Vocational Education Research Articles

Does vocational education pay off in China? Evidence from city-level education supply shocks

China hosts the world’s largest secondary education sector: more than 14 million adolescents enrol in secondary academic and vocational schools every year. Despite the large literature on returns to education, little evidence exists as to how these two streams compare in the country. Using 2013 China Household Income Project data, we estimate the returns to secondary vocational education both at the mean and along the conditional wage distribution. We use instrumental variables based on the considerable variation in education provision across cities and years (and a 1995 policy reform). We find that vocational education generates a large wage premium (up to 54%), especially for those of lower earnings potential. Our findings indicate that vocational education can be a good option for those who do not wish to enter tertiary education, especially the less well-off.

The long-term effects of job training on labor market and skills outcomes in Chile

Job training programs can be an effective policy for improving productivity and labor market outcomes in low- and middle-income countries. We report medium- and long-term impacts of a job training program for vulnerable workers in Chile on labor market and skill outcomes using experimental and administrative data. We estimate intention-to-treat effects, accounting for potential non-compliance by training providers in the assignment process, as well as local average treatment effects due to noncompliance with the assigned treatment status. Overall, the program shows limited effectiveness. While we find some positive impacts on labor income, the program fails to improve most labor outcomes. A detailed investigation of heterogenous effects by course-type, training provider and course quality, and gender reveals that the positive income effects are more likely to be realized for males and participants in courses that were offered by high-quality providers. Evidence on mechanisms indicates that the program's limited impact on labor outcomes could, at least partly, be due to its limited effect on workers’ skills.

Research on Strategies for Enhancing the Ideological and Political Education Ability of College Counselors under the New Situation: A Case Study of Wenzhou Polytechnic

With the rapid development of higher vocational education, higher vocational colleges play a more and more important role in training high-quality technical talents and serving regional economic development. In this context, as the backbone of ideological and political education of students in higher vocational colleges, counselors bear the heavy responsibility of guiding students to shape a correct world outlook, outlook on life and values. The construction of their team is not only related to the depth and breadth of students' ideological and political education, but also a direct determinant of the effectiveness of ideological and political education. Under the new historical conditions, it has become an urgent task to strengthen the ideological and political education ability of counselors in higher vocational colleges. This paper is committed to analyzing the current situation of ideological and political education of counselors in higher vocational colleges under the new situation, and deeply discussing how to improve the ideological and political education quality of counselors in multiple dimensions.

Strategic Thinking on the Internationalization of Vocational Education in the New Era: Shanghai Aurora Vocational College International Cooperation Practice Exploration

Vigorously implementing the strategy of education internationalization is the need of the high-quality development of vocational colleges. It is necessary to further strengthen top-level planning and design, establish a school-wide international school-running mechanism, establish a personnel network from school-level to functional departments to secondary colleges, determine contacts, constantly deepen secondary management, strengthen the main role of secondary colleges in the internationalization of education. Through the practice and exploration of international education of Shanghai Zhendan Vocational College, this paper expounds the key promotion goals, clarifies the specific methods, and forms a further deepening strategic thinking.

Can Contextual Teaching and Learning (CTL) Revolutionize Cadets’ Speaking Skills in Maritime English?

Effective English communication is vital in the global maritime industry. Maritime English, a branch of English for Specific Purposes (ESP), addresses the needs of maritime professionals. Contextual Teaching and Learning (CTL) uses real-life scenarios, making it ideal for vocational training. This means practicing real shipboard situations for maritime cadets, leading to effective learning. This study investigates the effectiveness of Contextual Teaching and Learning (CTL) on cadets’ speaking skills when learning English for Specific Purposes (ESP) instructional materials. The study applied a quasi-experimental method with a nonequivalent group design, involving 48 cadets from the deck study program at the Merchant Marine Polytechnic of Makassar, Indonesia. The results indicate a significant improvement in the pretest-posttest scores, analyzed using a statistical test with the prerequisite data being normally distributed. The hypothesis test results, with a significance value of 0.000, confirm that there were differences in the speaking skills of the cadets at the Merchant Marine Polytechnic of Makassar after applying the CTL model in English for Specific Purposes (ESP) instructional materials. The findings highlight that the CTL model positively impacts and optimally influences the teaching and learning process in speaking skills when cadets learn ESP materials. This approach increases cadets' confidence and encourages them to be active learners based on their real experiences.

Understanding the influence of business innovation context on intentions of enrolment in master education of STEM students: a multi-level choice model

This article studies educational decisions, focusing on intentions of enrolment in master’s education of STEM bachelor students. Integrating human capital theory with concepts of cultural and social capital, we propose a two-level model for the choice of pursuing master’s degrees. First level (individual) includes factors covering individual habitus and organisational habitus (higher education institutions of bachelor students), while the second level (local) reflects the local business innovation environment. The proposed model was empirically tested on data collected from a sample of STEM and non-STEM bachelor students enroled in 10 public universities located in Romania. The results show that STEM students display a higher propensity to enrol in master's education, and the gap between STEM and non-STEM majors varies across regions. We find that educational decisions related to master’s degrees are shaped by local circumstances reflecting the business innovation intensity as more innovative business contexts are less conducive for enrolment of students in master programmes. In addition, the findings of the study show that local circumstances are not independent of the field of study when shaping students’ educational choices, highlighting the complex way in which individual and local levels factors interplay and shape educational decisions. STEM students’ propensity to enrol in master’s degrees is more influenced by the innovative business environment than other students. This study has implications for higher education policy and practice aiming to support longer educational careers in STEM.

Individual, Family, and Community Transformations through Opportuni-ties Facilitated by Technical Vocational Education and Training (TVET)

Individual, Family, and Community Transformations through Opportuni-ties Facilitated by Technical Vocational Education and Training (TVET)

ICT Enabled Education: An Analysis in View of the National Education Policy, 2020, India.

In the 21st century, the demand for the use of ICT in education has increased rapidly as it has improved the way to be effective. The Indian Cabinet approved the new National Education Act and the sustainable development goals of the 21st century on July 29, 2020, after 34 years. The policy recognizes the need for and importance of information and communication technology across education to support research and innovation and to improve multilingual teaching, assessment, educational planning and management. The policy focuses on the creation of digital libraries, the creation of a virtual learning center with lending in financial institutions, and the creation of the National Technical Education Forum (NETF) to ensure effective use of technology and transparency of school management. This article discusses various aspects of NEP 2020, namely, use of ICT in Education with special focus on Higher Education.

Cyber Safety Consciousness Among the Students Pursuing Higher Education: A Study of Selected Colleges and Universities in Bengaluru—the Capital City of Karnataka

The innovations in information and communication technology have made it convenient for the government to deliver services to the people in a time-bound manner, besides causing inconvenience to many, including the government, due to their ill-effects. The countries of the world are plagued with cyber threats that are proving to be detrimental to carrying out administration and discouraging the common man from going digital. India is not an exception. This article focuses on the cyber-safety consciousness of students pursuing higher education. It highlights the initiatives introduced by the government and the role of University Grants Commission (UGC) and the All India Council of Technical Education (AICTE) in confronting cyber threats among students. To comprehend the cyber safety awareness among the students, a questionnaire was circulated among the selected colleges and universities in Bengaluru—the capital city of Karnataka. This article suggests measures to make the virtual environment safe and secure for students.

Embarking on a Teaching Career: Experience of Beginner Teachers in Laamu Atoll, Maldives

Embarking on a teaching career involves significant adjustments as beginner teachers undergo a transition period marked by a shift from guided practice and mentorship to independent teaching responsibilities. Beginner teachers face a lot of challenges during this transition period. This study utilised a cross-sectional quantitative survey methodology to investigate the experiences of novice teachers within schools across Laamu Atoll, Maldives. A total of 56 beginner teachers from Laamu Atoll participated in this research. Data was collected through an online questionnaire comprising both open and closed-ended questions. The findings of this study indicate that first-year teachers commonly encounter stress, lack adequate support, and develop feelings of unpreparedness in addressing both behavioural and academic challenges among their students. This study suggests the implementation of mentoring programs as pairing new educators with experienced counterparts significantly aids novice teachers in navigating and addressing their apprehensions during their inaugural year in the classroom.

Psychological well-being and autonomy are guaranteed: an analysis of the significance of cognitive emotion regulation and reflective teaching in the careers of university EFL teachers

PurposePsychological well-being is a central aspect of mental health, and it can be defined as the presence of enjoyment and fulfillment, as well as resilience. Different factors are critical in the tone and melody of language teachers’ psychological well-being. Cognitive emotion regulation (CER) pertains to the intentional cognitive strategies employed by educators in order to regulate and confront emotionally taxing content.Design/methodology/approachA quasi-experimental strategy was used in the present experimental analysis. A total of 87 EFL students were split into two groups: one to participate in the experiment and another to serve as a control. The control group of students got regular teaching without any changes or additions to their books.FindingsPath analysis results demonstrated that cognitive emotion regulation and reflective teaching were able to accurately forecast the teachers' psychological well-being at the institution.Practical implicationsThe study's results suggest that it is essential for teachers, including language instructors, to undergo training in cognitive emotion regulation and reflective teaching in order to ensure their psychological well-being.Originality/valueTo achieve an optimal level of CER, educators must be equipped with a repertoire of effective strategies to promote the necessary equilibrium. Reflective teaching encompasses the critical analysis of an educator's fundamental convictions about pedagogy and the acquisition of knowledge, as well as the evaluation of their teaching process. To date, no study reflects on the possible connections between these variables in a single study. In light of this, the focus of this study was to discover how reflective teaching and cognitive emotion regulation affect the psychological health of English as a foreign language (EFL) university professors.

NEET youth in central and eastern European countries: a panel model approach

ABSTRACT The purpose of the present study was to examine macro-determinants of the Not Engaged in Employment, Education, or Training Young People (NEET) in Central and Eastern European Countries. Data from 16 countries were collected from Eurostat –, UNESCO – and Word Bank Database 2013–2021 by using the panel data analysis method. Early school leaving rate, vocational education and training enrollment rate, unemployment rate, labour market regulation, gross domestic product, education expenditure and human development index were used for explaining the NEET in selected area. The relationship between variables was analyzed using the Panel Data Methods via Fixed-Effects Model. Therefore, according to the findings of Driscoll and Kraay Estimator – One-Way Fixed Effects Model, gross domestic product, labour market regulation, early school leaving rate, vocational education, and training enrollment rate variables have a high and statistically significant effect on NEET as the dependent variable, while unemployment rate and human development index have a marginal but significant effect on NEET. The findings of the present study showed associations between socio-economic and institutional conditions (labour market regulation) and the NEET rate at the country level and may indicate appropriate policy measures to promote a decrease in the NEET rate.

Analysing leadership, motivation, and training effects on employee performance: A case study of The KRU

Employee performance in the hospitality industry is significantly influenced by leadership style, motivation, and job training. The KRU, as a luxury destination in Bali, needs to understand these factors to enhance employee performance and guest services. This study aims to analyse the impact of leadership style, motivation, and job training on employee performance at The KRU. This research employs a quantitative method with a survey approach. Data was collected through questionnaires distributed to the resort's employees. Data analysis utilized descriptive statistics and regression analysis to assess the relationships between variables. The analysis results indicate that supportive leadership styles and high motivation significantly affect employee performance improvement. Additionally, effective job training contributes to enhanced skills and productivity among employees. Leadership style, motivation, and job training have a significant positive impact on employee performance. Recommendations are provided to enhance leadership approaches and training programs to maximize employee performance.

Challenges for Technical and Vocational Education in Achieving Gender Equality in Nigerian Polytechnic

Challenges for Technical and Vocational Education in Achieving Gender Equality in Nigerian Polytechnic

Factors Affecting The Adoption Of Mobile Learning In Vocational High Schools And High Schools Using Extended UTAUT

M-Learning is a learning process that uses technology or mobile devices such as smartphones, tablets or wearable devices to support the learning process. This is still being done because there are many different theoretical models proposed. However, there is no model that can be generally accepted as an established theoretical model in the application of M-learning in vocational and high school education environments in Sidoarjo. This research is expected to make a significant contribution to the development of a better theoretical understanding of the determining factors that influence M-learning adoption using the Unified Theory of Acceptance and Use of The Technology (UTAUT). To collect data, researchers distributed questionnaires to respondents using Google Form. The data used were 444 M-learning users. Theoretical model research was carried out using Structural Equation Modeling (SEM) analysis, then SPSS and Amos as analysis support. There are seven factors that determine the results of acceptance of M-Learning adoption in this research, namely Facilitating Condition, Performance Expectancy, Effort Expectancy, Perceived Convenience, Social Influence, School Management Support. The six factors that show a positive and significant relationship are Facilitating Condition, Performance Expectancy, Effort Expectancy, Perceived Convenience, Social Influence, School Management Support. Perceived Convenience has the first strongest positive and significant value, and Performance Expectancy has the second strongest value. Each factor has a moderate influence on Intention to Use. This factor is the most influential in implementing M-Learning in vocational and high schools in the Sidoarjo area.

Real-world occupational therapy interventions for early-stage dementia: Characteristics and contextual barriers.

There is an absence of evidence generated in a UK context to support interventions based on occupational therapists' core skills for people living with early-stage dementia. To inform the development of a programme theory and a future evaluation, this paper aimed to describe real-world (routine) community-based occupational therapy interventions for this population and contextual barriers. Occupational therapy practitioners (n = 21) from five Health Boards in Wales, UK participated in semi-structured interviews (n = 17) which were audio recorded, transcribed, and analysed thematically. The availability of, and access to, real-world community-based interventions was variable, and associated with multilevel contextual barriers (resources, understanding of dementia specialist occupational therapy, professional influence, and evidence base). Where available and accessible, contents comprised a pre-intervention component (relational work, assessment, and goal setting) and intervention component (personalised problem-solving and coping strategies, emotional support, and advice and signposting), to meet needs associated with everyday activities and poor wellbeing. Variation in mode, duration, contents, and who received interventions, was associated with contextual barriers. Findings indicate that the development of an intervention programme theory and future evaluation design, will need to account for the impact context may have on the variability of real-world intervention characteristics, and how this in turn may influence outcomes.

Trajectories of adolescents’ depressive symptoms surrounding the transition to vocational education

AbstractAlthough studies examined depressive symptoms across adolescence, the impact of school transitions is often neglected. This study examined trajectories of depressive symptoms surrounding the transition to vocational education. Additionally, it examined gender differences and co‐occurring trajectories of parental emotional support and adolescents’ self‐esteem. The sample comprised 840 adolescents and their parents (53% boys, 92% German, ageat_T1 = 16–19, average participation rate = 3.44). Adolescents reported trait items for depressive symptoms from the State‐Trait‐Depression Scale. Heterogeneous linear mixed models revealed four trajectories, with the majority exhibiting relatively stable low levels of depressive symptoms in two distinct trajectories. However, 10% experienced temporary increases, while another 10% experienced temporary decreases following the transition. Initial high levels of parental emotional support seemed to co‐occur with temporary decreases in depressive symptoms, whereas self‐esteem co‐occurred with low levels of depressive symptoms. Although school transitions may provide new opportunities and may induce stress, the transition to vocational education had little to no relation to self‐reported trait items of depressive symptoms in the present study. For those affected, self‐esteem and social support seem vital resources.

The Insights and Influence of the Sydney Accord on the Teaching Reform of Vocational Education in China: A Case Study of Professional Curriculum Achievement Evaluation

Scientific curriculum evaluation methods are critical for achieving talent training objectives. The Sydney Accord, one of the three major engineering education certification agreements, focuses on the training of “engineering technologists.” Its logical system and three core principles align well with the connotation development of professional construction in China’s higher vocational colleges, offering significant insights for promoting reform and development in engineering education in Chinese colleges and universities. By incorporating the core principles, elements, and graduate quality defined in the Sydney Accord and focusing on the evaluation of curriculum achievement against “graduation requirements,” the quality of vocational education can be enhanced, making it an important direction for future teaching reforms in vocational education.

Peran dan Strategi UMKM dalam Mengurangi Tingkat Pengangguran di Indonesia

This study aims to determine the role and strategy of MSMEs in reducing poverty rates in Indonesia. This research approach collects data through literature studies, which involve reading literature from various sources including books, journals and reports using qualitative and deductive approaches. The findings in this study are that MSMEs play an important role in reducing poverty rates in Indonesia. There are several roles of MSMEs in reducing poverty rates, namely poverty reduction and poverty, economic empowerment, local economic growth, increasing income and consumption. In addition, there are several strategies in reducing poverty rates, namely building coworking spaces, collaborating with the Job Training Center (BLK) to provide free job training, providing job vacancy information through social media or job vacancy applications, conducting synergy collaborations with companies, and encouraging productive age people to enter the creative economy world such as social media.

Research on Blended Teaching Mode of Higher Vocational Computer Education under the Background of Information Technology

Research on Blended Teaching Mode of Higher Vocational Computer Education under the Background of Information Technology