Vocational Education Institutions Research Articles

Exploring the potential for enhancing green skills training, innovation and sustainable livelihoods in informal spaces of Harare, Zimbabwe: identifying gaps and opportunities

PurposeDespite growing emphasis on green skills, innovation, and sustainable livelihoods, research remains limited in the informal economy, particularly in developing countries. This study investigates gaps in green skills training, innovations and livelihoods among informal metal fabricators, shedding light on the challenges and opportunities within this sector. Specifically, the study critically assesses the potential for upskilling informal metal fabricators through Technical and Vocational Education and Training (TVET) institutions and university innovation hubs.Design/methodology/approachEmploying a qualitative interpretive methodology, we conducted 40 key informant interviews with small-scale informal metal fabricators operating in Magaba and Gaza home industries, two of Harare’s largest home industries in Zimbabwe. Subsequent key informant interviews were held with TVET educators and innovation hub lecturers. Observations were carried out over a period of three months to comprehensively explore the issues under investigation.FindingsGender disparities persist within informal innovation spaces, with women making strides in the traditionally male-dominated field of metal fabrication. However, challenges such as prejudices, stigma, ridicule and abuse hinder women’s full participation in manufacturing processes, often relegating them to less physically demanding roles like customer engagement and product marketing. Inequities in support for green skills training were evident, with the innovation hub model primarily catering to formally educated youth in universities, neglecting the active involvement of notable informal innovators with limited formal education. While a gradual shift toward renewable energy sources is observable in the informal economy, government-owned TVET institutions show minimal or no adjustments in course content to incorporate essential green skills. In light of the findings, the study proposes measures to ensure equitable green skills training, innovation and the promotion of sustainable livelihoods in the informal metal fabrication sector.Originality/valueThe findings of this study represent a novel contribution the gaps in green skills training in the informal economy and how these inform reforms for vocational learning and training practices and the incubation of innovations.

KNOWLEDGE AND SKILLS FOR SOFTWARE-DEFINED NETWORKS MAINTENANCE ENGINEER

In this article we analyze the Russian developments in the field of software-defined networks and software-defined wide area networks, professional standards and job vacancies in order to determine knowledge and skills required of specialists. We conclude that there is a lack of practical manuals for training network engineers, and suggest possible topics for laboratory exercises for educational textbooks. This article can be useful for teachers of educational institutions of vocational secondary education, higher education, supplementary education in the development of work programs of disciplines, lecture material and laboratory workshops in the field of software-defined networks, as well as for students of the educational institutions and for junior network engineers.

Practices Promoting the Inclusion of Adult Students with Disabilities in the Classroom: A Case of a Technical Vocational Education and Training College in Kazakhstan

Practices Promoting the Inclusion of Adult Students with Disabilities in the Classroom: A Case of a Technical Vocational Education and Training College in Kazakhstan

The Influence of Project Monitoring Process on the Performance of Technical Vocational Educational and Training Institution’s Construction in Kenya

This study aimed to investigate the influence of project monitoring processes on the performance of TVET Institution's construction in Kenya. This study adopted a descriptive design with a target population of 146 and a sample size of 107 of TVET Institution's Construction. Data collection instrument was questionnaire. The quantitative data were analysed using inferential analysis. From the findings, the project planning process (β = 19.062, p< 0.05) was found to be positively significant to the performance of TVET Institution's construction in Kenya. The study recommends that various aspects that contribute to monitoring Processes and enhancing the performance of construction projects are monitoring project variations, monitoring project progress, resource tracking and use of monitoring tools and techniques.

APPROVAL OF FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE OPERATORS IN INFORMATION PROCESSING AND SOFTWARE

The article is devoted to the problem of researching the effectiveness of the process of forming the professional competence of future information processing and software operators in the process of professional training. It was found that the system of training future specialists in the process of professional training is aimed at ensuring their readiness for professional activity, taking into account all components of the educational process of the educational institution. It was clarified that the important factors of the problem of the formation of professional competence of future specialists in the process of professional training are inadequate readiness for professional activity and the appropriate level of their professional competence for such activity. It was revealed that the process of formation of professional competence of individuals for professional activity is influenced by the following factors: transformation of the content of training of future operators in information processing and software in professional (vocational and technical) education institutions; the prestige of the profession and its social significance; professional development and development of the personality of future specialists; acquisition of practical experience by students of education regarding the implementation of innovative technologies and project activities; purposeful mastery of professional skill and specialty; the formation of a culture of mastery and the readiness of qualified specialists for professional activity. It is specified that the formation of professional competence of future specialists in the process of professional training is oriented towards: purposeful formation of a complete system of professional competences in the process of professional training; development of motivational potential; enrichment of the development of individual and professional qualities, formation of self-assertion, improvement of personal and professional assets, acquisition of one's own style of work; accumulation of experience in professional skills for effective performance of professional activities, improvement of professional abilities and skills for further self-actualization, self-improvement of professional activities, development of quick adaptation to full-fledged future activities; improvement of assets of creative and scientific research, enabling professional self-development in professional activity. The study of the continuity of the development of future specialists to professional activity requires further development.

Online collaborative problem-solving as a tangible outcome of digital skills in technical and vocational higher education

In today's world, specific skills are essential for success in work and life. Educators, governments, and industry leaders recognize collaborative problem-solving (CPS) and digital skills as necessary for the 21st century. However, our current understanding of these skills' interconnection and development within technical and vocational higher education remains limited. This study aims to achieve two main objectives. First, we want to examine the level of digital skills among technical and vocational higher education students in Chile and how it relates to their socioeconomic background. Second, we aim to investigate how students' different levels of digital skills influence their satisfaction with online collaboration and their assessment of group processes after completing an online CPS task. The study identified three distinct groups of students based on their digital skills: high-skilled, medium-skilled, and low-skilled. The low-skilled group faced more socioeconomic disadvantages compared to the other two groups. Moreover, students with low digital skills reported lower satisfaction with online group work and a poorer self-evaluation of the group processes involved in the collaborative online task. Insights for technical and vocational higher education institutions to foster targeted support of digital skills development for their student body are discussed.

Analysis of the Reorientation of the National Vocational Training Development Program

ILO found that only 59% of graduates from BLK at the level of UPTD and UPTP - which transformed into BPVP, could be absorbed by industries in 2022 due to the mismatch of competencies with the needs of the labor market. Therefore, the reorientation of the National Vocational Training Development Program is urgently needed to create skilled and competent human resources (HR) in line with the needs of industries and the labor markets. The purpose of this study is, to analyze the issues arising in the management of HR in vocational training institutions in creating skilled and competent HR, along the absorption of BLK graduates into companies/industries. This study uses a descriptive analysis method aimed at analyzing the management of HR in BLK. The results of the study indicate that BLK management has not yet adhered to standardized norms, the level of absorption of BLK graduates into companies/industries is still low, and there is a mismatch between the competencies of BLK graduates and the labor market. The implications of the study results for the Ministry of Manpower are: (1) refocusing training targets based on training needs analysis and national development priorities; (2) standardizing training programs considering the typology of BLK and the distribution of vocational training institutions; (3) identifying potential training needs and revitalizing training resources in vocational training institutions; (4) mainstreaming vocational training and apprenticeships by developing funding patterns and partnership programs between the government and the business/industrial sector, also the central and regional governments.

Building aspiring teachers' capabilities, professional and skill development: Auspice to quality teaching practice in technical vocational education and training institutions

AbstractThere is an increasing need to train and retrain personnel that would be saddled with the capabilities, professional and skill developmental requirement that meets societal needs. In this case, there is need for adequately trained personnel that will bridge the gap between societal needs; industrial needs with classroom instructions and vice versa. Therefore, this study examines the influence of building aspiring teachers' capabilities, professional and skill development as an auspice to quality teaching activities in technical vocational education and training institutions. Samples were selected using a multistage sampling technique. The collected data from 945 aspiring teachers was analysed using empirical analysis with AMOS SPSS v.23. Hayes PROCESS macro was used for mediation analyses. The result of the study indicated that self‐efficacy and professional skills with knowledge of instructional delivery and personal capabilities have strong significant linkage. There is also a mediating interaction of attention to relationship on the relationship between constructive teaching and personal capabilities. TVET institutions should ensure continuous professional development by concentrating on the requirements concerning teaching and learning, individual resources and social support for coping with various requirements.

Blended Learning for Aviation School

Blended learning has been identified as a highly promising instructional approach within vocational education institutions. The objective of this study is to examine the disparities in speaking skills learning strategies between traditional (face-to-face) instruction and blended learning. Additionally, the study seeks to ascertain the impact of these learning strategies on students' speaking abilities in both traditional and blended learning environments. The present study employs a quantitative research approach, utilizing an experimental design. The sample for this study comprised 120 cadets, with 24 cadets representing the Medan Aviation Polytechnic and 96 cadets representing the Surabaya Aviation Polytechnic. The results of this study suggest that the mere adoption of technology and the removal of the traditional classroom setting do not suffice in establishing an optimal learning environment for individuals learning a second or foreign language. Nevertheless, there exists a considerable opportunity to amalgamate conventional educational settings with contemporary technological advancements in order to enhance students' academic achievements across various abilities and sub-skills, with a particular emphasis on oral communication proficiency. Based on the results obtained from the study, it is possible to draw the following conclusions: 1) A statistically significant disparity exists in the proficiency of English speaking skills when employing the blended learning approach. 2) A statistically significant discrepancy is observed in the proficiency of English speaking skills for the experimental group, thereby corroborating the efficacy of post-implementation learning strategies.

PRINCIPLES OF COUNSELING VOCATIONAL EDUCATION STUDENTS ON YOUTH ENTREPRENEURSHIP

The relevance of the study is determined by the need to justify certain rules common to all entities responsible for organizing and conducting counselling on youth entrepreneurship in vocational (vocational and technical) education institutions, which will help to unite the efforts of the team and achieve the expected results – to create the right conditions for training self-motivated professionals ready to start and run their own business for the post-war recovery of the Ukrainian economy. The aim of the study is to substantiate the basic principles of counselling students of vocational education in youth entrepreneurship and the patterns of organization of counselling activities. Methods: theoretical analysis of scientific sources, comparison and generalization to identify and substantiate the guidelines necessary for the organization of effective counselling of vocational education students in youth entrepreneurship, to determine the patterns that arise in the process of counselling. Results: the guidelines for organizing counselling on youth entrepreneurship are characterized; the significance of the phenomena of "awareness" and "acceptance" of counselling principles as factors in ensuring the effectiveness of counselling activities is substantiated; the regularities that are revealed in the process of implementing counselling activities are determined. Conclusions: it is justified that in the process of organizing counselling on youth entrepreneurship in vocational education institutions, the primary priority is the awareness of organizers and consultants of the importance of adopting common norms, rules, requirements and determining mechanisms for their strict observance; the basic principles of counselling students of vocational education on youth entrepreneurship (humanism, legality, morality, fair use, systematic and consistent, practical orientation, corporate social responsibility) are highlighted; it is shown that the principles of counselling students of vocational education in youth entrepreneurship are also associated with certain regularities concerning the goals, content, technologies, forms, methods and means of counselling, as well as the system of control and evaluation of the results of counselling activities.

Approaches for sustainable professional skill development for vocational education students in Thailand

Background This article presents a research study that aims to explore sustainable approaches for developing professional skills in vocational education students in Thailand. This is the second phase of the research, which utilizes a qualitative research methodology. Methodology The key informants in this study are administrators of vocational education institutions, teachers, and students currently enrolled in vocational education institutions in Thailand, totaling 36 participants. The research uses a purposive sampling method and snowball sampling method. Data collection methods include document analysis, in-depth structured interviews, and observation. The results of the interviews are analyzed, and the content analysis is summarized. The research process consists of 4 steps: 1) literature review, 2) data collection, 3) data analysis, and 4) verification and confirmation. Results The research findings highlight several key considerations, including: 1) factors influencing the development of professional skills among vocational education students, such as curriculum design, support and counseling, practical training in workplaces, interactive learning, problem-solving and analytical thinking skills development, practical learning, and supportive learning environments, 2) approaches for sustainable professional skill development involve employing the appropriate approaches for self-development. The steps include setting clear goals and plans, active learning and training, technology skill development, experiential learning, problem-solving skill development, participation in professional activities, self-reflection, and continuous self-improvement. Conclusion These approaches aim to enhance the competencies of vocational education students, ensuring quality and efficiency as part of lifelong learning and sustainable development.

Measuring Inclusion in Vocational Education and Training through the Prism of Justice of Education

The highest possible level of inclusion and justice are the primary goals of most contemporary education systems, including vocational education and training. The Index for Inclusion, which was developed two decades ago, defines inclusion on three levels, i.e. policy, culture and practice, and provides a methodological framework for measuring the inclusive orientation of schools. This paper raises the question of whether the selected Index for Inclusion indicators can be used to also measure different dimensions of justice, which is defined as a multidimensional concept. The just redistribution of basic goods is complemented by recognition, representation and relationality. A study with the aim to determine the multidimensionality of the implementation of inclusivity in Vocational Education and Training institutions using statistical analysis was carried out. An online questionnaire was created and completed by 427 education professionals (head teachers, teachers and school counsellors) employed in vocational education and training. The dimensionality of the measured constructs was checked using a set of 28 variables with factor analysis, i.e. the Maximum Likelihood method and Varimax rotation. It was found that the statements that had been formulated on the basis of the Index for Inclusion can also be used to measure different dimensions of justice. The final version of the questionnaire (modified questionnaire), which contains a set of twenty items, adequately measures the redistribution and recognition aspects of justice, whereas the representation and relational aspects have proven to be two-dimensional concepts. A modified questionnaire could be a suitable starting point both for the self-evaluation of schools and a general measurement of inclusion in terms of justice.

Evolution of Accreditation Scheme in the Nigerian Technical and Vocational Education and Training Institutions and Strategies for Developing the Scheme

Quality technical and vocational education and training (TVET) is undoubtedly the fulcrum for national technological growth and development. It empowers individuals to be skillful, creative, employable and become responsible citizens. Accreditation has been regarded as an effective quality assurance instrument to assess quality of education including TVET globally. Accreditation ensures that institutions or programmes offered to the public have met the minimum prescribed standards and complied with the agreed minimum requirements. This paper examines the evolution of accreditation schemes especially among TVET institutions in Nigeria. The new development introduced into accreditation by NBTE over time and strategies that should be deployed to make accreditation a significant contributor to national development are examined in this study.

The Mediating Effect of Human Capital on Teaching Quality and Employment Quality of Migrant Workers in Vocational Education Institutions in China

The Mediating Effect of Human Capital on Teaching Quality and Employment Quality of Migrant Workers in Vocational Education Institutions in China

Apprenticeship Reforms in West Africa: An Outcome-Process Evaluation of a Pilot Dual Training Model-Based Apprenticeship Reform Scheme in Ghana

Context: Faced with deep challenges with access to formal education, many West African countries are increasingly taking steps to reform their informal apprenticeship systems to make them a quality skills development alternative for their teeming youth. A review of the literature shows that although different countries in the region are deploying different reform strategies, what is emerging as a dominant reform model is the "dual training model" (DTM), a collaborative arrangement in which the task of training apprentices is shared between informal trainers (master craftspersons, under their respective trade associations) and formal vocational training institutions (FVTIs). This paper presents an outcome-process evaluation of a DTM-based apprenticeship reform programme piloted in Ghana. Methods: Designed as a case study, the paper adopts an interpretivist approach, relying on diverse sources of data, both secondary and primary. Secondary data includes journal articles, attendance registers of participants, memorandums of understanding, relevant media reports, websites, and official reports by all relevant actors. The primary data originated from in-depth interviews with fourteen (14) key informants, as well as from overt and covert observations of respondents. Results: At the outcome level, the paper shows that the programme has largely failed in transferring new skills or in changing dominant poor practices among trainees, foundational objectives of the programme. At the process level, the paper revealed deep flaws in implementation; these are discussed in detail in an attempt to clarify the programme outcomes. Conclusion: The paper concludes that although the dual training model remains a potentially viable reform model in informal apprenticeships, its success ultimately depends on the quality of implementation, which in turn depends on the strength and quality of inter-stakeholder collaboration in programme design and implementation.

Professional education and the needs of modern Russian industry

Aim. To identify the correspondence of the level of professional training of graduates of higher and secondary educational institutions to the needs of modern industry on the example of St. Petersburg enterprises, as well as to assess the dynamics of changes in the basic competencies of new employees coming from the educational environment to the labor collectives.Objectives. To determine the quality of interaction between the educational and industrial spheres on the example of St. Petersburg; to assess the level and dynamics of changes in professional knowledge and skills, social qualities and universal competencies of graduates of St. Petersburg higher and secondary vocational educational institutions.Methods. On the basis of employers’ survey the quality of training of graduates of St. Petersburg higher and secondary vocational educational institutions was assessed by such indicators as the level of professional knowledge and skills, social qualities and universal competences. The results of the monitoring were compared and the dynamics of changes in recent years in the quality of training of young specialists according to the main requirements of employers was revealed.Results. The degree of interaction between industrial structures and the system of professional education in the conditions of increasingly complex economic situation and social transformations is determined. The role of the enterprise as an economic unit is shown, modern labor relations in the production team are characterized. The parameters of employers’ assessment of the quality of training of graduates of St. Petersburg higher and secondary vocational educational institutions are proposed. On the basis of employers’ data, the level and dynamics of changes in professional knowledge and skills, social qualities and universal competencies of graduates of St. Petersburg higher and secondary vocational educational institutions who were hired in 2014-2022 in the St. Petersburg production sphere were assessed. Conclusions. The directions of activation of interaction between the education system and industrial production, professional orientation of young people, formation of the creative component both in the educational process and in the production team have been proposed. The efficiency of measures on formation of progressive labor market on the basis of improvement of quality of preparation of graduates of higher and secondary professional educational institutions employed at enterprises, their quick adaptation in the conditions of production process and labor relations is determined.

Employability skills of maintenance technicians in container ports: Implications for maritime technical and vocational education and training

The study investigated the employability skills of maintenance technicians engaged in container ports in Sri Lanka. The specific objectives were to investigate 1) employability skill gaps between technicians’ evaluations of the level of current possession and the expected level to be possessed for the current job tasks, 2) employability skill gaps between technicians’ evaluations of the expected level of skills for current job tasks and immediate superiors’ evaluation of the importance of the same for current tasks, and 3) maintenance technicians’ exposure to skill development strategies after joining the respective container port terminals. The study was conducted in the two main container ports of Sri Lanka- Colombo and Hambantota. Responses were pooled from two independent sample groups- maintenance technicians and their immediate superiors. Maintenance technicians had graduated from technical and vocational education and training institutions with levels 3 or 4 National Vocational Qualification. Findings identified employability skill preferences of maintenance technicians and their immediate superiors, which led to possible skill gaps. The findings highlight the importance of TVET institutions identifying the preferences of business sectors, they should be prepared to impart employer-preferred skills to their trainees and to bridge any gaps in expectations. This will lead employees to develop realistic expectations of employer preferences. Hence, the findings of the study have implications for technical and vocational education and training institutions, students enrolled in these institutions, employees engaged in container ports, and their employers. Highlights Employability skills are vital to be employed and to remain employed Skill gaps have consequences for job seekers, employers, and training institutes This study investigated employability skills of technicians in container ports

Project-Based Learning (PjBL) Practice in Technical and Vocational Education and Training (TVET) in Indonesia and Malaysia: A Comparative Study

This qualitative-comparative study examined the use of Project-Based Learning (PjBL) in Technical and Vocational Education and Training (TVET) institutions in Indonesia and Malaysia. It observed the use of PjBL as a student-centered learning method to bridge the gap between academic knowledge and practical skills required for the changing needs of the job market. Empirical research in Indonesia demonstrates that PjBL improves students' collaboration, communication, and interpersonal abilities. The implementation of PjBL in Politeknik Negeri Padang (PNP) Indonesia follows a structured approach categorized into small, medium, and large-scale projects, integrating various subjects and fostering interdisciplinary collaboration among students. Similarly, in Malaysia, PjBL supports efforts to restructure TVET to satisfy industrial demands, particularly at institutions such as Kolej Komuniti Selayang (KKSY) and Politeknik Sultan Idris Shah (PSIS). The Malaysian model stresses regular review and weekly assessment of student projects, with the goal of improving students' critical thinking, problem-solving, and innovative skills. However, there are significant variances in the evaluation time and the duration of project application between Indonesia and Malaysia. Overall, the comparative analysis offers insight on the changing pedagogical approaches in TVET schools in Indonesia and Malaysia, highlighting the importance of PjBL in preparing students to face the recent globalized workforce.

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

MODERN PEDAGOGICAL TECHNOLOGIES AND THEIR APPLICATION IN THE WORK OF TEACHERS OF A VOCATIONAL (VOCATIONAL-TECHNICAL) EDUCATION INSTITUTION

The article theoretically substantiates and experimentally verified modern pedagogical technologies and their application in the work of teachers of professional (vocational and technical) education institutions. The main goal of an article is to perform an analysis of modern pedagogical technologies and their application in the work of teachers of the institution vocational and technical education. To achieve the goal, theoretical analysis of scientific works, synthesis, comparison, and generalization of approaches to the definition of theoretical aspects of modern pedagogical technologies and their application in the work of teachers of professional (vocational-technical) education institutions were used. It has been established that many learning technologies have been developed today, which prompts theoretical generalization, analysis, classification and selection of optimal methods of their use. The process of using traditional and introducing new (innovative) learning technologies proceeds spontaneously. In the procedure of their selection and implementation in the educational process, there are contradictions between: new goals of education and old ways of presenting and learning knowledge; growing volumes of information that need to be transferred to education seekers and the limited amount of study time; the urgent need for pedagogical innovations in the educational process and the insufficient development of the methodology of using new pedagogical technologies in education. The presence of these contradictions determines the need to study the effectiveness of using innovative pedagogical technologies. As a result of our research, it has been proven that the focus of attention of the pedagogical community is on vocational education institutions, which are designed to provide the labor market with qualified workers who are able to successfully work with the most modern production technologies. For this purpose, the regulatory and legal framework is dynamically updated: legal regulation of the functioning of the vocational education system, all its levels and subsystems, the activities of educational institutions of various types and forms of ownership, and the organization of various forms of education is ensured.