Vocational Training Programs Research Articles

Investigating The Determinants of Vocational Education and Economic Development in Digital Age: A Review from 2018 - 2023

Vocational education plays a crucial role in the development of individuals by providing them with the most essential skills. The crucial importance of vocational education necessitates support from various elements, including government policy and the educational aspect within the vocational school. However, higher vocational education and economic development in the digital age face several challenges, stemming from enrollment trends, policy interventions, labor market dynamics, and demographic shifts. This study provides a systematic review using PRISMA guidelines for addressing higher vocational education enrollment, policy interventions, labor market trends, and demographic factors that affect the integration of vocational education and economic development in the digital age. The initial phase involves the identification of a suitable source database, which may include prominent platforms such as Scopus, Google Scholar, or IEEE Xplore The findings of the study reveal that most students enrolling in higher vocational education recommend using hands-on training and practical skills that have been directly applicable to my current job in the IT industry. The program needs to focus on industry-relevant skills for the demands of the labor market. We also identifying and filling these research gaps could lead to a more comprehensive and critical understanding of vocational education. Vocational education programs can adapt to labor market trends by incorporating emerging technologies into their curricula, collaborating with industry experts to identify skill gaps, and offering continuing education courses to keep graduates up to date with the latest advancements. Finally, this study provides some recommendations for further studies.

A REVIEW OF THE EFFECTS OF WOMEN LITERACY AND POVERTY REDUCTION ON SUSTAINABLE DEVELOPMENT IN NIGERIA

Despite the potential of the strategies put in place by successive governments in Nigeria, women's literacy and poverty reduction for sustainable development, Nigeria continue to grapple with persistent challenges in realizing the full transformative impact of educated and empowered women in the country. This paper examined the effects of women literacy and poverty alleviation on sustainable development in Nigeria. The paper relied on documentary sources of data obtained from textbooks, journal articles, official gazettes, conference papers and the internet. The paper deployed the Liberal Feminism theory to provide a theoretical guide for the study. The paper observed that the relationship between women's literacy, poverty alleviation, and sustainable development in Nigeria is complex and multifaceted and emphasized that empowering women is not only a matter of social justice but a catalyst for sustainable development. It recommends a conscious implementation of policies and programs that should aim to eliminate barriers to education for girls and women, including addressing financial constraints, cultural norms, and discriminatory practices as well as the development and implementation of targeted economic empowerment initiatives, such as vocational training and entrepreneurship programs, to enhance women's skills and make them job creators rather than job seekers, thereby increasing their participation in the formal economy.

Automation risks of vocational training programs and early careers in the Netherlands

In this article, we study the role of automation risks in the school-to-work transition (STWT) of secondary vocational education (VET) graduates in the Netherlands. We use a combination of administrative and survey data, enriched with estimates of automation risks. Using sequence analysis, we find four ideal-type school-to-work trajectories representing the first 10 years in the labor market: employment, further education, further VET, and NEET. Multinomial regressions show that automation risk is not consistently associated with the type of school-to-work trajectory. We also investigate the relation between automation risk and starting wages and wage growth. We find that automation risk is negatively associated with starting wages, but not with wage growth.

Finding the Right Track: Payoffs to Vocational Education Programs with Workplace Learning

Abstract Workplace learning in vocational education and training (VET) is often claimed to be an important metric to define “high quality” programs, but outcomes beyond initial employment are not well understood. In this study, we estimate outcomes of upper-secondary school VET programs with different levels of workplace learning in Australia—solely classroom-based, classroom-based with a workplace learning component, and training with an employment contract (apprenticeship/traineeships). Outcomes of students in each of these vocational programs are compared with outcomes of student who do not enroll up to seven years later. We use data from 2003, 2006, and 2009 Program for International Student Assessment participants who are tracked through an annual survey, adjusting for differences in student test scores, socioeconomic characteristics, post-secondary aspirations, and school and peer characteristics. Our results suggest short-term labor market benefits that disappear by year 7 out from school. However, among those who go onto further study after school, VET with workplace learning is associated with positive outcomes up to year 7. These include 5 to 10 percentage point higher rates of full-time employment, 7 to 10 percentage point higher reported rates of career job attainment, and 0.14 standard deviation higher job satisfaction. Suggestive evidence indicates that workplace learning may provide job market information and/or employer contacts that help students find good post-secondary pathways in education and training.

Vocational and Higher Education: The Role of Trust in the Formation of Educational and Professional Trajectory

The article compares the impact of student trust on their educational and career trajectories in vocational and higher education. Since 2015, in Russia, enrollment in upper-grade vocational education programs has exceeded enrollment in higher education programs, and increasingly, young people choose TVET (Technical and Vocational Education and Training) institutions. Therefore, interest in studying various factors influencing the specific trajectories in TVET and higher education is growing. One of these factors is trust, which remains insufficiently studied. Trust has a positive effect on various aspects of education (academic achievements, satisfaction, loyalty to the university, etc.), which can directly or indirectly determine the choice of further educational and professional trajectory. The research data comes from a survey of Russian TVET and higher education students. Particularly in higher education, in contrast to TVET, student trust (in other students, teachers and management) influences their plans regarding educational and career trajectories after graduation. However, this influence depends on the subject of trust and on the intended life trajectory.

A Systematic Literature Review Examining the Impact of Societal Factors on Student’s Intention to Enrol in Technical and Vocational Education and Training (TVET) Programs at the Tertiary Level

A Systematic Literature Review Examining the Impact of Societal Factors on Student’s Intention to Enrol in Technical and Vocational Education and Training (TVET) Programs at the Tertiary Level

“Confucius Institute” at Novosibirsk State University: Teaching Chinese Today

In 2023, the number of native Chinese language teachers at Novosibirsk State University and its partner universities in the Confucius Institute project returned to pre-pandemic levels, and the scale of educational activities and related projects such as a summer language camp in China were restored. The article discusses issues of staffing and measures in the field of improving the professional level of teachers, features of teaching Chinese language (ways of involving Chinese teachers in vocational, secondary and additional education programs, models of interaction between Chinese and Russian teachers such as joint classes, independent classes with separate presentation of different types of educational material within one course or teaching certain aspects of the Chinese language). The activities of the Confucius Institute in the field of holding competitions in the Chinese language and the results of students’ participation in competitions of various levels are also shown. Stimulating the competitive activity of students, according to the authors, is an important additional condition for the development of their language skills and achievements in competitions which indicate a high level of language training provided by the Confucius Institute centre.

Are they really overqualification? Evaluation of perceived overqualification by the employees

This study aimed to examine the self-perception of hotel industry employees regarding their overqualification, the factors that contribute to overqualification, and the attitudes and behaviors of managers and colleagues towards overqualified employees. To achieve the research objective, a qualitative research approach was used, involving interviews with personnel to collect data. During the interviews, employees were asked four main questions. Thematic analysis was used to examine the participants' responses to the inquiries. Eight distinct themes were identified based on the examination of responses to the multiple-choice questions. The analysis revealed that a significant portion of employees felt they were overqualified for their roles. The perception of employees as overqualified is primarily influenced by factors such as education, experience, and foreign language proficiency. As per employees, this attribute distinguishes them from their peers. Moreover, a substantial portion of the workforce often perceives individuals to have excessive qualifications, as observed by their supervisors and peers. In conclusion, most participants, except for one, demonstrated a clear preference for overqualification. Employees engage in activities to enhance their qualifications in their pursuit of overqualification. These activities involve enhancing their education, enrolling in vocational training programs, obtaining work-related certifications, attending seminars, and improving their foreign language proficiency. In a broader context, there is a concept of improving employee overqualification by promoting higher education and foreign language proficiency.

Digitalisasi Usaha Mikro Kecil dan Menengah (UMKM) bagi Peserta Sekolah Perempuan Capai Impian dan Cita-Cita (Sekoper Cinta) Jawa Barat

This Community Service aims to digitize women's Micro, Small, and Medium Enterprises (MSMEs) in Sekoper Cinta (Sekolah Perempuan Capai Impian dan Cita-Cita) West Java. Sekoper Cinta is a non-formal school that exists to carry out special empowerment for women, one of which is through a vocational training program in e-commerce. However, only a small proportion of them can obtain it, while the participants in the Sekoper Cinta program in West Java totaled 34,900 women. Therefore, through this Community Service program, we aim to empower women. The stages of Community Service are preparation, initial evaluation, vocational training in e-commerce, mentoring, and final evaluation. The result achieved from this Community Service is an increase in the skills of participants in selling in online stores and on social media.

Financing of the state task of educational institutions, in terms of providing services for the implementation of educational programs of secondary vocational education

Financing of the state task of educational institutions, in terms of providing services for the implementation of educational programs of secondary vocational education

Optimization of Bilateral Cooperation at the Local Level: Vocational Schooling Program and Firm Productivity in Central Java

In 2011 the Indonesian and the German government initiated the Sustainable Economic Development through Technical and Vocational Education and Training Program (SED-TVET). Within the diplomacy realm, this kind of bilateral strategy has often been utilized to strengthen a country's specific needs. Following the program, Provincial Government in Central Java responds distinctively to the initiative by emphasizing link and match program to promote skilled-labor employment. This paper aims to investigate the effect of these national and local policies on firms’ productivity. Our identification of treatment year is critical as this precedes wider implementation of TVET program at the national level in 2016. To capture the precise treatment effect of the program, we deploy difference-in-difference strategy using the province’s neighbors as the control group. We find that firms in Central Java employed nearly 20% higher share of skilled labor relative to its controls. This correlates with significantly higher productivity and export performance. The results highlight the benefit of well-coordinated bilateral cooperation while also stressing the important role of local leadership in optimizing the impact of the program.

Analysis of Career Potential Based on Holland's Theory to Prepare Graduates among Students with Intellectual Disabilities

Students with intellectual disabilities often encounter significant challenges as they prepare for post-graduation careers. Recognizing the importance of aligning career paths with individual interests and abilities, SLB Negeri 1 Yogyakarta serves as a pivotal institution in vocational education for these students. This research employs case studies to delve into the ways vocational education programs can enhance career readiness among intellectually disabled students, using interest and talent assessments based on Holland’s theory. The study involves 28 students at the SMALB level, a guidance counselor, 10 vocational instructors, and 8 parents, employing methods such as semi-structured interviews, participatory observations, and documentation analysis. Findings indicate a significant correlation between Holland's personality types and the career interests of students, with realistic, conventional, and artistic types prevailing. Moreover, career guidance grounded in Holland's theory at SLB Negeri 1 Yogyakarta effectively nurtures vocational skills that resonate with the students’ talents and capabilities, supporting their potential career trajectories.

Using Reinforcement Learning Algorithms to Optimize Practical Skills Development in Higher Vocational and Technical Education

Optimizing practical skills development in higher vocational and technical education involves a multifaceted approach. Firstly, curriculum design should integrate hands-on learning experiences, industry-relevant projects, and internships to bridge the gap between theoretical knowledge and real-world application. Secondly, institutions should invest in state-of-the-art facilities, equipment, and technology to provide students with a simulated work environment conducive to skill mastery. This paper, explored the integration of reinforcement learning algorithms within the Seahorse Optimization Probability Education (SHOPE) framework to optimize practical skills development in higher vocational and technical education. Through extensive experimentation and analysis, we investigate the effectiveness of various reinforcement learning algorithms in enhancing vocational teaching strategies, skill assessment processes, and classification tasks within educational contexts. Our findings highlight the capability of SHOPE to iteratively refine teaching methodologies, leading to significant improvements in student skill acquisition, success rates, and classification accuracy over multiple epochs. With the adaptive teaching strategies, and optimized vocational education programs tailored to individual student needs. For instance, our results demonstrate an average skill improvement ranging from 35% to 65% across different reinforcement learning algorithms. Moreover, success rates for mastering targeted skills reach levels between 75% and 92%.

Prolonged contact does not reshape locals' attitudes toward migrants in wartime settings

AbstractDespite record numbers of internally displaced persons (IDPs) globally, we know little about the causal effects of intergroup contact between migrants and locals in active conflict settings. We conduct a randomized controlled trial of a vocational skills‐training program implemented by Mercy Corps that enrolled 2597 locals and migrants in near equal numbers in Kandahar, Afghanistan, where IDPs face daily prejudice and discrimination. Courses lasting up to 6 months emphasized collaborative learning and soft skills development. We surveyed participants at endline and followed up 8 months later. While the program provided the most sustained duration of intergroup contact (360–720 h) experimentally evaluated to date, we find no evidence of reported behavioral or attitudinal change by locals (N = 1276) toward migrants generally, regardless of classroom demographics or course duration. Our findings suggest that prolonged contact through vocational training programs is insufficient to improve relations in conflict settings.

ESports in higher vocational education programs: feasibility and prospects

eSports in higher vocational education programs: feasibility and prospects

Comparative Assessment of the Mountainous River Basin in Kyrgyz-Kazakh Region of Central Asia with River Basins in Australia, Canada and USA

Central Asia is among the most heavily affected regions worldwide by climate change and water shortages. Impacts include changes in precipitation patterns, more frequent temperature extremes and increased aridity causing a negative impact on agricultural production, food availability, and environmental security. To combat this threat, it is important to enhance information literacy among all water users. This can be done through awareness campaigns, blended learning by providing the proper Technical and Vocational Education and Training (TVET) programs and utilizing all available facilities. This will address relevant issues, such as miscommunication, complexities of transboundary water sharing issues, overexploitation of water resources, and poor flood-drought mitigation techniques. Proper and user-friendly lifelong blended learning for scientific information dissemination focusing water issues can provide stronger support to increase awareness among water users and decision policy makers. Worldwide, especially in North America and Australia, information literacy campaigns have proven successful. This strategy can be replicated in the Mountainous Kyrgyz-Kazakh Chu-Talas transboundary river basin. The issues concerning the Mountainous Kyrgyz-Kazakh Chu-Talas transboundary river basin is elaborated and compared with Australian, Canadian, and US river basin management programs. The foresight analysis is presented, as to what would be a rationale to improve water resources more sustainably in Central Asia. Methodologies, programs, technologies, communities-based river basin committees, snow-water collection with agroforestry, and basin-based water market opportunities were analyzed to assess potential applications in Central Asia region.

Utilization of technology-enhance learning tools among vocational and technical education teachers in Nigerian tertiary institutions

The study determined training needs of teachers and issues in the utilization of Technology-enhanced Learning tools in Vocational and Technical Education in Nigerian tertiary institutions. Five research questions and one hypothesis guided the study. The sample for the study is 318 teachers from six tertiary institutions that offer majority of Vocational and Technical Education programmes in Nigeria. Instrument for data collection was developed by the researchers and was validated by five experts in Vocational and Technical Education. The overall reliability index of the instrument is 0.81. Results from collected data revealed that the teachers require training to enable them use Technology-enhanced Learning tools for instructional delivery; the current mode of instructional delivery in institutions is face-to-face approach; many institutions have Information and Communication Technology center and institution wide internet which are not effectively utilized for instructional delivery, among numerous other findings. Among the recommendations is that teachers should be given access to the available Technology-enhanced Learning facilities in their institutions to enable them learn how to use them at their own free times. It was concluded that most VTE teachers are eager to deploy Technology-enhanced Learning tools for instructional delivery but some institutional supports they need, especially trainings are inadequate.

Constructing and validating authentic assessments: the case of a new technology-based assessment of economic literacy

BackgroundAuthentic situations are considered a source of learning due to their real world relevance. This can encourage learners to acquire new knowledge. Increasing digitisation and associated resources, such as professional development opportunities for teachers, technology tools, or digital equipment for schools enable the development and implementation of authentic assessments. The basic academic principles for acquiring economic literacy are already provided in lower secondary school. This article examines, using the example of a new authentic technology-based assessment (TBA)—Economic Literacy—Assessing the Status Quo in Grade 8 (ECON 2022) -, the processes involved in constructing a TBA. The purpose is to develop a curricular valid measurement instrument for surveying the current state of economic literacy in the 8th grade of a German federal state. This study explores which economic competencies students—typically between 14 and 15 years of age—possess in Grade 8, and what level of competence can therefore be expected of them at the beginning of a vocational training programme. The assessment is geared toward the curriculum of the subject of economics and is based on a domain model. This article presents the background and construction process for the development of ECON 2022 as a TBA.MethodsTo check the validity of test construction with a focus on the implementation of the authentic assessment and an analysis of difficulty-generating characteristics, the ECON 2022 test items were validated with an expert survey (N = 25). The two-stage data analysis comprised a descriptive quantifying analysis of the rating from the difficulty-generating characteristics specificity, cognitive demand and modelling and the design criterion authenticity. A set of experts rated the criteria. The expert survey was then compared with a previously conducted rating by the research team. The analysis of free-text comments on individual items was carried out discursively and qualitatively by the research team. Both sources of information were used to adapt the test items to measured item difficulties from the field test. For this purpose, items of great difficulty were changed to slightly easier items. In this context, the paper focuses on two central research questions: - How does the authenticity of a test environment relate to difficulty-generating criteria at item level? - Does the authenticity of a test environment have an impact on test results?ResultsResults are as follows. (1) The ECON 2022 assessment offers an example of a test design in which the use of TBAs can support innovative and interactive item development. (2) Using the ECON 2022 assessment enabled the implementation of an assessment of economic literacy using authentic situations and the mapping of different facets of economic competence. (3) The validation study showed that the actual item difficulty did not correlate significantly with the authenticity of the assessment, and authenticity thus did not contribute to item difficulty.ConclusionThe results of the study show that we were successful in developing an authentic TBA in ECON 2022. ECON 2022 allows us to examine economic literacy in schools with a high degree of curricular validity and relevance and to analyse what level of competence and knowledge can be expected of students when they enter a vocational training occupation.

Exploring the Efficacy of Vocational Training Programs in Motor Vehicle and Mechanic Works Trade: A Case Study of Science and Technical Colleges in Northeast Nigeria

This study aimed to explore the efficacy of vocational training programs in Motor Vehicle and Mechanic Works Trade: a case study of science and technical colleges in northeast Nigeria. The study adopted a survey research design and was carried out in northeast Nigeria. The Zone includes the states of Adamawa, Bauchi, Borno, Gombe, Taraba, and Yobe, and is situated at latitude 6.260 East and longitude 4.920 North East of Nigeria. The population of the study was 621 comprising 128 MVMW trade teachers, 126 administrators (Principals and two Vice Principals), and 367 students from the 42 science and technical colleges in Northeast Nigeria. The study adopted Simple random sampling to select a sample size of 234 respondents using Krejcie and Morgan (1970) sample size table. The instrument for data collection was a structured questionnaire titled: “Efficacy of Vocational Training Programs in Motor Vehicle and Mechanic Works Trade Questionnaire, (EVTPMVMWTQ)". The data for the study was analyzed using mean and standard deviation to answer the research questions. The findings of the study revealed that the curriculum adequately covers essential topics, practical training facilities are well-equipped, instructors demonstrate expertise, safety protocols are emphasized, and opportunities for hands-on experience are provided. The findings further revealed that the high agreement levels, with mean scores above 4.0, across various aspects of the training program in Motor Vehicle and Mechanic Works (MVMW), suggest a positive perception among students regarding the effectiveness of the program. It was recommended that the government should upgrade and provide modern automotive equipment and tools to ensure vocational training programs have access to current resources. Collaborate with industry partners to facilitate equipment provision and ensure practical training aligns with industry standards.

Attitude of Vocational and Technical Education Lecturers Towards Utilization of Open Educational Resources for Effective Teaching and Learning in Nigerian Universities in Northeast Nigeria

The main purpose of this study was to determine the attitude of vocational and technical education lecturers towards the utilization of Open Educational Resources for effective teaching and learning in Nigerian universities in northeast Nigeria. The study adopted a survey research design and was carried out in northeast Nigeria. The population of the study was 782 Vocational and Technical Education lecturers from 5 universities that offered Vocational and Technical Education in northeast, Nigeria. The study adopted Simple random sampling to select a sample size of 254 respondents using Krejcie and Morgan (1970) sample size table. Attitude of Teachers Towards Utilization of Open Educational Resources Questionnaire, (ATTUOER-Q) was used as a data collection instrument. The questionnaire was subjected to face validation and a reliability index of 0.91 was obtained using Cronbach Alpha. The data for the study was analyzed using mean and standard deviation to answer the research questions. The findings of the study revealed that the factors that influence VTE lecturers’ attitudes towards the utilization of OERs include technological infrastructure and readiness, educator capacity and awareness, and content quality and relevance among others; the study further revealed that to a high extent, lecturers in Nigerian universities are aware of OERs available for teaching and learning. The study recommended that Institutions should develop and implement comprehensive training programs specially tailored to the needs and conditions of vocational and technical education lecturers in Northeast Nigerian universities. And The National Council of Universities should recommend increased institutional support and resources to facilitate the integration of OER into vocational and technical education programs