Vocational Training Schools Research Articles

The Development of Critical Thinking Abilities in Vocational and Technical Education Secondary Schools in Anambra State

The purpose of this study was to investigate the development of critical thinking abilities in vocational and technical education secondary schools in Anambra State. A comprehensive literature review was conducted to identify the current state of critical thinking education in vocational and technical schools. One research question and one hypothesis in line with the research purpose guided this study. The research methods included surveys and interviews with teachers and students from selected schools in Anambra State. The population consists of 9,847 respondents, random sampling technique eas used to select 384 respondents. Instrument for data collection was questionnaire, the instrument was validated and reliability was tested ans retested. Data analysis revealed that the majority of vocational and technical education schools in Anambra State have a moderate level of critical thinking education. However, there are several challenges that hinder the full development of critical thinking abilities, such as lack of resources, inadequate training for teachers, and a curriculum that focuses more on practical skills rather than critical thinking. Based on these findings, recommendations are provided for improving critical thinking education in vocational and technical schools in Anambra State. These recommendations include incorporating critical thinking into the curriculum, providing training for teachers, and allocating more resources for critical thinking education. Overall, this study provides valuable insights into the current state of critical thinking education in vocational and technical schools in Anambra State and offers suggestions for improving its development.

The supply chain advantages and application strategies of artificial intelligence and the Internet of Things

This work addresses issues such as inadequate teaching methods, a lack of teaching resources, and low proactiveness in current accounting education. It introduces a novel teaching approach termed “Just-in-Time Teaching (JITT) cloud teaching,” which integrates “real-time teaching” with the Internet of Things-based “cloud teaching model” specifically for accounting education. First, the current status of accounting education in secondary vocational schools is investigated through a questionnaire survey. Subsequently, adjustments are made to the traditional teaching model, considering the limitations in teaching media creation channels and challenges in teaching activities. The teaching content of accounting education is designed in terms of mind maps, curriculum type, and problem design. The findings indicate: (1) Almost half of the surveyed teachers have heard of but never used the JITT cloud teaching, and the proportion is the largest. Some teachers have used but disapprove of JITT cloud teaching. (2) The proportion of students using website learning resources is 43.81%, while the proportion using mobile learning applications is 38.34%. (3) There is a significant difference between the traditional teaching mode and the JITT teaching mode in terms of “classroom teaching” and “sense of responsibility”. The average values under the JITT teaching mode have significantly improved compared to the traditional one. (4) The experimental group has a higher proportion of students scoring 90–100, which is 58%, significantly higher than the control group. The above research results indicate that there are still many possibilities for the practical application of the JITT teaching method in the future Moreover, applying the JITT cloud teaching model contributes to enhancing teaching quality and supports students’ learning.

The Influence Of Students’ Creative Thingking Ability And Achievement Motivation On Vocational School Students’ Learning Outcomes

One of the objectives of vocational school education is to produce graduates who have adequate competence as indicated by the achievement of good learning achievement indicators. To get good learning achievement is influenced by many factors, including students' creative thinking ability and achievement motivation. From the results of this study using multiple regression analysis, it was found that the regression equation was Y = 6.929 + 0.053 X1 + 0.110 X2. Creative thinking ability and achievement motivation have a positive relationship with student learning outcomes. In other words, to improve student learning outcomes, students must have high creative thinking skills and high achievement motivation as well.

Pembentukan Karakter Siswa: Studi Integrasi Nilai-Nilai Pendidikan Agama Islam Dalam Proyek Penguatan Profil Pelajar Pancasila dan Budaya Kerja (P5BK) di SMKN 1 Masbagik

This study aims to integrate Islamic Education values into the Strengthening Pancasila Student Profile and Work Culture Project (P5BK) to shape student character at SMKN 1 Masbagik. The research employs a qualitative descriptive method. Data were collected through interviews, observations, and document studies, and then analyzed using Miles and Huberman's interactive model. The results show that the integration of P5BK with Islamic Education values at SMKN 1 Masbagik is implemented through projects with themes of sustainable lifestyle, employability, and local wisdom. The implementation of P5BK involves four stages: planning, execution, evaluation, and supportive factors. The advantages of this integration include flexibility in implementation, synergy with the community and the workforce, and providing real-world experiences to foster student awareness of their environment and surrounding community. The theoretical implication of this research is its contribution to the support and enhancement of P5BK learning as part of the independent learning curriculum, which can improve teacher competence and the quality of education in vocational schools.

Comparison of The Physical Fitness Parameters of Special Education Vocational School Students and Inclusion High School Students

This study compared the physical fitness parameters of intellectually disabled special education vocational school students with those of inclusive high school students using the causal comparison method. Participants consisted of 22 (15 male, 7 female) from Special Education Vocational School and 25 (20 male, 5 female) inclusion students receiving inclusive education at high school. A physical fitness form was used to collect data on body mass index (BMI), standing long jump, flexibility, right-hand reaction, left-hand reaction, leg strength, back strength, right-hand grip, left-hand grip, 30 m sprint, and push-ups. The T-test was applied to data exhibiting normal distribution, while the Mann-Whitney U test was used for data not normally distributed. Among the parameters showing normal distribution, there were significant differences between the two different student groups in the standing long jump, flexibility, left-hand reaction, leg strength, and right-left hand grip strength. Although a significant difference was observed in the right-hand reaction, no significant differences were detected for the other non-normally distributed parameters of BMI, back strength, 30-m sprint, and push-ups. Our results indicated that students with intellectual disability (ID) enrolled in inclusive education at the high school level performed better in all physical fitness tests conducted compared to their peers in special education vocational schools.

Teachers' Opinions on the Problems Encountered in Internship Practices in Special Education Vocational Schools

Special education vocational bchools are educational institutions for children with special needs. Internship studies carried out in these schools include practices aimed at preparing students for the real work environment. The aim of this study is to reveal the difficulties encountered by students doing internship in special education vocational schools according to teachers' opinions and to make some suggestions on this issue. The research was handled with a descriptive design from case study methods. The study group of the research consists of teachers working in special education vocational schools. While collecting the research data, the opinions of teachers selected from different fields were utilized. The data were collected using a semi-structured interview form developed by the researchers. Content analysis is used to analyze the research data. The findings obtained from the research can be categorized under four headings. These are internal problems, problems related to the school, problems related to the practicum teachers and problems related to the practicum institution. The most important problems related to students are stated as adaptation and absenteeism. The most important problem arising from the school is the lack of workplaces where students will practice. Problems arising from the practicum teacher were stated as the application process and the follow-up of the students. The problems arising from the institution are concentrated in the options of excessive workload and the staff's approach to students. In order to eliminate these problems, it was suggested that students should be informed about internship, each student should be assigned to a workplace related to his/her field, students should not be made to do unnecessary work, and competent master trainers should be assigned. Some suggestions have been made to solve these problems.

Research on the Effectiveness of Vocational Education in Special Education School

The importance of vocational education curriculum setting in special education schools cannot be ignored. On the basis of following the teaching purpose, schools need to plan school-based courses conducive to the lifelong development of students according to their own development needs. The curriculum arrangement should take students as the main body, pay attention to their long-term development needs, and provide students with more opportunities for active participation and hands-on practice, so as to cultivate their social practical skills and good habits. The overall teaching arrangement should reflect a scientific, reasonable, holistic, and practical teaching structure. In view of this, this article will analyze the effectiveness of vocational education in special education schools and put forward some strategies for reference.

Research on the Training Path of Higher Vocational Students’ Comprehensive Quality Based on the Modern Apprenticeship System

The modern apprenticeship system is a training mode suitable for the cooperation between vocational education schools and enterprises to train high-quality technical talents. However, due to problems such as imperfect mechanisms, unclear responsibilities, and inadequate integration of resources, the modern apprenticeship system has no significant effect on talent cultivation. In view of these problems, this paper takes Yibin Vocational and Technical College as an example, implements the second batch of modern apprenticeship pilot projects promoted by the Ministry of Education, and explores the training path of modern apprenticeship from four aspects: optimizing the school-enterprise collaboration mechanism, two-way mutual employment of two teachers, co-construction and sharing of school-enterprise resources, and jointly promoting the comprehensive quality improvement plan of students. This paper hopes to provide a certain reference for the cultivation of the comprehensive quality of modern apprenticeship students.

Chemistry Education in Secondary Vocational Schools – To Have It or Not to Have It? And what Kind?

Chemistry education at the secondary school level, with limited science education including chemistry, is only a marginally discussed topic. In our study, we provide information on how chemistry can be taught in secondary vocational schools to further strengthen and extend students' science literacy while being well-received by students. We have tested our method in one of Prague's M‑type vocational schools. This sub-study yielded interesting results that lead us to systematize our approach and develop suitable learning support for students and a methodology for teachers. We also present a sample of a sub-section of the learning support in the text.

Blended learning as a disruption in a vocational education building program

A building and construction teaching team in a vocational education school (within a university in Melbourne) introduced a blended learning model to one-third of their program. Traditionally, building students are accustomed to a high ratio of face-to-face learning, therefore, this new model disrupted the experience of both teacher and student. The model was examined using e-learning evaluation research methodology and findings are presented using the framework of Glazer’s (2012) characteristics of blended learning. Examination of the program identified areas in need of attention, such as active learning and online interaction and communication. Finally the authors promote the use of Glazer’s framework as a pedagogical evaluation tool for blended learning designs, while drawing out a particular focus on teacher presence as a distinct item in this framework.

Mérnöktanár-képzés – Modellalkotás, szakmai szókincsfejlesztés, tantárgyi kapcsolatok

Vocational Teacher Training Programmes provide teachers of Vocational Education and Training schools. University of Debrecen Faculty of Engineering offers Vocational Teacher Training in five specializations, in form of cooperative training. The company specialists participating in the training teach prospective vocational teachers with modern professional knowledge. The aim of this article is to summarize the pedagogical experiences of the prospective vocational teachers, based on the content analysis of their lesson plans. The investigation focuses on prospective vocational teachers’ examples of modeling, professional vocabulary development and connections between subjects from their practical pedagogical training in Vocational Education and Training schools.

The Challenges Facing Vocational Education Online from the Teachers’ Perspectives

Purpose: This study investigated the obstacles facing vocational education online. The results of the questionnaire showed different views for the teachers and if there is an impact on these views according to the variables of gender and experience. Methodology: The study used the descriptive field survey method and included 132 teachers from different schools in the UAE. The study used a questionnaire to identify the obstacles to online vocational education in the UAE vocational schools from the point of view of vocational teachers. The questionnaire for vocational teachers consisted of (62) items distributed over five dimensions that measured the problems of vocational education. Findings: The findings showed that the use of online courses to teach vocational training seems difficult because of the practical aspect, which is an integral part of this kind of education. the study found equal views from both genders, as both groups were placed in the same conditions and were subject to the same laws and legislation. They apply the same study plan and face the same problems of capabilities, equipment, and financing problems. The results of the table showed that there are no statistically significant differences in the areas of problems and the total degree of problems in vocational education in vocational schools due to the years of experience variable.

Curriculum Making Across Sites of Activity in Upper Secondary School Vocational Education and Training: A Review of the Research in Sweden

Purpose: This paper presents a qualitative systematic review of Swedish research on vocational education and training (VET) at the upper secondary school level over the past 20 years. The review is based on a theoretical model on curriculum making as social practice that may serve as model for comparative studies between countries. By introducing the model, the ambition is to open for new perspectives on VET curriculum in policy and practice. Questions regarding key themes and the interplay of discourses and processes across multiple sites in the education system have not been addressed in previous systematic reviews of Swedish VET research. Methods: The methodological approach in the present paper is a qualitative systematic research review with an integrative and interpretative purpose and research design. The qualitative review is based on the conceptual model of curriculum making as social practice, seeking to capture the inherent complexity and porous boundaries of education systems and movements of ideas, discourses and actors between sites of activity. The model is used for mapping the research, and a content analysis for identifying main themes and emphases and exploring and discussing the potential gaps that may inform future international research studies. Findings: The results show that the research is focused on the micro and nano sites of curriculum making, with connections to macro site activities of national curriculum policy enactment. Research focusing on the macro site of activity has an emphasis on national policy and policymaking regarding the relationship between academic and vocational knowledge/programmes and apprenticeship and employability. In the micro and nano sites of activity – which comprise the majority of the research – the main themes are vocational knowing and identity, teaching, learning and assessment practices and work-based learning. Conclusion: An observation is the absence of principals and middle leaders as actors and informants in the studies. There is little evidence of actors moving between sites of activity and the meso site of activity only comprise a very small part of the research. In this respect, there is a potential gap to be explored, not least regarding how local curricula and syllabi are made and shaped in terms of the influence of representatives from local authorities, companies, trade unions, employer associations, universities and regional agencies. Curriculum making as social practice has the potential to be used for comparative international studies and as a framework that takes national differences in VET education systems into account.

Investigation on the cognitive level of Mpox among MSM population in Shenzhen and analysis of the influencing factors in 2023

From June 16 to 30, 2023, men who have sex with men (MSM) who had visited Voluntary Counseling Testing (VCT) clinics in the Luohu, Futian and Nanshan districts of Shenzhen were included in this study to analyze their awareness of Mpox and the influencing factors. The mean age of the 262 MSM was (34.78±8.94) years, with the majority being unmarried (75.2%) and 79.0% confirmed to be infected with HIV. The awareness rates for five primary indicators, current status of Mpox, pathogen and source of infection, mode of transmission, population susceptibility, clinical manifestations and treatment were 68.4%, 84.7%, 60.3%, 87.8%, and 52.5%, respectively. The awareness rates for five secondary indicators, earliest transmission location (44.7%), main mode of transmission (54.2%), role of masks (46.9%), drug accessibility (46.6%), and self-limiting nature (38.2%) were all below 60%. The MSM population in Shenzhen perceived their likelihood of being infected (2.76±1.32) and discriminated against (3.87±1.26) as relatively low. The logistic analysis showed that the high school or vocational school education (OR:3.094, 95%CI:1.180-9.299), college or above education (OR:5.360, 95%CI:2.159-15.501), and higher scores on questions affecting learning or work (OR:2.196, 95%CI:1.409-3.599) were promoting factors for Mpox awareness, while higher scores on questions concerning the possibility of Mpox mortality (OR:0.591, 95%CI:0.432-0.791) was the hindering factor for Mpox awareness.

ATTITUDE OF GIRLS STUDENTS TOWARDS VOCATIONAL EDUCATION IN SECONDARY SCHOOL OF JAJPUR DISTRICT

Vocational education is the education that prepares students or individuals to stand independently in finance by pursuing any of the vocational courses rather than having higher education in a college or University. The present study aims to understand the attitudes of girl students towards vocational education in secondary schools of Jajpur district Odisha. 100 girls students were selected as samples from secondary schools in Jajpur district. By using a three point likert-scale attitude of the girls students towards Vocational education were measured by the interview. The researcher adopted a standardized questionnaire tool developed by G. Sundharavadivel, by the help of that tool researcher able to measured the attitude of girl students of secondary schools towards vocational education. Thirty one attitude statements having to vocational education were supplied to the subjects From the results it was evident that the urban and rural secondary girl students had no significant difference attitudes close to vocational education .There exist a significant difference between govt, and private secondary girl students in their attitude towards vocational education. It is found that maximum no of students weren't aware about the vocational education, its scope, benefits and scholarships available for their betterment.

Discussion on Primary School Work Skill Education from The Perspective of Moral Education

This study discusses the integration of moral education and vocational skills education in primary schools. The main focus is to deeply understand the importance of cultivating not only academic ability, but also children's moral quality and vocational skills at this critical stage of development. The research adopts literature review, questionnaire and interview to introduce the concept and goal of primary school students' vocational skills education. Based on previous studies, this paper discusses the challenges, best practices and limitations of combining moral education with vocational skills education. The ultimate goal is to provide suggestions for optimizing vocational skills education in primary schools from the perspective of moral education.

Professional Career with a Future, Switzerland Basel Basic Vocational Education and Vocational Schools

Professional Career with a Future, Switzerland Basel Basic Vocational Education and Vocational Schools

Reshaping technical and vocational education and training schools and institutions through digital transformation for sustainable development

Reshaping technical and vocational education and training schools and institutions through digital transformation for sustainable development

Assessing Factors That Contribute to Low Incomes (As Evident in the Leningrad Region)

The article analyzes factors that increase the risk that a household will fall into poverty. The analysis is based on a representative survey of households in the Leningrad Region of Russia. The survey was carried out in during August and September 2022. The method for collecting sociological information was a standardized interview conducted in person at the respondents’ place of residence. The core sample size was 1,200 households, and an additional sample of 400 low-income households was also canvassed. Regression results indicate higher than average risk of poverty for families with children, especially for families with several children and/or families with children of pre-school age; families in which no one is employed; and families that reside in rural localities. Families with a student in a secondary school for vocational education and single-parent families with children in the household have a significantly higher probability of being classified as low-income. The article maintains that poverty prevention measures would be better targeted if the household poverty threshold were adjusted in response to family composition, including the number of children and their age. Means testing should also take into account not only the mere possession of different types of assets but also their estimated market value. That change would make means testing a more reliable criterion of a family’s need for social support

THE EFFECTIVENESS OF DIFFERENTIATED LEARNING USING PERSONALIZED APPROACH TO THE EMPLOYABILITY OF VOCATIONAL HIGH SCHOOL STUDENTS IN THE ANIMATION STUDY PROGRAM

Objective: The objective of this study is to assess the efficacy of personalized differentiated learning in enhancing the employability of students enrolled in the animation study program at vocational schools. Currently, the transmission of subject matter and animation program training in vocational schools is conducted in a traditional and uniform manner. All students in a class receive the same instruction without considering their individual learning styles, talents, and interests. However, animation companies require specific skills from their employees, leading to a disconnect between the skills possessed by vocational school graduates and the demands of the job market. The vocational school curriculum focuses on the application of theoretical knowledge to practical animation production, which necessitates access to computer facilities. To address these challenges, differentiated learning using a personalized approach is proposed as a solution to enhance the employability of vocational school students in the animation field. Method: To gather accurate and valid data for this study, the exposefacto quantitative method was utilized. This method ensured that the questions used and the descriptions of the material being taught were aligned with the objectives and content of the lesson (Patria et al., 2023). The research took place at SMKN 12 Surabaya, specifically targeting students enrolled in the animation study program. A sample size of 30 students from this program was included in the study. The main objective of the research was to evaluate how differentiated learning, implemented with a personalized approach, could enhance the employability of vocational high school students in the animation study program. In this particular research design, a non-experimental approach is employed to examine the causal relationship between two variables, one being the dependent variable and the other being the independent variable. To collect data, a survey method is utilized, involving the administration of specific questions. The researcher employs an analytical technique known as structural equation models (SEM) to assess the impact of the relationship between these variables. The participants in this study consist of students enrolled in the animation study program at SMKN 12 Surabaya. They are divided into two groups: a control class that follows a traditional teaching method and an experimental class that adopts a personalized approach to differentiated learning. The data is derived from the completion of questionnaires distributed among the students in both classes. Results: The percentage of students that are employable increased by 10.3% following the differentiation of learning methods with a personalized approach. When compared to the control class that only received the application of different learning that was not personalized, it increased by an average of 0.3%. It is possible to deduce that the utilization of personalized approaches in different educational methods is beneficial because it maximizes the students' employability. The results showed that the students who were taught with the differentiated approach had a higher percentage of employment than the controls. Additionally, students in the experimental group had a greater sense of motivation and participation in the educational process as a whole. Distinguished learning style with personalization is considered a method that can be employed to enhance the efficiency of learning in high schools that specialize in professions in order to create skills that are relevant to the industry. Conclusions: Drawing from the findings of the research, one can reasonably deduce that: (1) The employability of students in animation study programs in vocational schools is positively impacted by the adoption of a personalized learning approach, (2) The effectiveness of students' employability is greatly impacted by differentiated learning, and (3) The integration of personalized learning and differentiated instruction yields superior outcomes in equipping Animation Study Program students with the necessary employability skills.