Provision Of Vocational Training Research Articles

Vocational education for regional health: the role of training in economic transitions

ABSTRACT Vocational education has a crucial role in regional labour markets, providing skills to meet local employment demand. In many regional areas of Australia, there has been a transition in employment from manufacturing and agriculture to service industries. The increase in employment has been most evident in the health and community services sector and particularly in care-based occupations, which has also changed the composition of regional labour forces. Using a political economy of skills conceptualisation, this article provides insights into the role of in-region vocational education providers in connecting communities to employment in emerging industries during these transitions. Vocational education is essential in navigating these various trends and transitions within communities, which underscores the critiques of competitive policy agendas in the provision of regional training.

Ranking Academic Facilities Provision in Consonance with 21st Century Reformations for the Madrasah Talibs in Pakistan

The Present study deals with the academic facility provision in Pakistani Madaris. This study aims to explore the provided facilities by Madaris in consonance with the 21st century to compete with all other institutions on national and international levels in Pakistan. All the Talibs (learners) and Muslim (teachers) of Madaris were the population of the study. The population consisted of 3085 registered Madaris in Pakistan. Out of these, 10 residential Madaris were selected through a purposive sampling technique. From each selected Madrassah, 15 respondents (5 teachers and 10 students) were selected thus making a sample size of 150 respondents respectively. The collected data was analyzed with the help of SPSS (Statistical Package for Social Sciences) to draw conclusions and results. The data retrieved from the respondents identified that the existing Madaris require up gradation of internal and external facilities to match and cope with the 21st century skill. Major problem stated by the respondents were: financial issues, patronage from the Government for provision of facilities, teacher training workshops, provision of vocational education and ICT facilities. The research recommends that the governmental organizations should supervise and support the Madaris like other educational institutions because it is the responsibility of the government to provide religious education like other education.

The provision of vocational education and training within contemporary political socio-economic conditions: a review of the literature

ABSTRACT This review is in response to numerous research, studies and other reviews that present the under-addressed, longstanding need to rethink vocational education and training delivered to secondary students (VETdSS) in Australia and in similar jurisdictions. Further, it is unclear how secondary schools in Western Australia are navigating the provision of vocational education and training within contemporary political socio-economic conditions. Therefore, this paper intends to review the most recent research about VETdSS and especially research that is pertinent to secondary schools in Western Australia. Ultimately, our aim in this paper is to develop a conceptual framework that will help us to understand what research and theory-making has already been conducted in Australia relevant to VETdSS and what gaps and needs remain wanting.

AN OVERVIEW OF HUMAN RESOURCE MANAGEMENT APPROACHES IN ALBANIAN PUBLIC VOCATIONAL EDUCATION INSTITUTIONS

The management of human resources is considered a crucial component of the overall educational process. As a result, functions related to the management of human resources must be carried out as effectively as possible to meet the requirements relating to both individuals, institutions, and society goals. Human Resource Management (HRM) practices play a pivotal role in the success and efficiency of public vocational education providers, which serve as the foundation for a skilled workforce and sustainable economic growth in Albania. This study provides a comprehensive overview of HRM practices within the context of public vocational education (VE)institutions in Albania. It explores the current implementation of the HRM practices as well as challenges, trends, and emerging strategies in managing human capital to enhance the quality of education and ensure the relevance of vocational training in the Albanian labor market. The research draws upon a qualitative methods approach, combining interviews, document analysis, to examine HRM practices across multiple public vocational education providers (VEP) in Albania. Key findings highlight the current approach of recruitment and selection processes, professional development opportunities, and compensation and renumeration and its importance of effective in shaping the workforce quality and educational outcomes. Moreover, the study sheds light on the challenges faced by these institutions, such as limited financial resources, bureaucratic constraints, and the need for alignment with evolving labor market demands. The paper provides information that can be translated to set of recommendations for public vocational education providers and policymakers in Albania to enhance HRM practices. These recommendations encompass the need for increased flexibility, the implementation of strategic HRM approach and the development of comprehensive HRM policies that address the unique challenges and opportunities in the Albanian vocational education sector. In summary, this study offers a valuable insight into the HRM practices of public vocational education providers in Albania, emphasizing the critical role of human capital management in advancing the quality and relevance of vocational education in the country. The findings and recommendations presented herein provide a foundation for further research and policy development in this important field.

Is Academic Agency Relevant for the School-to-Work Transition of Lower Attainers? Evidence from Canada and England.

Academic agency is recognized as an important predictor of higher education attainment among the general population during the school-to-work transition. However, there is little evidence on whether (a) academic agency is associated with higher education attainment among young people facing education difficulties (i.e., lower attainers), (b) academic agency is associated with a smooth entry in a meaningful job among lower attainers, and (c) these associations vary across educational contexts. This study draws on longitudinal data from lower attainers in the province of Québec (Mage = 16.31, SD = 0.98; 48% females) and in England (Mage = 15.86, SD = 0.72; 42% females), two regions with similar education systems, yet different vocational training provision. In both samples, fewer than one in four participants reach higher education by age 20. Also, in both countries academic agency is associated with a greater likelihood of being in higher education compared to other employment and education outcomes at age 20, but not with rapid entry into meaningful employment. Thus, focussing on higher education attainment and academic-related factors such as academic agency is of limited relevance for understanding lower attainers' success over school-to work transitions. For them, understanding this transition also requires considering rapid entry in meaningful employment, as well as non-academic forms of agency supporting such work-oriented outcomes.

New Higher Education Model? Degree Apprenticeships as a Strategy to Modernize Apprenticeships: Rationale, Current Development in the U.S., and a Conceptual Framework

Purpose: To better prepare young people for the increasingly complex world of work in the global knowledge economy, apprenticeships are receiving renewed attention in countries without a strong history of vocational education. One of the strategies to promote and modernize apprenticeships in these countries is to offer apprenticeships integrated into degree programs, known as degree apprenticeships at the tertiary level. However, little research has been done to explore this new degree pathway. The purpose of this study is to explore the rationales and recent development of degree apprenticeships in the U.S. and to present a conceptual framework for designing and delivering such programs. Approach: Through an extensive literature review, this study examines the underlying justifications for the integration of apprenticeships into degree programs. Subsequently, it delves into the current progress of degree apprenticeships in the U.S., substantiating the rationales. Finally, it explores multiple facets of degree apprenticeships, offering a conceptual framework for higher education institutions to consider when implementing such programs. Findings: This study discusses two rationales for degree apprenticeships. First, they enable permeability of vocational education credentials, one of the features of a robust apprenticeship system. Second, they also equip higher education institutions to effectively prepare young people for work in response to globalization. For these reasons, recently, community colleges, the primary vocational education providers in the U.S., have actively been implementing apprenticeships within degree programs. This study also outlines four interconnected dimensions of apprenticeships - occupational, pedagogical, relational, and aligned – as a conceptual framework for implementing degree apprenticeships. Conclusion: By providing a useful context and framework for degree apprenticeships, this study contributes to the growing body of research on apprenticeships and provides a foundation for on-going research to advance the theory and practice concerning degree apprenticeships. Future studies can explore the process of implementing degree apprenticeships using the suggested framework and develop strategies to further modernize apprenticeships based upon this study.

What the Fire Has Left Behind: Views and Perspectives of Resin Tappers in Central Greece

Resin tapping has long been an important traditional economic activity in less advantaged areas that serves as a source for income to local populations as well as an important management tool intricately linked with ecosystem services. In Greece, the majority of the remaining resin tappers are located in communities close to Pinus halepensis stands in the northern part of Evia Island. However, on 3 August 2021, a wildfire burned more than 50,000 Ha in the region, bringing the remaining resin tappers to a standstill. This paper aims to examine the views of 89 resin tappers in N. Evia and their perspectives on their profession as expressed during personal interviews. According to the participants’ replies, resin production is expected to bounce back to pre-fire levels in 40 years. A considerable portion of those interviewed (39.3%) were forced to work in other professions near their communities during the period that followed the fire. They were very dissatisfied by the fire management and initial mitigation actions, and fairly satisfied by the ecosystem recovery works that followed. However, they have high expectations for employment in a seven-year long government-funded support program which will allow them to continue living in their communities, and in this context they are willing to make a professional shift to forest operations work. In this context, the role of state authorities is expected to be crucial. The provision of vocational training and financial incentives could be decisive in preventing them from transitioning to alternative production sectors.

Examining the Mediating-Moderating Role of Entrepreneurial Orientation and Digital Competence on Entrepreneurial Intention in Vocational Education

The rapid development of technology and digitalization in today's era has affected many aspects of life, including business and entrepreneurship. On the other hand, vocational education also has an essential role in preparing reliable and qualified human resources in this field. However, the main problem is the absence of entrepreneurial orientation and digital competency support in vocational education. In addition, low social and psychological capital results fromthis problem. This research aims to measure the role of social capital (SC) and psychological capital (PC) on entrepreneurial orientation (EO). Together they influence entrepreneurial intention (EI). In addition, entrepreneurial orientation (EO) was tested for its role as a mediator and tested for the moderating effect of digital competence (DC). This study used a quantitative research method with an ex post facto approach involving 757 vocational education student respondents. Data was collected through an Entrepreneurial Intentions questionnaire with a Likert scale of 1-5 (strongly disagree to agree strongly). SEM analysis tests the direct effect based on the path coefficient and the mediating and moderating effect based on the bootstrap results. The study results reveal that social capital (SC) and psychological capital (PC) and entrepreneurial orientation(EO)are significant in entrepreneurial intentions(EI). Entrepreneurial orientation (EO) is essential in mediating social and psychological capital's influence in determining intentions. Digital competence (DC) can prove its moderating role significantly in its interaction with entrepreneurial orientation(EO)in determining intentions. In addition, social capital (SC) and psychological capital (PC) andentrepreneurial orientation (EO) as the basis for forming entrepreneurial intentions(EI)in vocational education students. The recommendation from the study is that vocational education providers need to increase the use of technology in learning, provide entrepreneurship education and training programs and build networks with local business communities.

THE IMPACT OF THE COVID-19 PANDEMIC ON VOCATIONAL EDUCATION AND TRAINING IN KENYA: A STUDY OF WEST POKOT COUNTY

This paper focuses on the impact of the Covid-19 pandemic on the education system in Kenya with reference to vocational training institutions. The paper analyses how the provision of vocational training was impacted after Covid-19 from the perspective of principals of colleges, tutors, and students. The paper collected qualitative experiences of the above-mentioned stakeholders to understand to which degree vocational education has been affected by Covid-19. This was accomplished through the use of interviews, questionnaires, and document analysis. The study has found that the Covid-19 pandemic completely disrupted learning in six public VTCs as institutions were closed and students and tutors did not meet or interact for more than eight months. It was impossible for a work-based learning model to be used by students after institutions were closed because even the industries and businesses where they were supposed to undertake their practicum and internship programmes downscaled their operations, while others closed down completely. After reopening of VTCs in January 2021, close to 34.8% of their former students did not report back because some of them dropped out, some could not pay fees, some engaged in alcoholism, drugs, and substance abuse, some emigrated to other areas to look for opportunities while some settled down in marriage. It is recommended that guidance and counselling should be continuously provided to tutors and students as a way of addressing the psychological and behavioural challenges brought about by Covid-19, tutors need to be trained on remote learning methodologies (digital skills) and county governments need to invest in setting up infrastructure to support online learning in VTCs. This research provides a realistic picture of the impact of the Covid-19 pandemic on vocational education and training in public institutions in West Pokot County which is considered to be a marginalised and arid and semi-arid region in the North-western part of Kenya.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0027/a.php" alt="Hit counter" /></p>

Sustainability and Education: Restoring Dignity of Communities in the Classrooms and Beyond

The sustainable development goal#4 speaks of “ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all”. In the course of the pandemic, a 2021 survey report (covering 1400 children in classes 2 -8 across 15 states) stated that that only 8 per cent of the children in rural areas and 24 per cent of children in urban areas seemed to studying online regularly in the country, so it is all the more pertinent that we examine what do we mean by equitable education in a pandemic ravaged world? This paper primarily examines the sustainable aspects of the National Education Policy 2020. In doing so, the paper argues that the provision of vocational education (the concept of “bagless days” in schools) can be located within the broader ambit of SDG4 in particular SDG 4.3 that speaks of vocational education. In formulating this, one can attempt to reconcile community centric learning practices and indigenous knowledge with modern day curriculum. In this regard, particular attention is paid to the fishing communities in the state of Kerala. By taking a case study approach, the paper argues that it is only by educating keeping the indigenous knowledge of the communities at the center of the broader educational system – particularly of those communities who have a peaceful co-existence with nature - that we can envisage a right to education that is premised on right to life with dignity. A mixed methods approach is used in the paper combining qualitative methods such as ethnography in the coastal village of Munambam in Kerala and quantitative metrics such as the basic statistical indicators that the UN has set out as metrics to measure progress with respect to SDG 4. Finally, the framework of “doubly engaged ethnography” by Pacheco-Vega and Parizeau [1] is examined, which this paper argues is relevant for social work practitioners and educators who work with vulnerable populations so that we move beyond deficit narratives.

Technical and vocational education provision in Zimbabwe: leveraging institutional support for learners with special educational needs

ABSTRACT The benefits of equal opportunity and inclusivity to access education of choice are very crucial to people in situations of deep scarcity and need. This study sought to analyse and evaluate how the universal policy of inclusive education was applied in technical and vocational education and training to enable learners with special educational needs to navigate their skills-based learning experiences. The study, using an inclusive education outcome framework, further interrogated the institutional support strategies put in place to normalise and ameliorate the plight of affected learners. A qualitative research approach in the interpretivist paradigm was used to capture the perceptions of the affected learners and their immediate associates in two colleges of technical and vocational education in Zimbabwe. The participants generally applauded the national stance to adopt inclusive vocational and technical education, but contended that the application of the policy at institutional level lacked seriousness and needed due improvement. Institutional support was linked to, and dependent on, home, community and national support. The study concludes that the inadequate institutional support for SEN learners requires more inter-personal approaches towards sustainable improvement.

Employers’ expectations of accounting skills from vocational education providers: The expectation gap between employers and ITPs

This study examines whether a gap exists between employers' skills expectations and the skills accounting students acquired during their undergraduate accounting programme at several institutes of technology and polytechnics (ITPs) in New Zealand. Extant studies have examined the technical accounting skills expectation gap at the university level but the case of vocational education providers has not been sufficiently explored. Data were collected using a survey instrument. Descriptive analysis and partial least squares structural equation modeling were undertaken to describe the technical accounting skills expectation gap and the factors associated with the employers' perceived technical accounting skills gap. While employers' expectations and the technical skills acquired by students during their tertiary education in ITPs were mainly aligned, there is variability in the results when the employers' business location and size are taken into consideration. This study provides insights on the consistency between ITPs' undergraduate accounting programmes and the factors that influence employers’ expectations of technical accounting skills from ITPs. The findings are expected to support vocational educational managers in developing technical accounting curricula and prepare accounting students for the opportunities and challenges in the accounting profession.

The Effectiveness of Vocational Training and Access to Finance in Alleviating Poverty among Women in Rural South Africa

Globally, there is a growing belief that through women’s empowerment, the socio-economic well-being of many societies will be transformed. This article sought to investigate the effectiveness of these women’s empowerment programmes in fostering poverty alleviation in rural South Africa, using Diphagane village in Limpopo Province as a point of reference. The study employed the qualitative research approach. To facilitate an in-depth understanding of the specific area of focus, the study was premised on the exploratory research design. The findings indicate that women believe they are central to the family unit and empowering them through vocational education and training indeed alleviates poverty. The consensus is that women empowerment through vocational education and training is a key parameter to ensure women’s competitiveness, and as such improves their chances of building a better life and improving their livelihoods. This in turn leads to an improvement in the quality of life for families and the rural community. The responses obtained suggest that poverty reduction is possible through the financial empowerment of women. It is therefore recommended that the South African government intensifies provision of vocational training and access to finance as part of the broader strategy to alleviate poverty in rural areas.

Explicating the Experience of Beginner Vocational Teachers

The limitations of teachers in vocational schools have been discussed and debated. This situation is contrary to professional teachers and teacher quality. Thus, vocational school administrators have to have standards to become vocational teachers. The experience of novice teachers is constructed to provide several information and input to vocational education providers. Qualitative research with a descriptive analysis approach was carried out. A total of 11 vocational teachers who are beginners in their careers (1-3 years of teaching) were selected to be participants. Open coding and axial coding were used in data analysis. The findings in the study that teachers' experiences are identified in four aspects, namely understanding, activities, problems, and the use of technology in their work. The important finding is that increasing the age of work experience increases social and professional competence and the age of beginner vocational teachers to have better technology closeness.

The Role of Community Cooperative Institutions in Building Rural–Urban Linkages Under Urbanization of Pastoral Regions in China

In contrast to agricultural settings, the process of urbanization in the pastoral regions of China are largely driven by long-term influences of ecological conservation and the provision of social services. Consequently, many of the herders who have migrated into nearby secondary urban centers depend on resources from pastoral regions to support their livelihoods, forming complex patterns of rural–urban linkages. While current literature has discussed the processes of herder out-migration and their implications on rural and urban livelihood development, few studies have examined the linkages between the herders living in the pastoral regions and those who have out-migrated to urban regions and their importance in rural livelihood transformation. Based on past studies, we argue that, in a changing pastoral social–ecological system, herders living in both rural and urban regions depend on each other to support their livelihoods through three types of mobility: (1) livestock mobility, (2) herder mobility, and (3) resource mobility. However, what innovative institutions in rangeland resource management and herder economic cooperation can do to help maintain these three types of mobility to sustain rural livelihood development, becomes a critical challenge. Innovative community cooperative institutions developed by pastoral communities from the Tibetan Plateau and Inner Mongolia may be able to offer new perspective and insight on how to better maintain rural–urban linkages in the processes of urbanization in pastoral regions. In this current study will present the two cases of innovative institutions and the roles they play in facilitating the three types of mobility to address livelihood challenges. While current studies recommend an increase of government subsidies, provision of vocational training, and social insurance that help herders better adapt to urban livelihood, we argue that rangeland management and community economic cooperation in innovative institutions are needed to facilitate the mobility of livestock, resources, and the herder population, and maybe only then the livelihood challenges that migrated herders are facing will be addressed effectively.

Analysis of Perceptions on Accreditation System of Vocational Training Providers and Measures to Improve the Accreditation System

Analysis of Perceptions on Accreditation System of Vocational Training Providers and Measures to Improve the Accreditation System

Does Vocational Training Promote Female Labour Force Participation? An Analysis for India

The objective of the article is to assess the impact of formal and informal vocational training on female labour force participation in India, based on the Periodic Labour Force Survey data for 2017–2018, employing a trivariate probit model. Results show that participation both in formal and informal vocational training has a positive and statistically significant impact on female labour force participation across all specifications of the regression models, thus showing the robustness of the relationship. Most importantly, the provision of vocational training helps break the traditional U-shaped relationship between female labour force participation and educational levels. However, the fact that the percentage of formal vocational training holders is much lower than that of informal vocational training holders and that it varies among males and females, points to the need for special policy attention on the promotion of female participation in formal vocational training on a large scale. JEL Codes: J21, J24, J71

Role of Education and Skill Development Sector in Skill Requirements and Human Resource

The India is famous for its size, diversity and complexity, whether it be geographical, socioeconomic, cultural, political or developmental, all of which impact on every aspect of life, including education, training employment and workforce considerations. In the world level, India has one of the major technical human resources. Population of India’s is enormous at 1.21 billion. It is rapidly increasing at a rate of 17 percent and incorporating speedily into the international economy. India is one of the amongst the ‘young’ nations in the globe. The age group of 15-59 years is a proportionately increasing steadily of the work force. Education is the organised and thoughtful procedure that trains the beginner with knowledge, achievement of skills, ethics and attitudes which empowers them to partake efficiently in entire spheres of lifetime. Inclusive Education and Skill development training is indispensable tool of several plans to enhancing farm and nonfarm output that increases urban and rural incomes. Skill is the bridge between employment and workforce. Skills development is an imperative to enlightening domestic production, employability and income-earning prospects for persons through better-quality skills, knowledge and globally familiar qualifications to facilitate them to access decent employment, to encourage inclusive country development and to make sure India’s competitiveness in the international marketplace. It also is improving sustainable development and standard of livings. Skill development in a great scale takes off, executing organizations like government, institutes – both government and private, vocational training providers, and other such implementers will be tackled with challenges that originate at each sector of the ‘skill development value chain’. In this paper we analysis the demand for trainers and teachers till 2022 thru the crucial parts of the Education and Skill Development Sector in India.

Trends and problems of vocational education development in the context of decentralization reform

The focus on graduates who could operate new technologies and knowledge that will meet the needs of the information society, and optimization of the network of institutions in accordance with the needs of the regional labor market are important priorities in reforming the vocational education system. Under the influence of the decentralization reform, the powers of vocational education management are transferred to the regional level, and the cooperation of educational institutions with local authorities and employers is strengthened. The aim of the article is to identify the main trends and generalize the problems of the development of vocational education under the influence of decentralization reform (on the example of Lviv region). In the study of trends and problems in the development of vocational education in the context of decentralization reform, such general scientific methods as analysis, synthesis, induction, abstraction, generalization, as well as statistical research methods are used. The article analyzes the main trends and problems of vocational education development in Lviv region. The peculiarities of financing and property management of vocational education institutions in the context of decentralization reform are clarified. The most important problems in the development of vocational education include: the inconsistency of the network of institutions with the demographic situation in society; reduction of the prestige of vocational education and low level of financial, logistical, and personnel support of institutions; the discrepancy between the demand for workers and the supply of personnel trained by vocational education institutions; lack of legislative provision of vocational education that would meet modern realities and developed professional standards for assessing the quality of graduate training.

White spaces for innovation in tertiary education: Australian public provider perspectives

ABSTRACT Over the last twenty years, tertiary education in Australia has radically changed. Major growth in the sector and federal government policy and funding changes have resulted in an increase of providers and a diversification of the quality of education available on the market, particularly in vocational education. Although change presents insecurity and ambiguity for education providers, it also presents an opportunity for proactive and adaptable providers to transform and disrupt the sector by designing an innovative value creation strategy to diversify or target their offering. To understand the current landscape, this paper explores the business models of 50 Australian tertiary education providers and groups these into seven business model typologies. Focusing on public vocational education providers, the paper identifies the ability of their current business model to meet skills-based gaps in the future, including their future customers, and states potential ‘white space’ opportunities for innovation.