Vocational Institutions Research Articles

An International Competency Framework for High-Quality Workforce Development in Integrated Care (IC): A Modified Delphi Study Among Global Participants.

There have been increasing calls in the literature recommending training in integrated care (IC) for health and social care professionals. Although studies have focused on different stakeholders' perceptions of education and training, there is no consistent definition of the key competencies or approach to implementing these competencies among health and social care providers. This study used a modified Delphi consensus-building method with global panellists with experience in delivering and designing training in IC to ascertain which competencies are important in an international framework guiding workforce development in IC. A four-step methodological process was used. First, a scoping review identified a potential list of competencies and features of education and training in IC. Second, predefined criteria were used to identify global panellists with IC education experience. Third, two anonymous iterative Delphi rounds were conducted to (1) reach a consensus on the level of importance of the competencies and key themes to be included and (2) identify existing models of training in IC. This was followed by the analysis of the Delphi study and presentation of the results. A list of eight domains and 40 competencies was generated. Twenty-one panellists reviewed the competencies in the first and second round. The highest importance rankings were allocated to person-centred care, interprofessional teamwork and care coordination. The lower-ranking domains focused on professional workforce attributes. The study provides a global consensus on the competencies required for workforce training and development in IC and offers recommendations on how these competencies can be implemented in higher education and vocational institutions and workplace settings. The results will be useful for developing policy and curriculum by health and education providers and accreditation bodies.

Building Capacity for Sustainability Education: An Analysis of Vocational Teachers’ Knowledge, Readiness, and Self-Efficacy

In contributing towards the discourse on developing teachers’ capabilities for Education for Sustainable Development (ESD), this study examines the relationships between sustainability knowledge, readiness, and self-efficacy for teaching sustainability concepts among vocational teachers in Malaysian colleges. Grounded in Bandura’s self-efficacy theory, the research assesses the combined effect of teachers’ sustainability knowledge and readiness on their ability to teach sustainability effectively. Using a cross-sectional survey design, a sample of three hundred and seventy-five (375) vocational college teachers and structural equation modeling (SEM), the results indicate no significant link between teachers’ sustainability knowledge and their readiness for ESD. However, a positive relationship between teachers’ readiness and their self-efficacy was found. The study shows that while sustainability knowledge does not directly enhance readiness for ESD, it is a strong predictor of self-efficacy in teaching sustainability. Moreover, readiness has a greater effect on self-efficacy than sustainability knowledge alone, highlighting the importance of conceptual understanding in building teachers’ confidence and competence in sustainability education. Despite focusing specifically on Malaysia and using self-reported data, which to some extent limits the study’s findings, the outcomes offer practical insights for educational policymakers, vocational institutions, and educators. They underscore the need for a comprehensive educational approach beyond just knowledge transfer. This research contributes to the sustainability education discourse and suggests areas for future studies, including exploring contextual differences and adopting longitudinal study designs to better understand the dynamics between sustainability knowledge, readiness, and teaching self-efficacy in vocational education.

Energy Efficiency through Solar Panelled Mobile Workshop for Vocational Education Teaching Factory

Energy efficiency needs to be fundamental norm in education. Vocational education which focuses on tangible outputs of knowledge and science should be taking part in creating sustainable and responsible outcomes. This paper presented a model of adapting the energy efficiency foundation into application of technology and knowledge. As vocational education becomes a widely sought-after alternative for hands-on and output-based education, application of such model is at most importance. A strong and impactful vocational institution requires good and independent teaching factory (TEFA). A TEFA becomes a backbone for practicum and production at the same time. A good TEFA is expensive to create and maintain. Therefore, many vocational schools become ineffective and new and more This paper presented a new model for vocational school teaching factory program (TEFA) based on smart energy management. The model was introduced by SMK Negeri 1 Pringgabaya, a vocational school in East Lombok, Indonesia. A TEFA active learning process and entrepreneurial application by designing solar energy carts an as annex to the mobile workshop. In this present study, the model used an integrated experimental approach between output-based education and a smart energy management. Such model also displayed more equitable vocational outcomes through entrepreneurial aspects of commercialization. The results showed a model of mobile workshop aimed at providing services to motorcycle owners while the solar paneled carts provided electricity for both the mechanics and the customers. Added value was identified because customers could charge their mobile phones for free and enjoy cheap or complimentary beverages. The solar paneled mobile workshop did not only gain revenue but also actively promoted itself through social media platforms. It was concluded that the model provided a more equitable value for the sustainable TEFA.

The role of the exposure of education technology on learners' internet self-efficacy

The advancement of educational technology has undoubtedly had a influence on how teachers present learning materials and interact with students in the language teaching context over the last few decades. Despite the fact that many studies have been conducted in the field of educational technology, few of them have focused on the relationship between educational technology and internet self-efficacy. Based on social cognitive theory, which views learners as active agents who can not only affect but also be affected by environment, the purpose of this research is to evaluate how exposure to educational technology impacts learners' internet self-efficacy. Furthermore, this research explores how potential variables such as gender, grade, and discipline influence learners' internet self-efficacy. Seventy-one students from a Chinese vocational institute were asked to finish the College Students' Internet Learning Self-efficacy Questionnaire (Xie, 2011) and a questionnaire designed on the basis of the AECT committee's definition, and some participated in a semi-structured interview. The findings indicate that the relationship between exposure to educational technology and learners' internet self-efficacy has significantly facilitated our understanding of how to improve teaching and learning with educational technology. The implication of this study is that when incorporating educational technology into English teaching, teachers should consider the quantity, quality, and methods.

Improving the Collaboration Skills of Vocational School Students Through Flipbook with Augmented Reality in Society 5.0

In the age of Society 5.0, digitalization has completely changed the educational landscape and made it necessary for schools to foster students' critical thinking, cooperation, communication, and creative thinking abilities. (4C). Students can be better prepared for change by attending vocational institutions, such as the Vocational School (SMK). The continued development of learning technologies is crucial, particularly those that rely on virtual learning. R&D (Research and Development) combined with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model is the research methodology used for the creation and assessment of learning media. Quasi-experimental (Non-equivalent Group Pretest Posttest Design) methods are used to measure students' increased capacity for collaboration through group controls and experiments. Two material experts and two media experts who are also students in class X at one of the Bandung SMKs serve as the subjects of the ADDIE model. Students in classes X.3 and X.4 are used for quasi-experimental procedures. The study's findings demonstrated that Flipbooks with augmented reality fell into a respectable category, with revisions observed in the presentations of 80.5% of subject matter experts and 80.8% of media professionals. In the experimental class, students' levels of collaboration were 91% with great categories, compared to 70% in the control class with good categories. These findings demonstrate how successfully using flipbooks with augmented reality can enhance SMK students' collaboration skills.

Strategic Planning in Saudi Technical Institutes and Training Companies Within the Objectives of the Kingdom’s Vision 2030

This paper presents the state of strategic planning in technical and vocational institutes and training companies (TVITC) in the Kingdom of Saudi Arabia, within the framework of the objectives of the Kingdom’s Vision 2030. The descriptive approach was used in implementing this research to provide a comprehensive analysis of a sample of four strategic plans of TVITC. The analysis includes the vision, mission, strategic goals, and common values of TVITC in the period between 2016 and 2023. Some analysis tools were used, such as a mind map, an affinity diagram, thematic analysis, and other analysis tools. Many graphs, tables and figures were used. Among the most prominent results of the analysis of strategic planning is that the strategic objectives of TVITC are consistent with the objectives of the Kingdom’s Vision 2030, in addition to the rest of the elements of the strategic plan. The results of the expansion of TVITC achieved over the past years and the results of employing graduates of TVITC as well. This confirms the importance of providing qualified personnel for sustainable development in quantity and quality to meet the requirements of the changing labor market and thus the development of the Kingdom.

Literature Review on Teaching Strategies and Motivation of English Teachers in Higher Vocational Colleges in China

Within the educational setting of Chinese society, the study of teaching strategies holds a prominent position, capturing considerable scholarly interest, particularly in the setting of higher vocational education. Despite the attention devoted to teaching strategies, there exists a noticeable gap in understanding the motivation of teachers to employ these strategies and the factors influencing their choices, especially within the context of higher vocational education. Furthermore, insufficient research has been conducted on the distinctive characteristics of higher vocational education students and the backgrounds of teachers in higher vocational colleges. This paper aims to address these gaps by conducting a thorough review of existing literature on English teachers’ teaching motivation and the influencing factors in higher vocational colleges. Through the synthesis of relevant literature, the study seeks to shed light on the research deficiencies and the significance of exploring the motivation behind teaching strategies in higher vocational education settings. By bridging these gaps, the research contributes valuable insights that can inform educational practices and policy development in the dynamic landscape of higher vocational education in China. The outcomes of this study hold the potential to reshape educational paradigms and enhance the effectiveness of pedagogical approaches in higher vocational institutions, fostering a more enriching learning environment for both educators and students alike.

Identifying Large Young Hacker Concentration in Indonesia

An Indonesian 2023 Capture the Flag competition for 18-year-olds is looked at for the first time. It engaged a diverse participant profile, encompassing high school students and the general public from various regions. Java Island saw the most participation, especially in East Java, with little interest from Jakarta's youth, possibly due to the abundance of distractions. Despite varied educational backgrounds, vocational institutes, notably in East Java, featured prominently. Gender diversity was limited, with no female participants progressing to the final stage. Analysis of problem categories indicated diverse performance, highlighting challenges in digital signature, online hacking, network analysis, and database assault. Normalization emphasized problems within high school students' capabilities, suggesting the integration of cybersecurity education into curricula. Finalists predominantly hail from Central and East Java, indicating a regional concentration. Younger, non-Javanese participants underscored passion's role in success. Successful profiles revealed independent skill acquisition through online platforms, especially John Hammond's YouTube channel, emphasizing the need for accessible cybersecurity education resources. The study advocates prioritizing ICT education, particularly in networking, online hacking, OSINT, and cryptography, to enhance high school CTF participation and performance. The findings showcase the significance of passion-driven, self-directed learning in fostering ethical hacking skills among Indonesian youth.

The Influence of The Collectivized School-Running Mechanism on Vocational Education in Jiangxi, China

The research delves into the complex landscape of vocational education in Jiangxi, China, emphasising the influence of a collectivised school-running mechanism on vocational education. While analysing the vocational landscape it has found critical issues such as practical deficiency knowledge and competence among teachers within vocational training institutions, hampering their ability to impart real-world skills to students. The presence of inexperienced educators has impeded the integration of collectivist procedures into educational processes. Additionally, the weak system and societal perception have hampered the full implementation of collectivist procedures within vocational institutions. To have an in-depth understanding, this study employed mixed methods to investigate the abilities and capabilities of teachers to influence mechanisms.

Design of Environmental Detector System (EDS) application through industrial and vocational collaboration

Politeknik Negeri Medan (POLMED) as a vocational institution and PT Berkat Solusi Teknik as a partner have the same responsibility to solve problems that exist in society. Problems in society related to pollution from industrial waste. This is due to many complaints from the public, NGO, and other organizations regarding environmental damage due to production and economic activities. Based on the problems above, this study is needed to detect and monitor environmental parameters such as CO2 level, lighting, noise, temperature, humidity, and measurement data that can be accessed and displayed in real-time via the internet. The implementation method is strengthening work organization, making EDS prototype brackets, design of an environmental detector system (EDS) prototype, prototype testing, MBKM internship, international conferences, monitoring and coordinating with partner, internal monitoring, and evaluation I and II, and preparation of final report. We innovate in the selection of components and the technology used. This collaboration is a symbiotic mutualism between POLMED and industry. The results are in average values, namely the density of dust particles is 1.418 µg/m3. Temperature 36.60oC. Humidity 53.82%RH. Light intensity 10,615 lux. These values above are still normal condition, and there is no pollution in campus. Especially for temperature and humidity. This condition above on the threshold.

Study on the Impact of the Quality of Teaching on the Attractiveness of Vocational Colleges

This study investigates the correlation between the quality of teaching and the attractiveness of vocational colleges. The research aims to discern how the effectiveness of teaching methods, faculty expertise, and educational resources influence students' perceptions and choices regarding vocational education. Through a comprehensive analysis of various factors, including teaching styles, curriculum design, and extracurricular support, the study seeks to identify key elements that contribute to the overall appeal of vocational colleges. The findings are expected to provide valuable insights for educators, policymakers, and stakeholders in enhancing the quality of teaching in vocational institutions, ultimately fostering greater interest and enrollment in these educational settings.

Evaluating and analyzing student labor literacy in China's higher vocational education: an assessment model approach

IntroductionThis study addresses the gap in evaluating labor literacy amongst vocational students in China's higher vocational education system. It aims to develop a comprehensive framework for assessing essential labor competencies, thereby contributing to a nuanced understanding of vocational education's role in skill development.MethodsEmploying a multifaceted research methodology, this study integrates questionnaire surveys, econometric analyses, and the Delphi method to assess labor literacy among 749 students from three leading vocational institutions. A pioneering labor literacy assessment model is introduced: S = 0.5466B1+0.1816B2+0.1623B3+0.1095B4, where S denotes the overall labor literacy score. Here, B1 represents labor concepts, B2 denotes habits and qualities, B3 signifies knowledge and skills, and B4 encapsulates emotions and attitudes, illustrating a comprehensive approach to measuring labor literacy.ResultsOur findings reveal pronounced disparities in labor literacy across the identified dimensions, with particular deficiencies in labor concepts. The study also identifies six determinants—gender, political profile, academic performance, internship and training base utilization, inclination towards innovation and entrepreneurship, and labor education evaluation mechanisms—that significantly influence labor literacy outcomes.DiscussionHighlighting the imperative for a contextually informed and holistic approach to labor literacy, this study's insights advocate for educational strategies that are both aligned with labor market demands and cognizant of socio-cultural nuances. The developed assessment model not only propels the theoretical discourse in vocational education forward but also provides a pragmatic guide for educators and policy makers, aiming to mitigate disparities and enhance labor competencies through refined educational practices.

Early Childhood Education Teacher Training Effectiveness Study

Since 2019, China has endorsed a series of initiatives supporting the training of early childhood education teachers. With numerous higher vocational institutions introducing early childhood education programs, there is a growing interest in assessing the effectiveness of short-term training. This study investigates the efficacy of early childhood education training methods by conducting a satisfaction survey among students. It examines the interconnections between effectiveness and political, economic, and cultural factors. Employing a questionnaire survey approach, participants include undergraduate students majoring in early childhood education, interns, teachers in early childhood education institutions, and university faculty members.

Continuing professional development of vocational teachers in Kenya: Challenges and coping strategies

Vocational teachers participate in Continuing Professional Development (CPD) to develop their professional competencies. In developing country contexts however, it is not always clear what challenges vocational teachers face in their CPD or how they attempt to resolve those challenges. This study therefore investigated the challenges vocational teachers in Kenya face in their CPD and the coping strategies they adopt. Viewing teachers as adult learners, the study adopted a concurrent mixed methods approach whereby interview and questionnaire survey data were collected from vocational teachers in six vocational institutions in Kenya’s Nairobi Metropolitan Area and analysed using thematic and statistical analysis. Vocational teachers in Kenya were found to face multiple challenges concurrently, which were categorized as lack of opportunity and access (e.g. failing to find relevant CPD), systemic restrictions (e.g. hindrances due to costs and lack of time), and personal difficulties (e.g. negative self-evaluation of ability). The strength of these challenges was found to vary with the characteristics of teachers. Coping strategies included cutting down on spending, taking loans, moonlighting, and ‘juggling time’. Findings show the need for a clear policy on vocational teacher CPD, provision of financial and non-financial support, and reworking the school calendar to create time for CPD.

Pengembangan Assesment Pembelajaran Pendidikan Agama Islam pada Lembaga Pendidikan Vokasi Islam di Era Digital

The purpose of this study is to find out the efforts to develop an assessment of Islamic learning in Islamic vocational education institutions in the digital era. The method used in this study uses a qualitative method with a descriptive analysis approach through library research. The results of the study can be concluded that the development of an assessment of Islamic Education learning in Islamic vocational institutions in the digital era 1) Attempts to develop and evaluate learning for the progress of students by carrying out a comprehensive assessment process. 2) The vision and mission reflect the excellence that educational institutions want to inculcate, and the main objectives focus on three things, namely skills, religion and character education. 3) Evaluation results to promote digital technology advances and understand Islamic religious principles. 4) Aiming for professionalism in the digital era both in terms of knowledge and characteristics.

The Influence of Internal and External Factors on the Successful Implementation of 5S Work Culture in Vocational Schools

In the sphere of education, 21st-century skills are becoming increasingly important. The ability to integrate 21st-century skill competencies with workplace cultures is another requirement for vocational institutions. Many companies and industries these days are searching for employees with positive work cultures. Consequently, there is a strong and favorable correlation between workplace culture and student achievement. In addition, there is a strong correlation between students' vocational character and the 5R work culture in vocational schools. Hermawan and Nurdin's (2023) research demonstrates that the 5S work culture assessment tool achieved good content validity and reliability (0.793). Research by Balasundaram et al. (2023), applying the 5S technique can improve customer happiness, product quality, and production efficiency. Additional research by Maulidina and Wijarnaka (2023) demonstrates that work willingness is significantly and favorably impacted by the 5-person work culture by 15.90%. These three studies, however, did not examine the variables that affect the 5S work culture's successful adoption in vocational schools. The primary methodology for the research is qualitative methods; two participants complete Google forms with written interviews and observation techniques. Inductive data analysis was used to process the acquired data. The study's findings indicate that there are both internal and external elements that affect how well 5S work cultures are implemented at vocational schools. The internal factors include 1) a Well-organized curriculum; 2) well-behaved students; and 3) workload distribution. External elements, which are as follows: 1) School Persistence; 2) Industry Support; 3) Community and Parent Participation; and 4) Work Culture Integration Into Daily Practices.

Social Cognitive Ability and Competence Motivation of Athletes in a Chinese Vocational Institute Towards Personalized Mental Skills Training Program

Social Cognitive Ability and Competence Motivation of Athletes in a Chinese Vocational Institute Towards Personalized Mental Skills Training Program

Enhancing Learners' Performance in Contest Through Knowledge Mapping Algorithm

The fairness of vocational contest scoring is key to generating reliable competency assessments. This study examined the performance impact of the motivation of English-as-a-foreign-language learners in contests with vocabulary knowledge antecedents in the contexts of artificial intelligence (AI) and blockchain (BC). The sample comprised 185 participants of an oral English contest at higher vocational institution in China. AI-powered scoring of learners' contest performance and a survey were used to collect data. The findings revealed that learners' intrinsic drive was the main positive factor, outweighing their extrinsic motivation, and that AI and BC increased the trustworthiness and integrity of contest records, thus providing new opportunities to build learner trust and form psychological incentives. This study enriches foreign language motivation theory in the context of contest research and highlights the importance of using AI and BC to enhance the scoring accuracy and credibility of contests as authoritative evaluation instruments in vocational education.

Physical Activities Affecting the Motivation and MentalWell-Being of Non- Athlete-Students

This study aims to determine which motivation for Physical Activity related on students’ mental well-being at Nanjing Vocational Institute of Railway Technology (NVIRT). The outcomes of this study may be used as a basis for the program that may improve the students’ mental well-being. This may also serve as basis to solve the mental health problems and challenges faced by the students at Nanjing Vocational Institute of Railway Technology (NVIRT). Research conclusion: Male non-athlete students seemed to have better assessment of their mental health than the female ones considering their well-being, participation in sports, and quality of life; Higher level of motivation to join in physical activities may result to a positive effect on mental health of non-athlete students.

How Can Dual Education in Technical and Vocational Institutions Improve Students’ Academic Achievements and Mitigate Youth Unemployment in Kazakhstan

ABSTRACT This study aims to describe the role of dual education in improving students’ academic achievement and mitigating youth unemployment in Kazakhstan. To examine this issue, a survey was conducted among 496 students from technical and vocational education and training (TVET) institutions. The survey results were analyzed using SPSS program to address four hypotheses. Our survey showed that dual education students are more confident in their demands in the labor market, are more satisfied with the results of their studies, and have higher academic achievement than school-based education students.