Vocational Training Programs Research Articles

Vocational students’ experiences and reflections on simulation training – what differences enable or hinder learning?

ABSTRACT The use of simulation training as a teaching method to support vocational learning is growing in popularity within VET. However, there is scarce research on how students experience and make use of simulation training. Therefore, this study explores how VET students experience and reflect on simulation training as a method for learning vocational knowledge and skills. The empirical material is based on 27 group interviews with VET students (n = 43) from two different vocational education programmes at two upper secondary schools from 2019 to 2022. The researchers followed one class of students from the Natural Resource Use Programme and two classes from the Vehicle and Transport Programme. Drawing upon practice theory, the results discuss how and in what ways VET students value simulation training. Simulation training is only one part of students’ learning, and the results show how they handle the differences between using the simulator to learn how to drive or driving an authentic machine. Students emphasise the lack of fidelity and difficulties enacting an embodied practice but also stress that the simulator places unreasonable demands on them as learners.

Empowering Uyghur Women in Kashgar Through Digital Platforms: Economic Independence and Cultural Identity

Traditional social norms, limited educational resources, and limited employment opportunities hinder the social participation and economic advancement of Uyghur women. However, digital platforms offer innovative solutions through vocational training, bilingual education, and cultural preservation programs. These platforms enable women to overcome language barriers, acquire modern professional skills, and develop cultural pride. This study explores the potential of digital platforms to empower Uyghur women by increasing their economic independence and cultural identity in Kashgar, Xinjiang through a literature review and case analysis. In addition, this study examines the effectiveness of these digital tools in promoting gender equality and supporting regional development. Although digital platforms have been successful, challenges such as insufficient customized training programs and misalignment with local economic needs remain. Future strategies should integrate blended learning models to ensure that skills are relevant to the local labor market and that Uyghur women achieve sustainable socioeconomic empowerment.

The Socio-Economic Dimensions of Youth Unemployment: Implications for Kidnapping Activities and Security in Umuahia Urban, Abia State

Youth unemployment has become a critical socio-economic challenge in Nigeria, particularly in urban areas like Umuahia, Abia State, where it is strongly linked to rising criminal activities, including kidnapping. This study investigates the impact of youth unemployment on the increasing rate of kidnapping and its effects on security in Umuahia Urban. The study was driven by the need to understand the root causes of youth involvement in kidnapping and to propose viable solutions to address both unemployment and crime rates. The research was guided by four objectives: identifying the socio-economic factors contributing to youth unemployment, examining the influence of unemployment on youth involvement in kidnapping, assessing the impact of youth-related kidnappings on the security of Umuahia Urban, and proposing strategies to reduce unemployment and curb kidnapping. The study employed quantitative surveys of 400 respondents including youths of age 15-35 years. The findings reveal that unemployment, driven by lack of skills, limited job opportunities, and inadequate government support, significantly contributes to youth involvement in kidnapping. The consequences of these criminal activities include increased insecurity, economic instability, and strained relations between communities and law enforcement. The study recommends implementing targeted vocational training programs, improving youth employment initiatives, and enhancing law enforcement strategies to reduce kidnapping rates and promote a more secure environment in Umuahia Urban.

Predicting Resilience in Nursing Auxiliary Care Technicians Students: The Role of Emotional Intelligence and Self Compassion

To meet the high demand for quality healthcare, it is crucial to have professionals capable of responding to the complexity of their daily tasks. In this regard, resilience, understood as the human capacity to adapt to difficult situations, has emerged as a key factor for nursing personnel. However, research on how to teach resilience to this professional group is still limited. Exploring the relationship between resilience and other socio-emotional variables, for which there is more evidence of their effectiveness in training, may be interesting for developing educational proposals that enhance resilience. This study aims to explore the predictive value of Emotional Intelligence and Self-compassion regarding resilience in a sample of Nursing Auxiliary Care Technicians students. To achieve this, data were collected from 196 participants enrolled in vocational training programs through self-administered questionnaires using validated scales such as the Trait Meta-Mood Scale (TMMS; Salovey et al., 1995), the Brief Resilience Coping Scale (BRCS, Sinclair & Wallston, 2004; adapted for the Spanish population by Tomás et al., 2012), and the Self-Compassion Scale Short Form (SCS-SF, García-Campayo et al., 2014; Raes et al., 2011). A structural equation model (SEM) was applied using the EQS 6.2 software to analyze the relationships between these variables. The results show that Emotional Intelligence predicts Resilience through Self-compassion. These findings suggest that incorporating Emotional Intelligence and Self-compassion training into nursing education could strengthen students' resilience and better prepare them for the challenges of the profession. The practical implications of these findings highlight the potential for educational programs to include targeted socio-emotional training, offering Nursing Auxiliary Care Technicians students tools that not only enhance their professional performance but also contribute to their well-being.

Prospects for Personnel Training for the Forestry Sector in the Regions of Russia: Arctic Context

Introduction. The development and enhancement of the management efficiency of the forestry sector in the Macroregion of the Northwest and the Arctic zone of the Russian Federation are strategically significant for the country's development, oriented towards global competitiveness. The aim of this study is to analyze the prospects for personnel training within the system of secondary vocational education for the forestry sector in the Northwest and Arctic zones of the Russian Federation. Materials and Methods. The materials for the study were statistical data from two forms of state federal reporting for 2022: No. 1-T (prof) "Information on the number and demand for workers in organizations by professional groups" and form No. SPO-1 "Information about the educational organization that carries out educational activities in educational programs of secondary vocational education." The study employed methods of descriptive statistics, economic-mathematical modeling, and comparative data analysis. Results of the Study. An extended list of 23 directions and specialties of secondary vocational education organizations training qualified personnel for the forestry complex in the Arctic Macroregion and Northwest Russia has been identified. An assessment of the provision of the economy of enterprises and organizations in the forestry sector with qualified personnel has been presented. The analysis revealed 12 entities in the macroregion whose personnel needs for mid-level specialists can be met by graduates from their own region, as well as 13 entities in the macroregion that need to train their personnel beyond the macroregion in other regions of Russia to meet the demand for qualified workers and employees. A mapping tool has been developed, comprising 85 subjects of the Russian Federation, divided into three groups based on the total admission to specialties and directions related to the forestry sector. Discussion and Conclusion. The mapping tool obtained demonstrates that the regions with the highest preparation of forestry specialists are located far from the Arctic zone and Northwest Russia. Meanwhile, the main forest resources of the macroregion's entities are unevenly distributed across their territories, concentrated mainly in the central and southern parts. The proposed mapping tool contributes to addressing the issues of personnel training for the forestry sector through the involvement of all interested actors: applicants, employers, secondary vocational education organizations, and regional executive authorities.

Technologies of STEM+ education in educational organizations of secondary vocational education

Introduction. STEM education focused on the integration of scientific, technological, engineering and mathematical disciplines in the conditions of intensification of economic and social processes has become widespread in the economically developed countries of the world. In this regard, the analysis of conditions for quality training of qualified personnel for the innovation economy is in the center of attention as the basis for movement towards the development of technological sovereignty. The aim of the study is to analyze the features of STEM+ education technologies application in Russian educational organizations implementing secondary vocational education programs based on the data obtained during empirical research. Materials and methods. We conducted the study by questioning the heads and methodologists of organizations implementing secondary vocational education programs with electronic form of information collection. We processed the obtained data based on rating analysis by the method of systematization and ranking of results. The study involved 75 educational organizations from 46 constituent entities of the Russian Federation. Results. We have identified the features of implementation of STEM+ education technologies in professional educational organizations in the process of training qualified personnel in the areas of technological sovereignty projects. We have identified the main risks and barriers to the development of STEM+ education in the context of Russian realities. According to the survey data, these include the problems of education financing (over 53% of survey participants pointed to this problem), equipment with modern equipment and software, which indicated 54.6% of survey participants. We found insufficient level of teachers' readiness in the answers of more than 75% of the survey participants. There is a lack of professional reflection on the need to use STEM+ education technologies to intensify the educational process. The leading role in the introduction of STEM+ education technologies in the educational process by organizations implementing secondary vocational education programs belongs to the factors of training of teaching staff to use modern technologies in the educational process, as evidenced by up to 80% of the responses of the study participants. Prospects for further research. The obtained results can be useful in studying the conditions and prospects of STEM+ education development for the training of qualified personnel in professional educational organizations.

COOKING UP SUCCESS: INTEGRATING AUGMENTED REALITY IN TEACHER TRAINING FOR FOOD PREPARATION AND PRODUCTION SUBJECTS

This study addresses the critical need for augmented reality (AR) in upper secondary vocational education teacher training programs and focuses on food preparation and production subjects. Rapid technological advancements and evolving industry requirements necessitate innovative teaching methods and competent Technical and Vocational Education and Training (TVET) teachers. Using the PRISMA (The Preferred Reporting Items for Systematic Reviews and Meta-Analyses), this study selected articles from two leading databases, namely Scopus and Science Direct articles, to identify three key themes: technological integration, teacher competency, and professional development, and pedagogical approaches and curriculum development. Technological integration, particularly AR, enhances teaching and learning outcomes. Teacher competency and professional development are vital for equipping educators with industry-relevant skills and digital competencies. Pedagogical approaches like project-based learning and aligning curricula with industry standards ensure effective and relevant education. The study emphasizes the importance of understanding the need for AR in teacher training programs. By integrating advanced technology and ensuring continuous professional development, TVET can better prepare students for the modern workforce, enhancing the overall quality of vocational education.

Professional Training in the Agricultural Sector. Case Study: Romania

Preparing a qualified workforce for the agricultural sector is a current issue at national levels in Romania an in the EU. The shortage of specialists in agriculture affects the western regions of Europe as well, but it is more acute in the newly joined EU states, which are experiencing labour migration to economically developed countries in search of better salaries and living conditions. The import of labour from non-EU regions, like the local workforce, faces the need for specialized training to meet European standards. This paper proposes an analysis of vocational training programs in Romania within the European context. The research utilized information provided by national statistics and authorized vocational training centers. The research results highlighted regional differences in the competitiveness of the agricultural sector, dependent on the presence of specialized training centers/programs for the agricultural sector. Developing vocational training courses tailored to regional specifics and market needs, and establishing partnerships between educational institutions, agricultural organizations, and public authorities are other requirements that emerged from the research. The absence of national improvement strategies and support measures for vocational training in Romania's agricultural sector can have a significant short- and medium-term impact, with negative trends in productivity, reduced access to technological innovation, increased unemployment rates, and labour migration.

Practical Training of Students through Student Groups in the GAU of the Northern Urals

The article presents the experience of practice-oriented personnel training in agricultural educational institutions together with enterprises of the agro-industrial complex of the Tyumen region. The quality of training in agricultural universities does not always meet expectations, employers believe that students lack practical skills in their future professional field, which increases the time for adaptation in production during their employment. This requires new approaches to the organization of practical training, new methods and forms of classes. One of the attractive forms of obtaining practical skills is working in student teams. The purpose of the article is to analyze the state of knowledge of the problem of practical training of middle-level specialists in the scientific literature. Methodology and methods of research. General logical and theoretical research methods were used in the work – analysis of reference, encyclopedic and scientific literature on the research topic, synthesis. The results of the study. The normative documents of the Ministry of Education of the Russian Federation note that practical training in the implementation of educational programs of vocational education is focused on improving the model of practice-oriented training of middle-level specialists, strengthening the role of employers in the educational process, modeling conditions directly related to future professional activities; formation, consolidation, development of practical skills and competencies that meet the qualification requirements of employers. This article discusses the problems of the formation of professional competencies that arise in the learning process for students of the GAU of the Northern Trans-Urals. Conclusion. Considering the activities of Russian student groups as a means of professional development and formation of an active personality of university students, the directions of work of student groups are revealed.

THE EFFICIENCY OF UPSKILLING GRADUATE DIPLOMA STUDENTS AT MALAYSIAN VOCATIONAL COLLEGES IN 3G SMAW WELDING WORK – A CASE STUDY

This article examines the effectiveness of upskilling initiatives for Graduate Diploma students in vocational colleges in Malaysia. Thirty Kolej Vokasional Tanjung Piai graduates who took a 3G SMAW (Shielded Metal Arc Welding) course at CIDB Technologies Sdn Bhd, Johor are the focus of this case study. In a rapidly evolving industrial setting, the study aims to assess the degree to which the upskilling program enhanced the participants' overall employability and welding skills. Survey data showed that participants were satisfied with the upskilling program's content, emphasizing how applicable it was to their professional growth and the useful skills they had learned. Additionally, participants offered insightful comments that suggested a number of improvements to boost the training's efficacy, including greater practical experience, easier access to contemporary equipment, and more thorough safety instruction. The results highlight how crucial it is for vocational education programs to be continuously improved in order to satisfy industry expectations and give graduates employable skills.

Mancession vs. Shecession: gender disparities during COVID-19 in Indonesia

ABSTRACT Economic downturns may affect men more than women (mancession) or vice versa (shecession). However, evidence of this phenomenon during COVID-19 in Indonesia remains inconclusive, with studies often overlooking quantile variations and missing observation biases. Using logistic regression with multiple imputations and Blinder – Oaxaca inequality decomposition through unconditional quantile regressions on labour force survey data, we find that the pandemic’s impact on individual workers varied by gender and probability level. In the third-quartile probability groups, job (income) loss showed a mancession (shecession) pattern owing to discrimination (female vulnerable characteristics). Given Indonesia’s existing focus on supporting women, gender-specific interventions are essential: revising male-dominated gender norms for men, expanding vocational training programs, and strengthening cash transfer initiatives for women.

The collected fellowship: A mental health psychoeducation, vocational training, and ethnic identity development program for Asian American and Pacific Islander college students.

The collected fellowship: A mental health psychoeducation, vocational training, and ethnic identity development program for Asian American and Pacific Islander college students.

Fostering Sustainable Communities: Competencies and Training Needs for Social Organic Farming in Hungary, Greece, and Italy

This study examines key competencies in social organic farming (SOF) as perceived by stakeholders in Hungary, Greece, and Italy, including necessary knowledge, skills, and attitudes. It also explores the educational and professional requirements for those aiming to become social organic farmers, ultimately contributing to an ideal farmer profile. Through qualitative methods, such as semi-structured interviews with stakeholders, the study identifies essential competencies and training needs for SOF. Results show that successful social organic farmers must understand organic farming principles, social work, farm economics, and possess personal skills like empathy, team-work, and effective communication. These competencies and training align with Social Capital Theory, Diffusion of Innovation Theory, and Community-Based Participatory Research, under-scoring the importance of social networks, community engagement, and innovation in advancing sustainable and inclusive agricultural practices. The study also highlights SOF's role in supporting community well-being, enhancing sustainable food systems, and promoting both physical and mental health. Findings offer valuable insights into the limited literature on SOF, providing actionable recommendations for vocational training programs that support social organic farmers’ growth across Europe. This, in turn, fosters sustainable agriculture, circular economies, and public health, thereby strengthening community resilience and ecological stability.

The Model “SMART”- an Innovation for Achieving Future Success in TVET Students: An Empirical study

The “SMART” school innovation project represents a significant advancement in addressing the challenges faced by students in technical vocational education and training (TVET) programs, particularly concerning their mathematical proficiency. Recent analyses of state matriculation exam results have highlighted a troubling decline in mathematics achievement among students, which poses a substantial barrier to their academic and professional success in TVET learning classes. In response to this issue, the SMART project has been designed to enhance students’ academic performance while cultivating a more inclusive and engaging learning environment. At the core of the SMART project is a differentiated instruction approach to those groups’ students according to their mathematical abilities. This method allows educators to tailor their teaching strategies to meet the diverse needs of students, ensuring that both advanced learners and those struggling with foundational concepts receive appropriate support. By creating specific groups- advanced, intermediate, and those with significant gaps—and regrouping students from different professions into new classes, the project enables targeted interventions that address individual learning needs. This approach allows for simultaneous instruction in mathematics across all new mixed-profession classes, enabling personalized support due to the equal curriculum and equal allocation of hours. This structured grouping not only helps in identifying and addressing knowledge deficits but also promotes a collaborative learning atmosphere where students can thrive. The project emphasizes the importance of regular progress monitoring, with systematic evaluations conducted every two months. This ongoing assessment enables educators to make timely adjustments to teaching strategies and group placements, ensuring that students are continuously challenged and supported. Furthermore, the project incorporates innovative and interactive teaching methods designed to engage students actively in the learning process, moving away from traditional, monotonous approaches. By establishing a comprehensive framework for educational improvement, the project not only seeks to elevate students’ proficiency in mathematics but also aims to create a holistic approach to learning that prioritizes the diverse needs of all learners. The SMART project is poised to make a lasting impact on the educational landscape, equipping students with the necessary skills and confidence to excel in their future studies and professional endeavors. By addressing the root causes of low mathematics achievement and fostering a supportive learning environment, the project aims to prepare students for the challenges they will face in both their academic and career paths.

The age gradient in the effects of poverty alleviation program on schooling. Evidence from the Vietnam hunger eradication and poverty reduction program

This paper estimates the effect of the Vietnam Hunger Eradication and Poverty Reduction (HEPR) program on school enrollment and shows how it changes by age at first treatment. Using longitudinal data that span over 15 years and a difference-in-differences research design, we find that early treatment (age 8) increases enrollment by 9.9 percentage points. In contrast, the enrollment of children receiving treatment at later ages (age 12 and 15) is either unaffected or even reduced in rural areas, where it is paralleled by an increase in labor market participation. These divergent results by age and area of residence depend on two components: first, the effect of subsidizing education declines with the age of first treatment; second, starting from age 15, HEPR beneficiaries residing in rural areas are entitled with free access to the Vocational Training Program, which favors a prompt transition to the labor market.

Microqualification Programs at Universities: A New Educational Trajectory for Adult Education

Traditional models of vocational education are decreasing their relevance due to rapid technological progress. The need to update skills and competencies leads to the emergence of new educational trajectories, including short programs for acquiring competencies to perform certain work functions and enter the labor market. The article examines the features of microqualification programs, their potential for employee training and their impact on the labor market. The analysis was carried out on the basis of data from the federal project “Employment Promotion”, data on vacancies on recruitment platforms and the results of focus groups with employers. Microqualification is interpreted as a set of highly specialized skills necessary to perform certain work functions that do not require a document on basic education. The authors of the article consider models based on the use of additional professional education and vocational training programs, as well as models that form individual educational trajectories within the framework of basic professional educational programs. An analysis of the salary data of participants in the federal project “Employment Promotion” shows that the passage of programs for the development of digital competencies provides a significant increase in wages after training. The results of the study demonstrate the high potential of microqualification programs for adult education and the formation of competitive specialists. The article offers recommendations on the implementation of microqualification programs in the Russian education system.

Analysis of influencing factors on cognition of organizational innovation climate among clinical nurses in China.

Establishing a positive organizational innovation climate can enhance nurses' innovative performance and work quality. This study aims to explore the cognitive status and influencing factors of the organizational innovation climate among clinical nurses. The findings of this study will provide a scientific basis for developing innovative nursing talent teams and strengthening innovative management. This is a cross-sectional study. From July 2024 to September 2024, we conducted a paper questionnaire survey of 210 clinical nurses in 3 tertiary hospitals in China. Participants self-reported on general demographic questionnaires and organizational innovation climate scales. The collected data were analyzed using various statistical methods, including descriptive analysis, independent sample t-tests, one-way analysis of variance (ANOVA) tests, and multiple linear regression analysis. Multicollinearity was tested using the variance inflation factor and tolerance test. All analyses were performed using the SPSS software (version 26.0). P < .05 indicated that the difference was statistically significant. In this study, the score for organizational innovation climate among 210 clinical nurses was (73.70 ± 9.25). Organizational innovation incentive was the dimension having the highest score. Resource supply was the dimension having the lowest score. Multiple regression analysis showed that gender, highest education level, years of work experience, position, job satisfaction, and academic conference participation experience were the main factors influencing clinical nurses' cognition of the organizational innovation climate (P < .05). In this study, the cognitive level of nurses' organizational innovation climate was moderate level. To improve this level, nursing managers should develop targeted intervention measures for various influencing factors. It is recommended that nursing managers strategically integrate scientific research innovation training into their vocational training programs to stimulate nurses' innovation consciousness and improve the quality of clinical nursing services.

The Relationship between Level of Creative Thinking and Visualization Skills among Students in the Technical and Vocational Education Program

The Relationship between Level of Creative Thinking and Visualization Skills among Students in the Technical and Vocational Education Program

Examining the integration of SDGs in a first-year methodology course: a case study in social education by admission pathway

Purpose This study aims to analyse how Sustainable Development Goals (SDGs) are incorporated into a first-year Social Education methodology course at a Spanish public university. It assesses the impact on students’ understanding of sustainability and its relevance to socio-educational research and future careers, considering different admission pathways. Design/methodology/approach A case study on integrating the SDGs into a methodology course, which involved 110 students. Students’ knowledge and perceptions were measured before and after the teaching experience using an online questionnaire. Differences based on admission pathways [Advances Vocational Training Programs (CFGS) and University Entrance Exam (PAU)] were explored. Findings Initially, students had a low understanding of sustainability and SDGs, with those entering through PAU having an even lower understanding. However, both groups showed significant improvement after the teaching experience. Interestingly, the pattern of differentiation was inverse, with PAU students showing a higher level of SDG knowledge compared to CFGS students by the end of the course. While students recognised the importance of SDGs in their careers, their personal involvement with them in daily life appeared moderate. Research limitations/implications The assessment tool, based on validated surveys, aims for better accuracy in measuring university students’ knowledge and perceptions of sustainability. Future research may broaden its scope to assess effectiveness in different courses and among diverse student groups. Practical implications The variations in student knowledge and perception about sustainability and the SDGs, before and after the teaching experience, and across different admission pathways, highlight the important role of higher education institutions in achieving equity and shaping future change agents’ perspectives. Originality/value These findings reveal how innovative educational experiences promote sustainability and social responsibility among university students, emphasising the crucial role of ongoing assessment in ensuring effective sustainability and equity education.

Applying experiential learning theory in non-school-based technical and vocational education and training for unemployed youths in South Africa

Youth unemployment is one of the major challenges facing Sub-Saharan African countries today. Although young people may hold general certificates of education (equivalent to Grade 12), they lack employable or marketable skills enabling them to be integrated into the labour market. In this paper, I examine the application of experiential learning theory (ELT) in non-school-based technical and vocational training for unemployed youths as a learning approach to develop job-related skills and competencies for the real world of the workplace. I used a qualitative research design to meet the research objectives and conducted one-on-one semi-structured interviews with 10 trainees out of 512 to get their views on training delivery and learning approaches for skills acquisition. To complement the interview data, I also conducted field observations at the training centres, in the workshops, and at companies hosting trainees for workplace training. My findings revealed that the facilitators used classroom-based and field-based experiential learning approaches to help the trainees gain job-related skills and competencies required in the labour market. I conclude that applying ELT in Technical and Vocational Education and Training (TVET) programmes helped young trainees gain the job-related skills and competencies required in the labour market. As practical implications for society, I provide new insights into applying ELT to improve the effectiveness of non-school-based TVET programmes for disadvantaged and unemployed youths. My findings will motivate other trainers and training managers to apply ELT in designing and implementing non-school-based TVET programmes.