Vocational Education Sector Research Articles

FACTORS INFLUENCING CULINARY STUDENTS’ LEARNING PERFORMANCE-THE CASE AND EMPIRICAL RESEARCH OF THE HIGHER VOCATIONAL STUDENTS IN ZHEJIANG, CHINA

In recent years, the booming higher vocational education sector in China has compelled vocational colleges to prioritize the academic achievement of higher vocational students. Our research aims to delve into the factors that shape culinary students' learning performance, drawing insights from a case study and empirical analysis of higher vocational students in Zhejiang, China. Prior to administering the questionnaire, we employed item-objective congruence (IOC) and a pilot test of Cronbach's alpha to ensure the content's validity and reliability. We selected 80 culinary students from a Zhejiang-based higher vocational institution using intervention methods for our study. We employed both qualitative and quantitative techniques to evaluate the efficacy of the intervention. Three phases structured the study: pre-IDI intervention design and implementation, IDI intervention, and post-IDI intervention. The findings indicated that self-efficacy, behavioral engagement, cognitive engagement, emotional engagement, and student-instructor interaction significantly impact learning performance. We validated the five proposed hypotheses, thereby achieving the research objectives. The study recommends that educators in higher vocational universities and colleges prioritize these factors and teaching methods to enhance student learning performance, taking heed of the study's outcomes.

CONTEMPORARY MANAGEMENT ORIENTATION IN THE VOCATIONAL TRAINING AND EDUCATION SECTOR IN THE STATE OF MÉDÉA, ALGERIA (OUTSTANDING PERFORMANCE MANAGEMENT MODEL)

The vocational training and education sector in Algeria faces numerous challenges due to its roles in both economic and social spheres. Therefore, this study aims to determine the extent of outstanding performance management practices in vocational training institutions in the state of Médéa, Algeria. The quantitative analytical approach was used on a sample of 21 vocational training institutions, relying on the questionnaire as a data collection tool, which was distributed to 51 (institution directors, sub-directors, and heads of departments). The study reached several results, the most important of which is the application of outstanding performance management in the studied institutions, where it was proven that the dimensions of performance management exist, and the institutions’ application of performance planning and feedback was at a high level. As for the institution’s application of the dimension of improving and developing performance and after measuring and evaluating performance, there was a medium level of application.

Impact of mobile learning technologies for interactive learning and wellbeing of construction management trainees in Pakistan: challenges and opportunities in post-pandemic paradigm

PurposeThis study aims to determine the influence of Mobile learning (M-learning) technologies based on the gender orientation of vocational education construction trade trainees in Pakistan. Additionally, it explores the challenges associated with integrating M-learning technologies in vocational institutions of civil engineering. Further, this study will focus on the solutions to improve the accessibility of M-learning technologies after the pandemic.Design/methodology/approachA quantitative method with a survey research design has been adopted in this study. In contrast, the target population was the trainees of vocational education institutions of civil engineering in Pakistan. Further, the data was collected using an adapted survey tool with a five-point Likert scale. Similarly, the data were analyzed through SPSS 27 software tool by using descriptive and inferential statistics.FindingsThe study's findings highlighted a positive influence of M-learning technologies based on the gender orientation of construction trade trainees from vocational institutions. Similarly, it is also specified that the challenges vocational trainees of the construction trade have faced while utilizing M-learning technologies were related. Hence, it is evident that the potential challenges of M-learning technologies integration and utilization are related to both gender orientations during a postpandemic situation in Pakistan.Practical implicationsIn the Pakistani context, the M-learning technologies approach is recently introduced in the vocational education sector. Therefore, the utilization and integration of M-learning technologies are considered challenging tasks in the context. In this regard, this study helps to understand the acceptance, challenges and impact of M-learning technologies based on gender orientation among vocational institutions trainees of construction trade in Pakistan.Originality/valueThis study not only refers to the impact of M-learning technologies and their challenges but also highlights the current situation of M-learning in Pakistan, particularly construction engineering trainees in vocational education institutes.

Towards a Regionally Responsive Network implementation challenges in New Zealand’s reforms to vocational education

New Zealand has been undertaking major reform of its vocational education sector since 2019. Changes have been extensive, including the establishment of a national delivery body (Te Pūkenga), and the formation of workforce development councils, regional skills leadership groups, centres of vocational excellence, and a coalition of expert Māori advisors (Te Taumata Aronui). While a new government is reconsidering these structures, including stating a commitment to disestablish Te Pūkenga, it is timely to explore the key policy issues facing the vocational education sector. Accordingly, this case study considers how best to balance local and national interests. We suggest changes to ensure that the sector is well structured, governed and funded, and meets the needs of the communities it serves.

Design and Development of Small Modular Courses for “Education-Training Integration” in Vocational Colleges: A Case Study

Vocational education plays a vital role in the development of skilled technical professionals and the advancement of the economy. However, the emphasis on campus education often neglects the importance of external training, hindering the overall development of vocational education. This study aims to address this issue by exploring the design and development of small modular courses that integrate training and education in vocational colleges, focusing on the mechanics course as a case study. The research methods employed in this study include an in-depth analysis of enterprise training needs, the development of digital teaching resources utilizing the finite element method (FEM), and the implementation of a small modular course integrating education and training. The data analysis reveals positive outcomes in terms of learners’ comprehension and engagement with complex mechanics formulas through the use of stress nephograms and other digital resources. This research provides a new perspective on curriculum design and offers insights into the integration of training and education in vocational colleges. The findings underscore the significance of incorporating innovative teaching methodologies and digital resources in enhancing the quality and relevance of vocational education, ultimately contributing to the cultivation of skilled professionals and the growth of the vocational education sector.

Perspectives of teacher educators on the challenges of training technical and vocational education teachers in Ethiopia

Shortage of qualified teachers is a critical problem in the Technical and Vocational Education and Training (TVET) sector. This study investigates the barriers that hinder the preparation of competent TVET teachers in Ethiopia. A qualitative case study involving 20 purposively selected teacher educators was used. The study revealed numerous challenges including weak student admission criteria, a lack of teacher competency standards, irrelevant curriculum, theory-focused training, limited resources, ineffective quality assurance system, leadership issues, and gaps in teacher educators' practical and pedagogical skills, industry experience, interest, and motivation. The study concluded that TVET teacher training is beset by various limitations and urgently requires reform. In this regard, it is critical to attract high-quality and motivated candidates, establish competency standards, adapt the curriculum to meet the specific needs of TVET teachers, involve industries in the training process, and enhance the competencies of teacher educators through industry placements.

Employment Outcomes for Australian Tourism and Hospitality VET Graduates During the COVID-19 Pandemic

ABSTRACT The COVID-19 pandemic disrupted employment, education, and the vocational education and training (VET) sector across the worldwide economy. This study examines the impact of the pandemic on VET enrollment figures and employment outcomes for graduates in the travel and tourism industry in Australia using data from the Student Outcome Surveys conducted from 2018 to 2021. We seek to determine if the pandemic had a negative impact on enrollment and post-VET employment outcomes in the tourism and hospitality sector. The findings suggest that employment outcomes after training, tourism and hospitality graduates experienced a transitory decline in job prospects particularly during 2020 but recovered substantially during 2021. In the case of hospitality graduates, the probability of employment in 2021 exceeded pre-pandemic levels. We conclude that the effects of the COVID-19 pandemic on VET enrollments and employment outcomes in the tourism and hospitality sector have been less devastating than public perception would suggest.

An Analysis of the Recognition of Prior Learning System in Vocational Education and Training Sector

The aim of this study is to examine the current state of the Validation of Formal, Non-Formal and Informal Learning (VFNIL) system in the Republic of Kosovo and critically assess institutional policies for the establishment of an effective VFNIL system at the national level. In achieving the research objective, structured interviews with key representatives of central and local Vocational Education and Training (VET) institutions are conducted and key policy documents are analyzed. The study discovers that the Validation of Formal, Non-Formal and Informal Learning (VFNIL) system is in progress of development in the VET sector only and is at its infancy stage. Building on the best practices of more developed countries, relevant legal provisions and operational tools for the provision of VNFIL services have been developed and six institutions have been accredited, but the services have not yet been delivered to candidates. The complexity of the accreditation system, rigid and bureaucratic administrative requirements and financial implications associated with the accreditation process of institutions and with the enrolment process of candidates have been identified as the main obstacles for the operational arrangements of an effective VNFIL system. The study contributes to the advancement of the understanding and the significance of validation of skills through the VNFIL services and advocates for the need to establish a robust and sustainable VNFIL system in line with European practices. 
 
 Received: 13 July 2023 / Accepted: 20 October 2023 / Published: 5 January 2024

Vocational education and training in South Africa: leaders' perceptions of a mentoring framework in a professional development programme

PurposeThe South African vocational education and training (VET) sector is required by legislation to redefine postsecondary education, advance industrialisation and expand the job market to address unemployment in the country. Yet, VET leaders' heterogenous educational and occupational backgrounds do not enable them to address the needs of the VET sector. Continuous professional development of leaders in the education sector needs to include support structures such as mentoring.Design/methodology/approachThe present study sought to investigate how VET managers in South Africa perceive three different types of mentoring – individual, peer group and expert-based key performance area (KPA) mentoring – during a part-time professional leadership development programme. Using interactive qualitative analysis (IQA), the authors collected and analysed data from focus group discussions (n = 24) and individual interviews (n = 21) from two cohorts of the programme.FindingsThe results revealed that individual mentoring represented the most important driving mechanism, followed by peer group mentoring and expert-based KPA mentoring. Participants identified leadership as a prerequisite for their development. Emotions formed the final outcome of the mentoring framework.Research limitations/implicationsBased on the findings, the authors suggest investigating the role played by leaders' interpersonal competences such as emotional competence in the workplace. Additionally, research needs to clarify if and how mentoring can support leaders to develop interpersonal competences in formal and informal settings.Originality/valueThe study offers empirical evidence on a three-pillar mentoring framework adopted in a professional development programme for leaders in VET in South Africa. It highlights the importance of individual, social and emotional factors.

Optimizing Vocational Education Design with Big Data and Educational Technology

Amidst the rapid advancements in big data and internet technologies, profound transformations have been witnessed in modern societal and economic structures. Vocational education, a pivotal component within the educational domain, faces challenges in course design and optimization. While the majority of existing research focuses on utilizing educational technology to optimize courses, most methodologies still rely on traditional data analysis and mining techniques, with little exploration of deep learning and big data technologies. This research proposes a novel strategy for course design and optimization. Initially, the course theme optimization is addressed through a short text clustering algorithm that utilizes a linear fusion of the biterm topic model (BTM) and global vectors for word representation (GloVe) similarity. Subsequently, course content is planned using a deep interest network (DIN) recommendation algorithm in conjunction with the gated recurrent unit (GRU) time series model. This study provides the vocational education sector with a new perspective on course design and optimization, which has important theoretical and practical implications.

The Role of the Use of IoT (Internet of Things) Microcontrollers in the Electronics vocational education sector in Practicum Learning

The Internet of Things (IoT) has emerged as a transformative force in various industries, and its application in the field of electronics education has the potential to revolutionize practical learning experiences. This research explores the important role of IoT microcontrollers in the vocational education sector, particularly in electronics, to enhance hands-on learning during practical sessions. This research investigates the integration of IoT microcontrollers into the curriculum of electronics vocational education programs, aiming to assess their impact on student engagement, skill development, and overall learning outcomes. Through a combination of qualitative and quantitative research methods, this study evaluates the effectiveness of incorporating IoT microcontrollers in practical exercises, comparing traditional methods with IoT-enhanced approaches. The findings of this study contribute valuable insights in the optimization of practical learning experiences in electronics vocational education.

Barriers to Accessing Vocational Training for Rural Youth in Phu Giao District, Binh Duong Province, Vietnam

This article explores the multifaceted barriers that hinder rural youth in Phu Giao District, Binh Duong Province, Vietnam, from accessing vocational training opportunities. Vocational training plays a pivotal role in equipping young individuals with the necessary skills and knowledge to secure employment, contribute to economic development, and improve their quality of life. However, in rural areas like Phu Giao District, several challenges impede the effective access to and utilization of vocational training programs. Understanding these barriers is crucial for policymakers, educators, and stakeholders in the vocational training sector to develop targeted interventions and strategies that can address the unique challenges faced by rural youth.

An Exploratory Study on Career Challenges of  Spa Therapists in Sri Lanka

Spa in Sri Lanka provides a rejuvenating experience for anyone looking to unwind from the stresses of everyday life or find relief from the pain of a severe illness. Professional spa therapists play a significant role in the Sri Lankan spa industry. They should work in various settings, specialising in knowledge concerning specific client populations, and learn multiple massage and spa bodywork systems that approach the body and healing from new perspectives; therefore, many professional therapists face various challenges. This exploratory study aimed to explore career challenges faced by spa therapists in Sri Lanka. According to the survey, We were able to locate eight spa therapists working in an SLDTA-registered spa in Colombo, the capital of Sri Lanka. Purposive and snowball sampling methods were used together to find information-rich cases. The thematic analysis has been used to analyse the data. According to the findings, different types of inherent and extrinsic challenges exist. These challenges include social, guest-related, health-related, workplace-place-related, economic, and regulatory-related. In addition, we were able to capture the response of Spa therapists to those challenges. The implications of this research would help understand the typical career challenges of Spa therapists and help the vocational training sector and industry regulators to develop measures to advance career development and establish the reputation of the occupation of the Spa therapist in Sri Lanka.

A critique of andragogy in the South African TVET context

Andragogy, the ‘art and science of helping adults learn’ (Knowles, 1980:43), had some purchase in the South African technical and vocational education and training (TVET) sector, where writers and lecturers have been attracted to the idea that adult education has its own theoretical and epistemological principles. Recently, a notable number of writings in African countries, including South Africa, have advocated the adoption of andragogic methods to overcome the inadequate provision of workplace (procedural) learning in relation to formal (propositional) learning in TVET institutions. However, this article argues that andragogy is culturally biased because it is based on white, male, middle-class norms of the 1960s. Its assumptions about adult learning tend to marginalise others on the basis of race, gender, and cultural difference. This tendency is given a peculiar form in South Africa owing to the historical relationship between andragogy and fundamental pedagogics in the academic theorisation of apartheid ideology. On the strength of these historical, political, and cultural levels of criticism, it is suggested that andragogy has little veracity or credibility for TVET.

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.

한·독 간 직업교육 교류에 관한 고찰

A study on exchanges through vocational education between Korea and Germany: Historical Background and Present Meaning Yu, Jinyoung(KRIVET, Research Fellow)/Kim, Kihong(KRIVC, Counsultant) This study aims to examine the exchange and its meaning centered on the recent vocational high school between Korea and Germany. Exchange relations between Korea and Germany began in the 1960s during the Cold War, and are based on development aid, especially for economic cooperation and technical cooperation. Continuous and diverse cooperative relationships are taking place in the middle-level vocational education sector between Korea and Germany, and against this background, it is important to consider the recent social and economic backgrounds of the two countries. On the German side, the recent revision of the immigration law aims to solve the problem of the shortage of professionals or skilled workers in the country, and on the Korean side, young people have their respective interests to enter the better qualifications and labor market. Germany is trying to solve the problem of the shortage of professionals or skilled workers in its country through the recent revision of the immigration law, and on the Korean side, young people have their respective interests to enter the better qualifications and labor market. In response to these interests, exchanges in the field of vocational education are actively taking place in the public sector, the private sector, schools, and municipal and provincial offices of education. By examining recent vocational education exchanges through literature research and related interviews, we tried to discuss the implications and prospects of educational exchanges between Korea and Germany.

How do teachers learn to teach international students? Teachers’ informal professional learning in international vocational education

ABSTRACT The majority of the literature in the field of international education focuses on the experiences of international students, while much less is known about how teachers learn to teach this cohort. Research on teachers’ informal professional learning and critical moments of growth in their endeavour to enhance the learning experiences of international students in the vocational education and training sector is even scarcer. This article responds to the dearth of existing literature. related to teachers’ professional learning in international vocational education It is based on a study that includes semi-structured interviews with 102 staff in Australian vocational education and training. The article uses positioning theory as a conceptual frame to analyse teachers’ narratives of informal professional learning relation to teaching international students. The findings show that teachers position international students as valuable resources contributing to their informal professional development. The study indicates that it is crucial for teachers’ on-the-job learning experiences to be factored into the broader policy frameworks concerning teacher professional development. The article provides the evidence base to inform the development of situated and targeted professional learning for teachers teaching international students.

CREATING INCLUSIVE TVET INSTITUTIONS FOR HEARING IMPAIRED STUDENTS: INSIGHTS AND RECOMMENDATIONS

This study aimed to examine the perspectives of eleven participants, including teachers, parents, curriculum developers, and academic administrators in the Technical and Vocational Education and Training (TVET) sector, engaged in inclusive education and creating inclusive education strategies. More specifically, this study explored their perspectives on implementing inclusive education for students with hearing impairment (HI) in TVET institutions in Pakistan. Qualitative research using a focus group method was conducted to gather data. Focus group discussions revealed the need for counselling, awareness, attitude changes, instructional methods, and infrastructure to facilitate inclusive education. Creating inclusive learning environments required collaboration, personalised support, and accessible environments. It also stressed the difficulties and potential of inclusive education and urged for further study and implementation of solutions to improve student learning and well-being. Inclusive educational settings can help all students succeed. Infrastructure was examined in vocational institutions’ special needs support. Wheelchair accessibility and a safe learning environment were emphasised. They stressed the impact of the institutions’ environments on student attitudes, academic achievement, and social development. Inclusion was also discussed, emphasising the need for a community-oriented vocational skills approach customised to these individuals’ educational requirements. Keywords: Inclusive education, Hearing Impaired Students, TVET, Perceptions.

Understanding the Demand for Industrial skills through the National Certificate (Vocational) Building and Civil Engineering Programme

The Ministry of Higher Education and Training has significantly transformed the technical and vocational education and training sector to respond to socio-economic ills such as poverty, unemployment and inequalities. With the mission of the White Paper for Post-School Education and Training, TVET programmes are prioritised as a significance in responding to societal challenges by offering skills that are aligned to industry to enable youth and young adults to successfully enter the industry for their sustainable livelihoods. This study provides a critical analysis on alignment of the National Certificate (Vocational): Building and Civil Engineering programme) offered by TVET Colleges. This article is based on a case study of two vocational training institutions in Mpumalanga Province, South Africa. A qualitative research approach was followed. The article used interviews and observations as data collection tools. The population for the study consisted of ten TVET teachers. The data were analysed by transcribing the data, coding, and thematic discussion using thematic analysis. The study's findings show that the NCV: Building and Civil Engineering programme is not aligned with the industry, as the workshop’s practical training is given inadequate time. The NCV: Building and Civil Engineering programme contains too many theoretical sections. The theoretical part is mainly offered to the students rather than hands-on practical training. The study concludes that the TVET sector faces challenges to meet the demand for industrial skills. This study recommends that the NCV program be evaluated urgently to address this issue and to ensure that it remains aligned with industry.

TVET teacher mentoring in Kenya: valued but poorly implemented

PurposeIn line with the expansion of Kenya's vocational education sector, the Government of Kenya has recruited additional technical, vocational education and training (TVET) teachers. It is expected that existing TVET teachers will mentor the new teachers. However, teacher mentorship practices in Kenya's TVET sector are under researched, and it remains unclear what mentorship practices exist and how effective the practices are. This study therefore sought to investigate TVET teacher mentoring practices in Kenya and identify opportunities for ensuring effective and sustainable TVET teacher mentoring.Design/methodology/approachThe study adopted a concurrent mixed-methods approach, involving a questionnaire survey (170 participants) and semi-structured interviews (16 participants). Participants were drawn from six TVET institutes in Kenya's Nairobi Metropolitan Area. Thematic analysis of interview data was combined with descriptive and inferential analysis of the survey data to arrive at a combined set of findings.FindingsThe analysis of the data revealed that while TVET teachers value mentoring, mentoring practices are limited to basic introductions and incidental supportive dialogue between teachers. Moreover, guidelines to structure and guide mentoring are yet to be developed. New teachers are therefore not adequately mentored. It is recommended that administrators and teachers receive training on the use of effective mentoring practices and a policy framework to guide teacher mentorship be developed.Originality/valueThe study contributes to the understanding of TVET teacher mentoring in Kenya and identifies much needed interventions for ensuring effective mentoring of new TVET teachers.