan. The object of learning is, simultaneously, the tools and social procedures of establishing a firm and the developmental challenges or the zone of proximal development of the partner firm. The article analyzes the results of this kind of project realized in the schoolyear of 1996-97 in Rauma, Finland, in collaboration with a technical college, a commercial college, and a partner firm, Laimu Inc. It is suggested that the method is a promising way of solving the epistemological problems of work simulations in schools as well as making school studies sensitive to changes in working life.

Employment and Social Outcomes Associated with Vocational Programming for Youths with Emotional or Behavioral Disorders

The authors examined the different types and amounts of vocational programming received by secondary students with emotional or behavioral disorders (E/BD) and their postschool outcomes, including graduation status, earnings, use of public assistance, and contact with the Department of Corrections. Generic vocational education and on-the-job-training had significant positive relationships with total earnings, whereas occupationally specific vocational education did not have any significant relationships with total earnings. All types of vocational education had inverse significant relationships with the dropout rate. Vocational education had no beneficial relationships with the use of public assistance or with contact with the Department of Corrections. The authors conclude that students with E/BD should be encouraged to have some type of vocational education in secondary school, although occupationally specific vocational education did not appear to have as many significant relationships as the other two types of vocational education.

Perspectives on Vocational Education in Africa

The aim of this paper is to provide a landscape view of the values and justifications of different types of vocational education, specifically in Africa. At first, the paper will review the justifications of vocational education. African governments often state that vocational education is the most efficient means to meet the manpower demand in the labor market. However, this justification is rarely supported by empirical data. The paper reveals that there are other reasons that governments do not give up this form of education. Three different types of vocational education are here examined: Separate-track vocational education; vocationalized general education; and non-formal vocational education. Based on the review of the opinions of people who promote or criticize each types of vocational education, the paper will show the strengths and weaknesses of each type. This analysis will serve to better understand and consider the vocational education in Africa. Vocational training/education in industrial technology has been the largest part of the JICA's (Japanese International Cooperation Agency) cooperation in the field of education (see Figure 1). So far, JICA's programs in this category have been infrastructure building, technical assistance, and trainin of teachers/trainers and administrators for the establishment of independent vocational education/training institutions at the secondary and higher levels of formal and non-formal education. The types of vocational skills taught in these JICA-funded institutions have been diverse: fisheries, farming, electronics, automobile repair, information technology, architecture, etc. The types of skills taught have been decided basically according to the request of the respective government. Although JICA also conducts a needs assessment before implementation, it mostly assumes that the request from the government is based on the forecast of manpower needs on the side of the government. Given the fact that one third of JICA's fund for education has been spent for vocational education (34.1 percent in FY 1998), it is important to review whether or not the funding policy in this area meets the general economic and labor market conditions of the countries' JICA support and to consider the future policy so as to maximize the utility of the funds JICA provides. The purpose of this paper is to overview the recent debates about vocational education in developing countries as a basis for considering what direction the development assistance in the area of vocational education might head. Arguments in support or critical of different forms of vocational education at the secondary level will be examined. In the formal education sector, many people believe that secondary schools are the most

National skill-creation systems and career paths for service workers: hotels in the United States, Germany and the United Kingdom

Creating sufficient opportunities for individuals to develop their capabilities and earn a living wage is one of the central challenges facing all countries. However, some types of vocational education and training (VET) institutions may be more effective than others in promoting the development of career-enhancing ‘transferable’ skills. In order to investigate the links between national skill-creation systems and individual career paths, this study focuses on three countries with very different VET systems: the United States, the United Kingdom and Germany. The comparison is based on closely matched samples of three- and four-star hotels. The results suggest that individual career development and outcomes, such as wages and turnover rates, are strongly influenced by the interplay of three key elements – the breadth, relevance to employment and degree of standardization – of national initial VET systems. Our analysis identifies strengths and weaknesses of the different systems and key lessons for improvement.

The Dynamics of the Orientation of Youth Toward Higher Education

Sociological research on the orientation of youth toward higher education in the last decade has assumed special significance in connection with the emergence of other types of vocational education and the increasing urgency of the [national] manpower problem. Aspirations to enter higher-education institutions, as indicated in research surveys of youth, are an indicator of this orientation. The place of higher education in the life plans of youth has changed in comparison with the mid-1960s: the number of tenth-graders desiring to attend a higher-education institution today is roughly half of the level of that time. (1) Yet verbally expressed plans do not always correspond to the actual behavior of youth. "Analysis of the preference of secondary-school graduates for one or another higher-education institution and the number of graduates actually applying," writes M. Kh. Titma, "shows that they tend to abandon their plan to enter the higher school (one-third of those planning to attend a higher-education institution do not actually apply for admission) and that there are significant changes in the preference for one or another institution." (2)