Vocational Education Curriculum Research Articles

Research on the Reform of Higher Vocational Physical Education Curriculum in the Perspective of Occupational Physical Fitness Requirements

Research on the Reform of Higher Vocational Physical Education Curriculum in the Perspective of Occupational Physical Fitness Requirements

A Modularization of Vocational Education Curriculum System for Cross-border E-commerce Specialization

A Modularization of Vocational Education Curriculum System for Cross-border E-commerce Specialization

Research on Ideological and Political Construction of Higher Vocational Education Curriculum Based on "SSBVT" Model

Research on Ideological and Political Construction of Higher Vocational Education Curriculum Based on "SSBVT" Model

Exploration of the Characteristic Vocational Education Curriculum System in the Guangdong-Hong Kong-Macao Greater Bay Area Based on Industrial Demand

Exploration of the Characteristic Vocational Education Curriculum System in the Guangdong-Hong Kong-Macao Greater Bay Area Based on Industrial Demand

Research on the Quality Management System of Classroom Teaching in Higher Vocational Education

The construction and performance of classroom teaching quality management system are effective means to ensure the achievement of higher vocational education curriculum goals. Taking the “Analytical Chemistry” course of food quality and safety major as an example, the problems existing in the process of classroom teaching quality management are analyzed. Using literature research method, survey research method, case study method and practical training practice method, etc., the influence of teaching objectives, teaching design, teaching content, teaching methods, teaching evaluation and other factors on the quality of classroom teaching was studied. Based on student-centered, achievement-oriented and continuous improvement as the core, the classroom teaching quality management system of higher vocational education is constructed. The research results have guiding significance and demonstration role for the construction of high-efficiency classroom teaching quality management system in higher vocational colleges.

Assessing Agroecological Vocational Training Approach Through the Eyes of Farmers

Agroecology (AE) as a broad collection of good farming management practices, recognizes the impacts of agriculture on ecosystems and society. Even though AE does not have a specific certification method, its basic components can be identified at the farm level too. In the context of the trAEce project, research was conducted in order to investigate the concept of AE at the farm level. Furthermore, the topics that can be taught in the form of vocational training designed for farmers in connection with AE have also been identified. Accordingly, a 6-module training with 7 events was organized with the aim of testing the developed AE vocational training curriculum. The main target group of the training was conventional farmers who are committed to changing their farming methods and are open to agroecological solutions. The participants had opportunities to express their opinion about the training after each module day, and after completing the whole course. The analysis of the feedback questionnaires proved that the practice-oriented vocational training course that promotes well-established good practices combined with basic theoretical knowledge is considered an effective method to increase farmers’ knowledge about AE. The training helps conventional farmers in the transition towards AE contributing to the even more efficient use of EU subsidies.

The Analysis of Vocational Nurses' Perceptions of the Suitability of Graduate Competencies with the World of Work in Jambi City in 2022

This study aims to look at the description of vocational nurses' perceptions of the competencies obtained during their education on campus with those faced in the world of work after working, especially in hospitals. So far, nursing vocational higher education in Indonesia in the learning process has implemented the concept of link and match, this is in line with current government policy, the government gives full attention to vocational education. The design used in this study is a survey method using online questionnaire filling techniques using google form. The results showed that most respondents stated that their competence was appropriate or aligned between the knowledge gained while on campus and when working in the hospital. so far, the nursing vocational higher education curriculum applies the concept of link and match in the learning process. In the learning process, students obtain various forms of learning experiences, including learning experiences in the classroom, laboratory, clinical and field vehicles, and are equipped with learning facilities and infrastructure that are in accordance with standards and a high percentage of semester credit for laboratory, clinical and field practicum.

Research on the Innovation Path of Production-Education Integration in Higher Vocational Colleges Based on the "1+X" Certificate System

The piloting of the "1+X" certificate system is a must for the development of vocational education in China, and it is in line with the connotation of industry-education integration in terms of the demand for vocational talents, talent training mode, vocational education curriculum construction, practical training system reform and talent evaluation mechanism. At present, the integration of industry education under the "1+X" certificate system still faces difficulties such as insufficient depth, bi-directionalities, lack of advanced concepts and misconceptions, etc. It is necessary to adopt the "talent training model reconstruction as a fundamental, school-enterprise dual-coordination education, 'school, enterprise, certificate Three mutual integration, 'enrollment, teaching, management, employment' four common" model of innovative integration of industry and education development.

Influence of Training Programmes on Access to County Vocational Education and Training Institutions in Makueni County, Kenya

The purpose of this study was to investigate the influence of training programmes on access to County Vocational Education and Training institutions in Makueni County, Kenya. The study was informed by the existence of a large number of youths in the County who have not enrolled in CVETIs hence leading to high population of idle youths with low or no relevant employable skills which contributes to increased dependency ratio, high unemployment rates, engagement in drug and substance abuse and other social-evils. The study sought to investigate whether, the career guidance services influence access to County Vocational Education and Training Institutions in Makueni County, Kenya. The study was guided by Human Capital Theory (HCT). The study employed descriptive research design. The study targeted 28 registered Public Vocational institutions in Makueni County. The study used stratified simple random sampling and purposive sampling techniques to obtain a random sample of 21 managers, 87 instructors and 316 trainees drawn from 21 randomly selected Vocational institutions. Questionnaires, interview schedule and an observation check list were used to collect data. Data were processed and analyzed qualitatively and quantitatively. Quantitative analysis used descriptive and inferential statistics computed using a computer programme (SPSS version 23 computer package). Descriptive statistics were generated and used in describing and discussing the research findings. Statistical tests were done using a T-test and one-way analysis of variance (ANOVA) at 95% Confidence Interval of the difference (α=0.05). The finding of the study revealed that, vocational training courses have not kept the phase of advancing technology in the industry and they less meet the labour market requirements, hence not attracted prospective trainees who meet the minimum admission requirements. Based on this findings the study recommended that, there is need to re-plan the Vocational Education and Training curriculum in Kenya with the KCSE graduates in mind as opposed to their historical establishment as village youths polytechnics.

Does updating education curricula accelerate technology adoption in the workplace? Evidence from dual vocational education and training curricula in Switzerland

In an environment of accelerating technological change and increasing digitalization, firms need to adopt new technologies faster than ever before to stay competitive. This paper examines whether updates of education curricula help to bring new technologies faster into firms’ workplaces. We study technology changes and curriculum updates from an early wave of digitalization (i.e., computer-numerically controlled machinery, computer-aided design, and desktop publishing software). We take a text-as-data approach and tap into two novel data sources to measure change in educational content and the use of technology at the workplace: first, vocational education curricula and, second, firms’ job advertisements. To examine the causal effects of adding new technology skills to curricula on the diffusion of these technologies in firms’ workplaces (measured by job advertisements), we use an event study design. Our results show that curriculum updates substantially shorten the time it takes for new technologies to arrive in firms’ workplaces, especially for mainstream firms.

An examination of the English curriculum in Technical and Vocational Education and Training colleges

This article is premised on the notion that the perceived lack of quality of curriculum delivery in the vocational education sector is probably due in part to a lack of understanding of the nature of knowledge in vocational education. The article outlines the nature of knowledge specified in the subject English offered in the Technical and Vocational Education and Training (TVET) colleges. The study followed the English curriculum message as it starts from the production field, where new ideas are created and modified to the recontextualisation field, where curriculum designers produce written curriculum documents. The findings indicate that the designers of the National Certificate (Vocational) English curriculum followed an outcomes-based approach in its design but that the content knowledge indicated is vague and unspecified. The curriculum cannot provide a basis against which content knowledge can be selected, as it does not give prominence to grounded content knowledge of the subject. Instead, it is more concerned with the competencies of the students. An analysis of this curriculum identifies its strengths and weaknesses and helps to identify gaps in the curriculum design in at least one curriculum in the TVET sector.

Curriculum reform in agricultural vocational education and training in Zimbabwe: Implementation challenges and possibilities

There is a need for the agricultural technical vocational education and training curriculum in Zimbabwe to be reformed so that it can respond to changes in farmer demographics, the expanding roles of agricultural extension officers (AEOs), changes in technology and climate change. The current agriculture curriculum was developed for a different context altogether; therefore, it now lacks relevance to the prevailing socio-economic, political and environmental changes. There is a need for the curriculum to respond to the evolving needs of farmers, AEOs and institutions providing agricultural extension, and to match the changes in AEOs’ occupation role profiles. This article draws on curricular documents from five institutions involved in the agricultural extension curriculum and policy, together with 22 respondents, with the aim of exposing gaps in the agricultural extension curriculum. In addition, the article explores the ways in which the curriculum can be reimagined to meet the needs of small-scale farmers, AEOs and emerging agricultural developments and digital technologies. The authors advance what might be the processes of change in the curriculum, highlighting the weaknesses of the current curriculum as well as what a more responsive curriculum for Zimbabwe should look like in the light of both local and international expectations. In so doing, it contributes to a wider international debate about agricultural education reform.

21st-century competences and learning that Technical and vocational training

The 21st century is characterized by rapid developments in information technology and automation, with many routine and repetitive jobs being replaced by machines, both production and computers. The world of his technical and vocational education curriculum in the 21st century is full of challenges to face. Technical education and vocational education must be able to create learning that is able to make students have the competencies needed by the world of work in the 21st century. Technological developments make changes in economic, social culture and including education. This article aims to examine the competencies needed in the 21st century and how effective learning is for this century. The research was conducted using the literature review method. In the 21st century, the world of work is increasingly complex, graduate students from technical education and vocational education must have learning skills, literacy skills and life skills. Skill competencies taught to students must focus on one particular area, because in the world of work each worker will only do one type of work. Learning in technical and vocational education is recommended to use the application of the project-based learning model. Various research results have found that this model is able to make students have the skills needed in this 21st century.

Towards preparing teachers for guiding inter‐affective learning experiences in a higher vocational education curriculum

AbstractLearning to become aware of one's own values to be able to cope with value conflicts is an important part of a higher vocational education curriculum. Higher vocational education teachers are used to offering cognitive learning experiences to students to teach them how to deal with value conflicts, disregarding the affective aspect of values. In this qualitative study, we argue that inter‐affective learning experiences are needed to encourage students to deal with value conflicts through affective involvement. We had two research questions: (1) How do teachers and students reflect on an inter‐affective learning experience that aims to promote interactive affective sharing of a value conflict? and (2) What should characterize guidance for inter‐affective learning experiences aimed at promoting interactive affective sharing of a value conflict? The research was carried out at a Dutch University of Applied Science offering higher vocational education programs. Four groups of teachers and two groups of students participated in an inter‐affective learning experience about a value conflict, followed by a focus group discussion on the experience with group members. Teachers and students agreed that they need support in learning to sense their own experience of inner feelings. The reflections led to recommendations for guiding students' inter‐affective learning experiences to encourage affective involvement in a value conflict.

Research on High Quality Construction Strategy of Curriculum in Higher Vocational Education from the Perspective of Supply Side Reform

Under the new situation that higher vocational education undertakes both education and training, this paper studies how to make higher vocational courses meet the demand side requirements from the perspective of supply side reform. Building the house of quality of higher vocational courses based on QFD theory can help curriculum developers formulate scientific and effective technical routes and strategies, and finally realize the construction of high-quality courses by analyzing the importance, relevance, competitiveness, quality planning and other technical requirements of curriculum development and construction.

Kajian Pendidikan Vokasi dan Kompetensi Ketenagakerjaan

The background of this study is an issue that is often reported in various mass media about the gap between employment and education. As well as expectations of the industry, parents and education providers. This research is qualitative research of vocational education and employment competencies for SMK graduates. The study based on several facts of employment experience and the performance of graduate job seekers. The fact is that the implementation of vocational education in Indonesia is relatively not met the expectations of the industry,is product oriented and the vocational education curriculum has not been relevant to the needs of the job market.

Role of Entrepreneurship Education and Vocational Education in the Management of Education

This paper reviewed the role of entrepreneurship and vocational education in sustainable development. Graduate unemployment is one of the greatest challenges that bedevil Nigeria, a nation endowed with enormous wealth in terms of human, mineral and natural resources. This paper stresses the importance of entrepreneurship and vocational education curriculum in solving unemployment problems and achieving sustainable development. This papers argues that entrepreneurship and vocational education will provide students who are leaders of tomorrow with skills with which they can be self-reliant because human resource through knowledge based capacity are the cornerstone for effective management and utilization of natural resources. The paper concludes that entrepreneurship and vocational education when engendered leads to employment generation, growth of the economy and promotes sustainable development. The paper recommended that educational institutions at all levels must inculcate and intensify the integration of entrepreneurship and vocational education into its curriculum systems.

Application of Computer Digital Technology and Group Psychological Counseling in Higher Vocational Education Mental Health Education Curriculum under Complex Network Environment

Today’s civilization is a network, with networks covering and organizing it. The important physical carrier of modern human social activities and interactions is a hybrid network formed by the interaction and integration of multiple networks, which is a dynamic and complex network. In the network environment, the mode and efficiency of information dissemination have changed qualitatively, which in turn profoundly affects the evolution of higher vocational education students’ attitudes toward things and their psychological states. At present, there are many problems and difficulties in mental health education in higher vocational education institutions: there are misunderstandings in setting curriculum teaching objectives, teaching methods are not flexible enough, the professionalism and stability of teachers need to be improved, and the follow-up of mental health education for students in schools is insufficient. For this reason, we should take active measures to improve the effectiveness of mental health education in higher vocational education institutions according to the characteristics of the times, establish reasonable mental health education curriculum objectives and evaluation methods, establish diversified teaching methods to adapt to the complex network environment, build a professional mental health education teacher team, actively improve the teaching concept of mental health education, and focus on strengthening mental health education counseling in the process of entrance education and career guidance. This paper proposes a method based on computer digital technology and group counseling in a complex network environment, which can be applied to higher vocational education mental health education courses, and the experimental results show that the designed method has a high accuracy rate and provides support for higher vocational education students’ psychological education and counseling.

Educating college students for loss prevention jobs: understanding stereotypes and their role in surveillance and punishment decisions regarding juvenile shoplifters

ABSTRACT The purpose of this article was to improve the post-secondary vocational education curriculum for private security students by focusing on a particular applied skill – detection of juvenile shoplifters. Educators are tasked with helping students to identify racist beliefs and reduce worldwide organisational racism in the retail industry. Consistent with this goal, 166 urban college students in the U.S. provided physical appearance, behaviour, and family characteristics comprising their stereotype of a juvenile shoplifter. After reading one of 10 shoplifting vignettes with different combinations of sex and race/ethnicity of 14-year-old shoplifter, students made decisions relevant to identification, surveillance, and consequences. Marginalised juveniles were selected the most for surveillance and given harsher, formal consequences consistent with predictions they would recidivate. The findings suggest that instructors must implement specific changes in their curriculum to guide students towards learning objective prevention measures instead of relying on discriminatory offender profiling. Instructors must teach students to pre-identify their biases and engage in critical thinking tasks to determine the best proactive detection strategies for identifying juvenile shoplifters to avoid unfair treatment of consumers from marginalised groups in their own countries.

The Influence of Teaching Quality, Social Support, and Career Self-Efficacy on the Career Adaptability Skills: Evidence from a Polytechnic in Indonesia

Introduction. Changes in the industry impact the stable condition of working in a company or industry and it is not something that can be guaranteed again in the future. The proof is that there are many phenomena of job transfers or even layoffs in various business sectors due to COVID-19 pandemic. Many studies have examined the importance of developing career adaptability skills to face the changing needs of the industry. However, studies that discuss the mechanism of forming career adaptability skills involving important antecedent factors such as teaching quality, social support, and career self-efficacy of polytechnic students are still limited. Therefore, this study aims at examining the effect of teaching quality, social support, and career self-efficacy factors on the career adaptability skills of polytechnic students. Materials and Methods. This study involved 265 students at a polytechnic in East Kalimantan, Indonesia. The students expressed their perceptions of the quality of their internship learning, social support, and career selfefficacy – data analysis used Structural Equation Modeling by Amos 18 software. Results. This study reveals that teaching quality and social support does not have a direct effect on career adaptability skills. Meanwhile, career self-efficacy has a direct effect on the career adaptability skills of polytechnic students. Other findings, teaching quality and social support have a direct effect on the career self-efficacy of polytechnic students. Finally, career self-efficacy mediates the effect of teaching quality and social support on the career adaptability skills of polytechnic students. Discussion and Conclusion. This study provides important implications for the development of learning in vocational education so that students have a good mastery of career adaptability skills. Vocational education practitioners must design a vocational teaching model that combines vocational teaching, social support, and career self-efficacy to form mastery of career adaptability skills for pop-polytechnic students. In addition, the development of a vocational education curriculum needs to include mastery of career adaptability skills for students in vocational education, be it vocational high schools or polytechnics. In further research, it is necessary to develop a vocational learning model that aims to inculcate career adaptability skills for vocational students.