Vocational Competence Research Articles

Development of an Information and Communication Technology Literacy Evaluation Model for Vocational College Students in Guangxi

Background and Aims: As the global digitalization process accelerates, the rapid development and widespread application of new ICT technologies, such as AI, cloud computing, big data, blockchain, and the metaverse, have made digitalization the main driver of global social and economic development. Evaluating the ICT literacy of vocational college students is crucial for enhancing their ICT skills and serves as an important foundation for their future career development. This study aims to: 1) investigate the current issues and solutions in the assessment of ICT literacy among vocational college students in Guangxi, and 2) develop an ICT literacy evaluation model. Methodology: The research methods include semi-structured interviews and the Delphi technique. This study successfully constructed an ICT literacy evaluation model for vocational college students in Guangxi and provided corresponding recommendations, aiming to offer theoretical references and practical guidance for improving students' ICT literacy. Results: Social responsibility and vocational competency are two components of the ICT literacy model that Guangxi vocational students use to improve their digital literacy and problem-solving abilities. It supports the creation of successful curricula, enhances instructional strategies, and harmonizes evaluation procedures. Curriculum development and educational policies are informed by this model, which also gets students ready for the workforce. Conclusion: For Guangxi vocational students, the ICT literacy model improves digital skills, problem-solving abilities, and vocational competence, helping to prepare them for the workforce. It also supports the creation of successful curricula and informs policy in education.

The value of field studies in earth and environmental sciences: A review

AbstractField studies are defined here as any study of the natural world that occurs beyond classrooms. There is rising concern for the future of field studies in Earth and Environmental Sciences in Higher Education, despite being core to environmental inquiry, as cost‐cutting across the sector was intensified by the COVID‐19 pandemic. This paper reviews the value of fieldwork and provides an overview of its benefits. We show that field studies improve student academic performance, cognition, critical thinking, practical skills, inquiry, and writing skills. Fieldwork accelerates personal development, leads to greater student engagement, and develops confidence and resilience. Students prefer institutions that have more fieldwork opportunities, and this is reflected in higher enrollment and retention rates. Field trips at the undergraduate level transform students into scholars, and the practical skills and experience acquired on field trips are vocational competencies sought out by industry, thereby increasing graduate employability. Courses that incorporate field studies deliver a range of measurable outcomes that elevate student abilities proportionally to the level of immersion in the field. We demonstrate that courses that incorporate field studies are prized by industry, students, and educators alike, and should be recognized as an essential part of higher education courses.

A survey on improving core literacy among impoverished students in Chinese pharmaceutical universities under a development-oriented funding system

BackgroundImpoverished students constitute a group that cannot be overlooked in higher education. It is crucial for pharmaceutical universities worldwide to implement financial assistance programs that promote the development and success of students from poor families. Chinese universities have carried out active exploration of subsidized education, and made important achievements, but there are also problems, which are worth learning from. This study proposed a strategy to improve the core literacy of impoverished pharmaceutical students under the development-oriented funding system.MethodsThe study centers on clinical pharmacy students from a pharmaceutical college as the research subjects. A sequential explanatory mixed-methods approach was employed, with quantitative data collected through a survey questionnaire, supplemented by qualitative data collected through in-depth interviews. Data gathered from these two levels were integrated and subjected to statistical analysis.ResultsThe quantitative survey yielded a total of 397 valid samples, most of whom were females (73.8%), mainly at undergraduate level (89.67%), and from non-urban area (73.81%). Five of them participated in further qualitative interviews. The combined data identified: (a) financial aid—most students were highly satisfied with the financial support; (b) psychological support—most of the students interviewed reported that the scholarship significantly improved their self-confidence and motivation; (c) academic guidance—funded students had clear expectations for career development and academic guidance, demonstrating a strong need for further professional study; and (d) employment assistance—most students wanted career guidance and career planning support.ConclusionsThe financial assistance in pharmaceutical colleges and universities should be enriched to resolve the worries of impoverished clinical pharmacy students through economic assistance, improve the moral cultivation with psychological assistance, strengthen their cultural and scientific literacy, and improve their knowledge and practical ability through academic assistance. Through the integration of pharmacy education, the vocational competence of clinical pharmacy students can be improved by employment assistance, and the reform of higher pharmacy education can be further promoted to improve the training quality of pharmaceutical talents.

Digital technologies in additional professional education curricula as a mean for developing professional competencies in polytechnic university students

Digitalization of education plays an important role in the implementation of programs to train highly qualified personnel for the digital economy. The project “Digital departments”, implemented since 2022 at the intersection of additional education and information technologies within the framework of the national program “Digital economy of the Russian Federation”, creates a unique educational format, not only changing the organizational forms of training but also allowing the use of digital technologies as means of developing the vocational competencies of students. The article presents data on the first implementation results of the additional professional education program “Information technologies in design” at the “digital department” of Perm National Research Polytechnic University and aimed at training specialists in the field of industrial design. The digital technologies considered in the article act not only as tools in the operational activity of an industrial designer but also as means for the vocational development of special design thinking skills. The author’s teaching methods are of practical value for achieving the effect of “creativization” of design solutions developed by the program participants. It is proved that in such context, digital technologies contribute to the formation of students’ skills of creative actions carrying artistic, aesthetic, and economic value. The presented results may be of practical interest to heads of university design education, to teachers — researchers of the problems of digital transformation of engineering and graphic education, as well as methodologists and teachers­practitioners who provide training in the programs of higher and additional vocational education in the IT sphere.

Domain-Linked and Domain-Specific Competence: a Validation Study of a Two-Dimensional Model of Economic Vocational Competence in Germany

Modeling vocational competence is increasingly crucial for monitoring and enhancing the quality of Vocational Educational Training (VET), particularly in the context of ongoing international comparative studies known as "large-scale assessments" of vocational education and training. This study endeavors to provide well-structured and guideline-compliant empirical evidence for the validation of the two-dimensional construct of economic vocational competence, advancing beyond the current state of research. A sample of 1438 first-year apprentices from two federal states in Germany participated as test-takers. The authentic assessment framework comprised 24 items, assessing two dimensions of vocational competence: domain-linked competence and domain-specific competence in the business/commercial domain. Measurement invariance was assessed across (1) federal states and (2) versions of test booklets, and the Multidimensional Random Coefficient Multinomial Logit model was employed to examine the quality of the two-dimensional vocational competence construct. The results supported the validity of the structure, highlighting the differentiation between domain-linked competence and domain-specific competence. This provides a more substantively accurate representation of trainees' vocational competence compared to a unidimensional model.

IMPLEMENTASI KURIKULUM MERDEKA BELAJAR DARI PERSPEKTIF TENAGA PENDIDIK SMK NEGERI 1 AMPELGADING KABUPATEN MALANG

The Merdeka Belajar Curriculum is a curriculum system designed by the Minister of Education and Culture to implement learning recovery after COVID-19 pandemic. The curriculum system is based on the characteristics and character development of students based on noble values ​​and character as well as Pancasila values ​​in addition to increasing students' competence and skills. This research uses a qualitative approach with case studies. The collected data will be analyzed using descriptive methods. Merdeka Belajar Curriculum implementation process at SMK Negeri 1 Ampelgading was carried out with learning activities that trained students' attitudes and soft skills. Simplification of learning outcomes, teaching tools and modules that can be compiled independently makes it easier to carry out learning. Educators are given the freedom to search and determine materials and teaching aids they need in the learning process. However, teachers are constrained by materials and basic materials that are not yet available for productive subjects. To overcome this problem, the teachers collaborates between teachers, carry out project-based learning activities such as product manufacturing and marketing practices, and enrich vocational competencies by taking part in training thats customized into the potential, learning interests of students and current industry needs.

The automation of the processes of students’ reporting documentation standard control: The software solution concept

Reporting documentation is one of the assessment tools used to verify the students’ mastery of several universal, general professional, and vocational competencies, reflecting the ability to search, critically analyze, and synthesize information, as well as the ability to design methodological materials and develop technical documents related to professional activities. Mastering the relevant competencies can be assessed by the results of analyzing the report text and controlling the compliance of documents with requirements to the design, accompanied by a set of standard checks. Such standard control does not imply any variability in the assessment and therefore has prospects for automation. The introduction of a software solution aimed at automating the processes of standard control will reduce the time spent on checking the reporting documentation and the formation of recommendations for students to correct the detected inconsistencies.The article analyzes the most common errors in the design of students’ reporting documentation on the results of internships, compiles a classification of errors, and suggests methods for detecting each type of non-compliance with the requirements to the design of documents. The concept of the software solution for automation of standard reporting documentation control, which offers a realization of the proposed methods and creates interfaces for interaction with users, is created using the principle of modularity. The results of the research presented in the article demonstrate the potential of applying automation methods to the tasks of checking students’ reporting documents.

Using the case method for teaching information security students in open source intelligence

In today’s world, information is one of the most valuable resources, and the ability to process it becomes especially important in the process of training specialists of various profiles, including specialists in the field of information security. OSINT (Open Source Intelligence) is a technology for collecting and analyzing information about a person, organization, event or phenomenon from open sources. This powerful tool for the effective processing of open data is of particular interest for the formation of vocational competencies of students studying in the direction of training 10.03.01 “Information Security”.The authors of the article explore and test the principles of the case method as an effective method of teaching OSINT technologies. The case method, or the method of situational analysis, involves solving real-life problem situations and practical examples for deep understanding and mastering of the material. The article presents in detail specific cases on OSINT that can be used to teach students of “Information Security”. These tasks contribute to the development of critical thinking, the formation of analytical skills, and the ability to apply the acquired knowledge in practice.The article emphasizes the importance of feedback as a critical element of learning, which allows to customize and adapt the learning process according to students’ needs and level of mastery of OSINT technologies. In addition, the authors emphasize the importance of the multidisciplinary approach in OSINT training, including not only the study of technical aspects but also legal and ethical norms. The analysis of case method principles and case studies presented in the article will be useful for instructors developing OSINT training courses, as well as for specialists interested in modern methods and approaches to training in the field of information security.

Vocational competence, social skills, and employability skills of Chinese vocational colleges students

Vocational competence, social skills, and employability skills of Chinese vocational colleges students

Vocational Competencies of ICT Students of Guangdong Open University

Vocational Competencies of ICT Students of Guangdong Open University

Exploring the interplay between vocational competence and dropout intention: insights and perspectives

High drop-out rates from Vocational Education and Training (VET) remain a severe problem in VET systems globally. Despite decades of drop-out research revealing numerous influencing factors, the role of trainees’ vocational competence in their drop-out behavior has been neglected. This study aims to define the structure of vocational competence and analyze its effects on drop-out intention. Using longitudinal data from 458 commercial trainees in Germany, vocational competence is measured at three time points using a validated competence test, subdivided into domain-linked and domain-specific dimensions (Gelman and Greeno, 1989). Four different directions of drop-out intentions are considered, enabling a detailed effect inspection of the prevailing research gap. Additionally, factors identified in previous studies, such as educational level, age, language, and the degree of having chosen one’s desired occupation, are controlled for. We conducted 12 rounds of ordinal logistic regression to test three lagged temporal combinations of the effect relationship between vocational competence and dropout intention over different time spans (T0- > T1, T1- > T2, T0- > T2). We find that lower domain-specific competence increases the intention to drop out from VET without qualification over different time spans. Initial lower domain-specific competence also affects trainees’ intention to change their occupation in the final year of training. Furthermore, higher levels of domain-linked competence at the beginning increase the intention to leave VET to pursue higher qualifications in the midterm of training.

Analysis of Synergistic Effect of Energy Efficiency Improvement and Vocational Competence Development

INTRODUCTION: Growing global energy demand and constant competition for energy resources have made energy efficiency a focus of international attention. At the same time, occupational competency development is crucial for sustained individual and overall economic growth.OBJECTIVES: This study explores the synergistic effects of energy efficiency improvement and occupational competence development to inform policy-making and business strategies.METHODS: A literature review summarises relevant theories and research progress on energy efficiency improvement and occupational capability development. Then, the relationship between energy efficiency improvement and vocational ability development was analyzed in depth using econometric models and a large amount of empirical data.RESULTS: There is a significant positive association between energy efficiency improvement and vocational ability development. Specifically, improving energy efficiency not only reduces the cost of energy consumption and enhances productivity but also helps promote technological innovation and industrial upgrading, which in turn enhances the level of occupational ability of workers. In turn, improving occupational ability further encourages technological innovation and productivity in enterprises, forming a virtuous circle and promoting the sustainable development of the economy.CONCLUSION: This study reveals the synergistic effect between energy efficiency improvement and vocational competence development, emphasizing the critical role of energy efficiency improvement and vocational competence development in promoting economic growth and achieving sustainable development.

The Relationship Between Emotional Stability and Family Motivation on Vocational Competence of Students with Intellectual Disabilities

The Relationship Between Emotional Stability and Family Motivation on Vocational Competence of Students with Intellectual Disabilities

Influence of Vocational Theory Competency Test Results on Vocational Practice Competency Test Results

This study aims to determine how much the results of the theory of vocational competency tests are related to the results of the vocational practice competency tests of TITL students at SMK Negeri 2 Manado. In addition, this study also analyzed how relevant the vocational theory competency test material was to the vocational practice competency test material. The method used in this study is a quantitative method with 56 students as research subjects. In practice, the researchers found that some students already understood electric motors, and some did not understand when the researchers gave practice; as a result, these students did not understand when the researcher or teacher was giving theory to them. When researchers teach theory and practice, they often provide post-tests or questions for students to work on to see whether they comprehend correctly. The results showed a positive and significant effect on the results of the vocational theory competency test and the results of the vocational practice competency test. In addition, the results of the analysis of the relevance of the material in the theory of vocational competency tests to the results of the vocational practice competency tests were 70% in the relevant category.

네트워크 분석 및 토픽모델링을 활용한직업교육 연구 동향 분석

The purpose of this study was to analyze vocational education research trends using network analysis and topic modeling. A total of 981 journals of vocational education research and vocational competency development research were analyzed from 2008 to 2022, and analyzed separately based on the period of government administration. As a result of network analysis, the main keywords identified were specialized vocational high schools, university students, employment, mediation effect, teachers, youth, performance, competency, self-efficacy, and programs. The top 25 keywords were restructured, divided into research subjects and research contents, and analyzed in detail across specific areas. Keywords were separated research subject, research content, and research method, and the research content was consisted of employment and labor, vocational career education, performance competency, psychological variables, and learning organization. The results were obtained by conducting an analysis of degree centrality, between centrality, and eigenvector centrality by government period. As a result of the topic modeling analysis, 8 topics were consisted of human resource development evaluation and performance analysis, employment and labor market transition for university graduates, development of professional competency for vocational competency development, career development for students from specialized vocational high schools, and human resource development and training, organizational development for individuals, learning, university students' career decisions, and specialized vocational high school curriculum. Based on these finding, suggestions for future research were derived.

Exploring the Teaching Reform of Promoting Learning by Competition and Promoting Teaching by Competition

In the field of modern education, traditional teaching methods are gradually being questioned. The concept of promoting learning by competition and promoting teaching by competition emphasizes the initiative and fun of learning, and advocates participating in various competitions, competitions and projects to stimulate students interest and motivation in learning. This approach aims to enable students to participate more actively in the learning process and improve their comprehensive vocational competence and overall literacy. Teachers play an important role in promoting learning through competition and teaching through competition. They are not only imparting knowledge, but also guiding and motivating students learning. Teachers need to constantly innovate teaching methods, organize and guide students to participate in various competitions, and provide necessary support and guidance. In this way, not only can teachers better play their educational responsibilities, but also stimulate students creativity and talent.

The Urgency of Increasing Teacher Vocational Competence in the Era of Society 5.0

Increasing the competence of vocational education teachers is an urgent need. This will ensure that vocational education can provide maximum benefits for students and align with the dynamics of the ever-evolving world of work. Data was collected using systematic literature method. The results of the study show that the urgency of the vocational competence of teachers in the era of society era 5.0 is very important and studies are needed to improve it. Overall, the urgency of improving teacher vocational competence in the current era is closely related to preparing students to contribute to the changing world of work and improving the quality of vocational education as a whole. By increasing the qualifications and knowledge of teachers in the vocational field, we can ensure that the education provided matches the demands of the labor market and produces students who are ready for the future. Some of the skills that teachers must have in this era include digital skills, adaptive skills, critical and creative thinking skills, multicultural skills, skills in implementing Teaching Factory in the learning process, collaboration and emotional social skills. Society Era 5.0 provides significant benefits for the realm of vocational education. In this era, digital technologies such as artificial intelligence (AI) and the Internet of Things (IoT) can be used in the vocational learning process. Technology-based learning systems enable more interactive and realistic practical experiences, through simulation and virtualization. This shows that more efforts are being made to develop vocational teacher competencies, especially for vocational education concept competencies.

Discovering and developing the vocational teacher identity

PurposeThis study explores the role of previous occupational identity in the formation of the (new) teacher identity of vocational teachers. The focus is on how vocational teachers discover their teaching identity, how they describe the connection between their previous occupation and teacher identity and how they describe a competent member of the teaching community.Design/methodology/approachThe theoretical approach is inspired by Communities of Practice (CoP) theory. More specifically, the realignment between socially demanded competence in the profession and personal experience as well as identification with the teaching community are discussed. The research material comes from 14 interviews with vocational teachers in different disciplines.FindingsFindings indicate first that the process of professional identity (trans)formation was initiated by finding one's teaching self when the individuals became aware of their interest in teaching by discovering that they had already achieved some sort of teaching-related competence. Second, individuals had been connecting their professional identities – finding common competence between their previous occupation and the teaching role. Third, vocational teachers experienced legitimising their competence and their new identity with reference to what their new CoP instructed as important competence (regime of competence).Originality/valueWhile teachers' vocational competence is not scrutinised, their teaching competence needs to be constantly proved. This imbalance often leads to teachers returning to an aspect of their identity that is well established – their vocational competence. Looking back to their occupational competences constitutes a realignment backwards, when teachers attempt to serve their new professional goal by drawing on old competence.

Development of a Short Form of the Assessment Tool for Basic Vocational Competencies Considering Industrial Mathematical Competencies: Focusing on Vocational High Schools

Development of a Short Form of the Assessment Tool for Basic Vocational Competencies Considering Industrial Mathematical Competencies: Focusing on Vocational High Schools

MZ 세대의 관계문화, 위계문화의 조직몰입 구조관계

This study aims to verify the effect of the relationship culture and hierarchical culture of the MZ generation on organizational commitment through organizational trust. The data and questionnaire data were verified as 6,279 people in the MZ generation out of a total of 9,516 workers working in 500 companies using the Human Capital Enterprise Panel (HCCP) of the Korea Vocational Competency Development Institute in 2022. Descriptive statistics were used for statistical analysis and correlation analysis, and SPSS 23 was used for confirmatory factor analysis, path analysis, and mediating effects were verified through AMOS 23. The results of this study are as follows. First, it was found that relational culture had a positive (+) effect on an individual's organizational commitment. Second, it was found that hierarchical culture had a negative (-) effect on individual organizational commitment. Third, it was found that organizational trust partially mediated the relationship between relationship culture and organizational commitment, and finally, organizational trust completely mediated the relationship between hierarchical culture and organizational commitment. Through this study, companies should develop an advanced relational culture to other workers by generation within the organization, such as the MZ generation, and support and policies to supplement the hierarchical culture within the organization, which is neglected because it is reasonable for large-scale organizations, are specially required. In addition, it is necessary to implement programs that can continuously improve relationship culture to the MZ generation and increase trust in the organization rather than trust in bosses and colleagues so that they can immerse themselves in the organization. However, this study studied the relationship only with four variables: relationship culture, hierarchical culture, organizational trust, and organizational commitment, and for more sophisticated analysis, research is needed by dividing the organizational level. Finally, since this study has limitations in presenting a conceptual framework at the theoretical level and quantitative research, future research should present a framework for research and supplement qualitative research.