Vocational Education Institutions Research Articles

Smart Farming for Sustainable Agriculture: A Case Study through Korean Public TVET

This study aims to present implications for sustainable education and training of the agricultural workforce. It introduces the case of a smart farm learning factory as an educational facility at Korea Polytechnics. Learning factory refers to the practical experience gained using the knowledge acquired in engineering education to solve problems in the actual work field. For this study, we analyzed the smart farm case of Hongseong Campus of Korea Polytechnics, a government-funded vocational education institution in Korea. The research questions are as follows. First, what is the purpose of establishing a smart farm education and training facility? Secondly, what is the performance of the facility? Thirdly, what are the implications of the Korean smart farm for sustainable TEVT? As a result of analyzing the case, the purpose of establishing the facility was to improve the practical capabilities of convergence technologies used in machinery, automation, industrial facilities, and electrical departments. Additionally, the performance has been found to serve as the foundation for project-based learning subjects that incorporate convergence education, and companies have been able to reduce training costs and contribute to sales profits by using this facility to train employees. Finally, the implication of sustainable TVET through smart farm cases is that it has provided a way to enhance the effectiveness of teaching and learning guidance at agricultural sites, create educational resources that can utilize advanced agricultural technologies for sustainable development, and actively cooperate and collaborate with educational institutions, governments, and local companies.

The Role of Industrial Internships in Developing Work Self-Efficacy for Automotive Engineering Students

Ideally, vocational education graduates have the readiness and desire to work after graduation through various experiences at school. Industrial internships in vocational education are expected to support graduates' readiness to know the world of work according to their field of expertise. An anomaly, where so far it is suspected that there are still many vocational education graduates who are unemployed or work because they do not have the desire to work. This study aims to understand the role of the student experience in participating in an industrial internship program on automotive students' work self-efficacy at Yogyakarta State University (YSU). This is survey research with a student population of 102 people. A questionnaire was given to sample of industrial internship participants who were taken at simple random sampling from 91 people. The data were analysed using quantitative descriptive method and Partial Least Square Structural Equation Models using Smart PLS 3 software. The results showed that the developed instrument was proven to be valid for use and had a good estimate of reliability. Most students get internship experience in the good and very good categories. Some students have work self-efficacy in the high and very high categories after industrial internships. The experience of participating in industrial internships is proven to have a positive and significant contribution to student work self-efficacy. It is important for vocational education institutions, especially in the automotive sector, to support industrial internship programs that provide an optimal student experience.

Research on Teaching Practice of Big Data Platform Deployment and Operation Course with Shipping Characteristics

In the era of big data, big data technology has been widely applied, and the operation and maintenance of big data platforms, as a crucial component supporting these applications, has gradually become an indispensable part of enterprise IT architecture. The demand for talents with big data platform operation and maintenance skills is increasing. For higher vocational education institutions, how to cultivate big data platform operation and maintenance talents that meet professional requirements has become an urgent problem to be solved. In order to satisfy the enterprise demand for big data platform operation and maintenance talents and enhance students' employment competitiveness, this paper discusses the teaching content and teaching organization practice of the "Big Data Platform Deployment and Operation" course. The course adopts a project-based teaching mode, integrating the project case of "Ship Shore Power Data Analysis System" into the theoretical knowledge and technical explanations at various stages of the course. At the same time, it deeply excavates the ideological and political elements of maritime power and green environmental protection contained in the project, constructs a teaching mode with obvious shipping characteristics, and improves the quality of talent cultivation.

Problems of digital inclusion in vocational (vocation-technical) education institutions

Problems of digital inclusion in vocational (vocation-technical) education institutions

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

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

Kolaborasi Pemerintahan untuk Meningkatkan Daya Saing Tenaga Kerja Melalui Program Handak Begawi di Kota Bontang

The Bontang City Government through the Manpower Office launched the Handak Begawi Program. The program is an effort to collaborate companies in Bontang City, vocational training centers and vocational training institutions in order to play an active role in improving the competitiveness of the workforce. This research used a qualitative approach. Data was collected by interviews, observation, and documentation. From the theory of Collaborative Governance by Anshell and Gash (2007), the results of the study are divided into four variables, namely initial conditions that have gone well, clear and consistent institutional design, but for facilitative leadership and collaboration processes are still not optimal. Supporting factors for the implementation of this government collaboration are the existence of a cooperation agreement, the existence of a vision and mission and work program in the collaboration process, trust between stakeholders, collaboration actors get the same opportunities, the decision-making process and sharing responsibilities have also been running, the provision of information data in the collaboration process has been carried out in an organized manner and according to the needs of the collaboration actors, and appropriate resources are available. Inhibiting factors occur due to the lack of socialization related to training and apprenticeship rules, less than optimal facilitative leadership, the absence of regular meetings, and the limited needs of apprentices from employers. Overall, the implementation of government collaboration in the Handak Begawi Program has gone well in accordance with the success factors described by De Seve in government collaboration.

Students’ Perceptions Regarding the Role of Technical Education and Vocational Training Institutes in Uplifting their Computer Competency in City, Faisalabad

Technical education is crucial for Pakistan's economic progress, providing earning skills and employment opportunities. However, many people focus on earning degrees instead of focusing on technical education. A study was conducted at two female TEVTA public educational institutes in Faisalabad, focusing on computer appliance courses. The study found that vocational educational institutes improve skills through learning by doing with, while technological gadgets are the second-ranking skill. Basic level courses are the third-ranking skill. Technical and vocational institutes play a significant role in developing students' confidence and changing their lives. The study suggests that high authorities should manage educational resources in these institutes to improve the educational quality. The study highlights the need for higher authorities to address the lack of interest in technical education among head teachers and students.

Competency Approach in Nurse Training

In the current conditions of market relations, especially in the context of reforming the medical education system, it is necessary to change the quality of training of specialists in order to train demanded and competitive graduates of secondary vocational educational institutions using a competency approach. The competence approach contributes to the orientation of the young specialist to obtain theoretical knowledge, increasing the level of practical knowledge that a graduate of a medical college should have and his ability to master in the labor market. The opinion of medical college students about the knowledge and practical skills required by the graduate is important. To this end, a questionnaire survey of 84 medical college students was conducted. First-year students do not yet have a clear idea of ​ ​ the competence approach in the learning process and the importance of not only theoretical knowledge, but also clinical disciplines, practical communication skills. Students of the 3rd year have already formed an opinion about the importance of all subjects and motivation for future professional training. The introduction of a competency approach in the training of nurses makes it possible to conduct the educational process at a qualitative level, contributing to the training of highly qualified, competitive specialists in the medical labor market.

Exposure to entrepreneurship education interventions reveal improvements to vocational entrepreneurial intent: a two-wave longitudinal study

The education sector has witnessed a growing recognition of the interdisciplinary nature of entrepreneurship education (EE), which has expanded beyond its traditional focus on business students. While higher education institutions have gained significant prominence in EE, little is known about the effects of EE in technical vocational education and training (TVET) institutions. This study aimed to examine the impact of EE on the entrepreneurial intentions (EI), attitudes towards business (ATB) creation, subjective norms (SN), and perceived behavioral control (PBC) of vocational students, grounded in the theory of planned behavior. Adopting a Two-Wave Longitudinal design, the study was conducted on a sample of 128 TVET students who underwent an intensive six-month EE program. The results showed that the Time 2 scores were significantly higher than the Time 1 scores for EI (9.510), ATB (9.773), SN (8.588), and PBC (2.993), indicating the effectiveness of EE in fostering pro-entrepreneurial desires among vocational students. The findings suggest that TVET institutions should consider incorporating EE into their curricula and provide adequate support systems for their student population. This study contributes to the limited research on the impact of EE in the TVET context, particularly within emerging economies, and offers insights for educational practice and future research.

Development of strategic participatory moral education management model in private vocational colleges

Addressing society’s current ethical dilemmas necessitates urgent reinforcement of moral standards. Transforming student behavior necessitates integrating legal and social measures through proactive youth cultivation within educational institutions. This study focuses on a participatory, strategic approach to managing ethics in private vocational colleges in Thailand. The researchers gathered data through structured, in-depth interviews and opinion surveys from a sample group of 400 individuals, which included directors and department heads of these colleges. The research identified two main dimensions and eleven factors essential for moral education management in private vocational colleges. The first dimension encompasses six critical factors: resource management, structural policies, educational services, personnel, financial management, and materials and equipment management. The second dimension includes five key factors: school strategies, administrative policies, teacher roles, student engagement, and community stakeholder involvement. Statistical analysis supports the causal relationship model, revealing a Chi-Square value of 33.492 and a P-value of 0.055. This comprehensive approach aims to foster sustainable moral development and cultivate desirable societal behaviors among students. It contributes to national stability and aligns with educational and vocational development plans, effectively addressing broader socio-economic challenges. The findings underscore the importance of strategic, ethical management in private vocational education institutions as a cornerstone for nurturing a morally responsible student body and supporting national development goals.

A Development Technology Acceptance Model Towards Blended Learning Motivation: Social Presence as A Mediator

Blended learning motivation (BLM) is crucial for the success of blended learning, especially for students in higher vocational education and training institutions (HVETIs). This study investigates the impact of perceived usefulness (PU), perceived ease of use (PEU), and social presence (SP) on blended learning motivation. An online survey collected data from 714 students across 36 HVETIs in Chongqing City, China. The data were analyzed using structural equation modeling to examine the relationships among the study variables. The findings indicate social presence, perceived ease of use, and perceived usefulness positively influence blended learning motivation. Perceived usefulness and perceived ease of use enhance blended learning motivation through social presence, even though the direct effect of perceived ease of use on social presence was unsupported, with perceived ease of use indirectly influencing social presence through perceived usefulness. This study highlights the social presence's pivotal role in promoting blended learning motivation and offering insights for developing a motivational, trust-based blended learning community for students, educators, and policymakers within blended learning environments.

Validity and Reliability of an Evaluation Instrument for English Curriculum System in Chinese Vocational Higher Education Institutions

The English curriculum is the basic part of the curriculum system of vocational higher education institutions (VHEIs) in China, and it is the public compulsory curriculum that students of all majors must study. It not only cultivates students' ability to learn and apply English but also lays an English foundation for students' future further learning and lifelong development. The purpose of this study is to validate the evaluation instrument for English curriculum system. This is a quantitative research and the questionnaire has adapted from previous scholars. A stratified random sampling technique has been employed to select 350 English lecturers from a total of 864 English lecturers at 20 vocational HEIs in Shandong Province, China. The results showed: ⅰ) Each dimension Clonbach alpha coefficient and McDonald’s omega (Composite reliability) are more than 0.70. ⅱ) For the convergent validity, each item factor loading > 0.5, each dimension AVE >0.5. ⅲ) For the discriminant validity, the square root of the AVE of the five dimensions is greater than the corresponding correlation coefficients between the two dimensions. ⅳ) Measurement model meet the fit indices, that CMIN χ2=411.228, with degrees of freedom (df) 314, CMIN/df=1.310 (1-3), CFI=0.979 (>0.9), GFI=0.916 (>0.9), NFI=0.916 (>0.9), and RMSEA=0.031(<0.08). The results prove that this English curriculum implementation instrument has good validity and reliability. The instrument can measure the level of English curriculum systems in VHEIs in Shandong Province, China. The research findings showed there were five dimensions in the evaluation of English curriculum system. The research can be used as the basis for evaluation curriculum system for other researchers and education administrators.

Current Problems and Prospects for Training Mid-Level Medical Workers for the Palliative Care System

In the context of the growing need for palliative medicine, it will probably be necessary to reorganize the existing system of training of mid-level medical personnel, include a course on palliative medical care in the curriculum of institutions of secondary vocational education, and introduce active teaching methods. Therefore, an important area is the training and education of medical workers providing palliative care, including nursing staff to provide nursing care for terminally ill patients.

Individual Entrepreneurial Orientation (IEO): The Case of TEVET Institutions in Zambia

This review article examines the impact of Entrepreneurship Education programs (EEP) on Individual Entrepreneurial Orientation (IEO) within Technical Education Vocational and Entrepreneurship Training (TEVET) institutions in Zambia. By synthesizing findings from existing literature, the article provides a comprehensive understanding of how EEP influences entrepreneurial behaviors among vocational students. Key dimensions of IEO affected by EEP, including innovativeness, risk-taking, proactiveness, autonomy, and competitive aggressiveness, are explored. The review discusses various pedagogical approaches used in EEP, highlights the challenges faced in delivering effective EEP, and identifies opportunities for improvement. The article concludes with recommendations for policymakers and educators to enhance the effectiveness of EEP in fostering entrepreneurial mindsets, thereby contributing to Zambia's economic development goals.

Ensuring the acquisition of soft skills by teachers of vocational education institutions under the martial law conditions

Ensuring the acquisition of soft skills by teachers of vocational education institutions under the martial law conditions

Implementation of the School as a Learning Organisation Approach in Vocational Education: The Case of Latvia

Context. Recent studies recognise that the use of the School as a Learning Organisation (SLO) approach in educational management is the key factor ensuring a general education institution’s ability to effectively implement the education policy goals and adapt to change as the use of SLO. Although vocational education has different predominant goals and different target groups, likewise general education, it is exposed to dynamic change and new challenges.Purpose. Within the framework of the study, it was researched whether and how SLO can be applied in vocational education as the use of SLO facilitates a high level of professional competence of the management and academic staff, enhances common strategic vision, responsibility and autonomy, diverse collaboration, effective resource management, and the dissemination of knowledge and good practice, which are also important in vocational education.Methods. Using qualitative data analysis, the paper analyses the experience of EU and OECD countries in the implementation of SLO in vocational education and identifies, which dimensions of the SLO model are represented in the policy and practice of vocational education in Latvia. In the focus group interviews with representatives of vocational education institutions of Latvia, the characteristics of the SLO approach in vocational education were studied, challenges were described and solutions proposed for the targeted implementation of the SLO approach in vocational education in Latvia.Results. All 7 dimensions of the SLO can be found in the education policy documents of the EU and OECD countries and Latvia, as well as in the focus group interviews, which shows that there is a gradual progress towards the transformation of vocational education institutions into learning organisations.Conclusions. For education policy makers: Since the features of SLO are only partially visible in vocational education documents in Latvia, the framework should be improved to cover all dimensions of the SLO, and norms and agreements on collective understanding should be harmonised in policy documents. For school representatives: Raise awareness of the staff of vocational education institutions of the essence of the SLO and its role in improving the quality of education and ensure that all dimensions of SLO are understood and addressed appropriately. For entrepreneurs: Help define the diverse, varied manifestations of professions in the sector in order to engage the individual potential of learners as effectively as possible. For researchers: Help find ways to resolve controversies by identifying good practice and research.

THE EFFECT OF USING HEYDAR ALIYEV'S HERITAGE IN THE TRAINING PROCESS ON THE COMPREHENSIVE DEVELOPMENT OF STUDENTS

A wide network of pre-school, general, vocational, secondary and higher education institutions operating in our state today, and a powerful scientific and pedagogical staff potential have their core from the purposeful policy on education carried out under the leadership of Heydar Aliyev in the 70s of the last century, and the comprehensive educational creativity that will be carried out in the future has created a strong foundation of progress. At that time, full-time educational institutions in Azerbaijan rose to the level of modern development compared to previous years, and the consistent national policy implemented in this direction played a special role in raising the educational, general cultural and intellectual level. The life and political active activity of Heydar Aliyev is the founder of the modern history of the Azerbaijani nation, the creator of the free Azerbaijan state and statehood in every citizen of Azerbaijan. It evokes a sense of pride. The life of the national leader, full of struggles, is a living chronicle of a special period, an epoch, which he dedicated to his native nation. For the first time in the history of the Azerbaijani nation, Heydar Aliyev put forward the idea of creating the concept of national ideology, gave recommendations on the work to be done in this field, the areas of application of these works, means and opportunities. The leader attaches special importance to the promotion of the subjects of the Azerbaijani language and Azerbaijani history, religious viewpoints, traditions, and our statehood meetings, and highly valued the work and role of teachers, whom he especially respected, in creating, organizing, and implementing this ideology.

Promoting Intellectual Property Propaganda Activities in Vocational Education Institutions: An Assessment From A Management Perspective

Promoting Intellectual Property Propaganda Activities in Vocational Education Institutions: An Assessment From A Management Perspective

Table Disaster Exercise (TDE) Simulation Media For Improving Knowledge Of Nursing Students In Conducting Triage

Disasters are a series of events that disrupt and threaten social life with natural and non-natural causes (human factors) resulting in loss of life, property damage, and psychological impacts. One of the obstacles to overcoming health problems in disaster areas is the lack of knowledge and disaster management skills from nurses and other health workers which has an impact on poor health services. This thing gives the public the impression that medical and nursing personnel are late in responding to all disaster events. The absence of disaster learning during lectures causes graduated nurses to not have adequate knowledge and skills. Tabletop Disaster Exercise (TDE) is one Media to measure preparedness in disaster management by the reactions of training participants through scenarios. Thus, this research aims to determine Tabletop Disaster Exercise (TDE) Simulation Media to Increase Students' Triage Knowledge of Disaster Victims. The Ministry of Health Pangkalpinang Health Polytechnic is one of the higher vocational education institutions having a Nursing study program whose vision is to produce competitive nurse graduates in the emergency field. Students are expected to be equipped with knowledge about providing basic life support and the ability to deal with disasters. This study employed a quasi-experimental method with a non-equivalent control group pre-test and post-test design. The population included all nursing students at the Pangkalpinang Health Polytechnic, with a sample size of 60 respondents identified through non-probability purposive sampling. The sample was divided into two groups: a control group of 30 respondents and a treatment group of 30 respondents. The research instrument was a questionnaire administered before and after the intervention. The dependent variable was the level of student knowledge regarding the use of Tabletop Disaster Exercise (TDE) media.

Turkish parents’ perspectives on the roles and responsibilities of paraeducators: framing experiences

Objectives Paraeducators provide crucial support for individuals with special needs in inclusive educational settings, but their roles and responsibilities lack clarity. The resulting ambiguity emphasizes the need for clear role definitions. In inclusive education, paraeducators are perceived as the individuals who are most in communication with families. In this process, the perspectives of parents, who are important stakeholders, are crucial. Our purpose in this study was to examine the experiences and perspectives of parents with respect to the assistance given by paraeducators in inclusive educational settings. Methods We used a phenomenological research design to collect data, and we conducted semi-structured interviews with 14 parents of children with special needs. We reached the participants through snowball sampling. We collected the data using a 11-item Parent Interview Form developed based on the literature and expert opinion. We analyzed the data through thematic analysis. Results Data analysis revealed five themes: (a) preservice process; (b) employment process; (c) experiences and views related to roles and responsibilities during school time; (d) experiences and views related to roles and responsibilities outside of school time; and (e) expectations, needs, and recommendations. Conclusions The findings emphasize the importance of legal regulations, clear guidelines, and standardized qualifications for employing paraeducators in schools. We found that families managed the pre-service process on their own without any support. In the service processes, paraeducators were found to take on complex and non-standard roles. Among the issues reported by families as needs were the implementation of paraeducator supports within an official structure and training programs to enhance paraeducator qualifications. Additionally, families reported financial support needs in paraeducator employment. Based on the research findings, we can propose the establishment of vocational training institutions for paraeducator training and the planning of paraeducator employment in schools by official institutions within a specific protocol framework.