Vocational Learners Research Articles

Collaborative challenge-based learning: a case study for twenty-first century skills development

ABSTRACT Persistent criticisms of the narrow focus on technical skills in Australian training package qualifications indicate that vocational learners are failing to graduate with the transferrable skills they need for the twenty-first century workplace. This case study investigates the Basque high-performance cycles of collaborative challenge-based learning (CCBL or ETHAZI in Basque), which has been designed specifically to develop twenty-first century skills alongside technical skills and knowledge. The findings are presented as a descriptive case study of ETHAZI based on observations, analysis of training and assessment documents, and interviews with teachers and managers undertaken during site visits to the Basque Country. The author concludes that there is no reason why Australian training organizations could not adopt the ETHAZI model to address the perceived shortcomings of Australian vocational training since training package qualifications only prescribe the assessment outcomes to be achieved, not how the learning should occur.

The Imperative Need for Writing Skills and Competence in English for Vocational Learners: A Comprehensive Literature Review

The focus of this research includes aspects of language, linguistics, and literature skills, as well as their impact on human resource management and public organizations. Through qualitative descriptive analysis methods, this study reveals that language skills, including grammar, vocabulary, and syntax, are the main foundation of writing competence. The results of this study show that linguistics and exposure to literature play an important role in developing writing excellence. Linguistic principles enrich students' understanding of sentence structure and coherence, while exposure to literature stimulates creativity and enriches writing styles. The integration of these components into the vocational curriculum is a practical strategy to strengthen overall writing skills. In addition, this study highlights the importance of writing competence in the context of human resource management. Students with strong writing skills are better equipped to make convincing job applications and communicate effectively in the context of human resource management. This demonstrates the need for vocational institutions to work with career services to provide the guidance and resources needed by students to succeed in HR-related communication. This research confirms that clear and effective written communication is very important in public organizations. Good writing skills ensure transparency, accountability, and accessibility of information within this organization.

Listening Competence and Comprehension in English for Vocational Learners: Implications for Workforce Readiness and Organizational Success

Listening Competence and Comprehension in English for Vocational Learners: Implications for Workforce Readiness and Organizational Success

Digital Technology Landscape for Vocational Education: Learning Loss Recovery

The research aimed to; 1) study the expectations of teachers on the behavioralconditions of vocational education learners, 2) Study the ability of teachers to achieve the expected behavioral conditions of vocational education, 3) Comparison of the use of digital technology in teaching by teachers to recover the learning loss of vocational learners during the new normal and next normalperiods, 4) Study the teachers need to use digital technology in teaching to recover the learning loss of vocational learners during the new normal and next normalperiods,and 5) Create digital technology landscape for learning loss recovery on vocational education. Data were collected with an online questionnaire that passed the validity and reliability with 301 vocationalteachers. The results of the research showed teachers have higher expectationsof learners’ behavioral conditions. Teachers can make vocational learners experience the expected behavioral conditions to a greater extent. Teachers use digital technology to organize teaching to recover the learning loss of vocational learners during the new normal rather than during the next normal. However, the demand for digital technology for teaching to recover the learning loss problem of learners during the next normalis increasing more than during the new normal.The study suggests improving the knowledge and ability of teachers to use digital technology for teaching to recover the problem of learning loss among learners.

A Private Function: Independent Providers of Vocational Education and Training in Post-War England

ABSTRACT This paper focuses on independent training providers (ITPs) – in other words, private companies – as suppliers of vocational education and training in post-war England. Whilst acknowledging the central role of further education (FE) colleges in delivering vocational learning, it draws attention to a large, diverse sector of ITPs operating alongside FE colleges, particularly during the 1960s and 1970s. Data suggest that around 15–20% of vocational learners were enrolled as fee-paying customers with private providers at that time – a figure broadly similar to today. There are, it is argued, three related reasons for this. First, the post-war policy environment, and the varied and uneven nature of colleges at that time, allowed significant room for ITPs to operate as alternative providers of vocational education. Second, the far-reaching ‘efficiency’ gains required since FE colleges left local authority control have largely attenuated the space in which ITPs previously operated. Third, neoliberal assumptions about the superiority of private enterprise mean that ITPs now receive significant funding from the state, largely to deliver Apprenticeships and other programmes of work-related learning – which has, somewhat perversely, reduced the incentive for them to act as bone fide commercial providers of a broader range of vocational learning.

Accessibility and Effectiveness of Online Learning in China's Vocational Education System: A Comparative Study between Urban and Rural Areas

The rapid expansion of online learning in China has revealed significant disparities between rural and urban vocational students, necessitating a thorough investigation. This study explores the accessibility and effectiveness of online education in both urban and rural settings, focusing on key dimensions like internet availability, device readiness, digital literacy, infrastructure support, LMS adoption, feedback methods, student engagement, and satisfaction. Data was collected from 314 participants, and statistical techniques including the Mann–Whitney U test and Pearson correlation were employed for analysis. The study delved into six crucial areas related to online learning accessibility and academic performance, utilizing Principal Component Analysis (PCA) to understand complex interrelationships among variables. The findings indicated that rural students consistently scored lower in all aspects of online learning accessibility (p < 0.01) compared to urban counterparts. Moreover, rural vocational learners exhibited lower engagement and satisfaction levels in online education, resulting in lower academic achievement than their urban peers. The strong correlations among these parameters highlight the need for integrated interventions to bridge the digital divide. In conclusion, this study underscores the urgency of targeted interventions to address the digital divide between urban and rural areas in China.

Application of multimedia technology to innovative vocational education on learning satisfaction in China.

Multimedia technology holds paramount importance in driving innovation within vocational education, significantly influencing learning satisfaction. Its integration facilitates dynamic and interactive learning environments, catering to diverse learning styles and preferences. Moreover, multimedia technology enables educators to simulate real-world scenarios, providing practical and hands-on training opportunities. This aspect is particularly valuable in vocational education, where practical skills and application are required. The paper investigates the impact of multimedia technology in enhancing learning satisfaction within innovative vocational education. It delves into the utilization of multimedia tools and their correlation with learner satisfaction, exploring how these technologies augment engagement and comprehension in vocational training. The primary data from 515 students of vocational colleges of China has been collected and regression analysis is applied for empirical analysis. The findings of the study highlight that multimedia technology has positive relationship with innovative vocational education and learning outcome. The findings contribute valuable insights for policymakers regarding significant role multimedia plays in fostering enhanced learning experiences and overall satisfaction among vocational learners.

Contribution of Vocational Teacher towards National Food Security and Sustainable Development

Given its crucial role in Nigeria's technological and industrial growth, the Federal Republic of Nigeria has prioritized vocational and technical education. It has been stated as a factor of education that promotes the learning of essential scientific information as well as practical and applied skills. Vocational and technical education (VTE) are essential to the social and economic advancement of a country. The most fundamental challenge facing Nigeria today is that of ensuring the availability of food at all times and at all levels for a healthy and productive life. Having enough food for the populace is crucial and fundamental to any nation's life geared towards achieving human development goals. Furthermore, vocational education will contribute significantly to agriculture. The skills acquired through VTE can contribute to food production and foreign exchange earnings in Nigeria. The teaching and learning of vocational skills should place a strong emphasis on vocational learners. The inability of our policy implementation to achieve the national goal of increased agricultural production and food security has often been attributed to some constraints. A successful government is best judged by its capacity to ensure the citizens' food security as the way forward.

A conceptual review of the effectiveness of flipped learning in vocational learners' cognitive skills and emotional states.

An inverted method of teaching is an instructional model where traditional classroom activities take place before class while class time is devoted to discussion, problem-solving, and interaction among students. Flipped learning is a learner-centered and technology-driven approach that benefits from the inverted method of teaching. Recently, instructors have begun to employ innovative pedagogies like flipped learning approach, to change the conventional practices in vocational education as flipped learning gives them a chance for professional development. In order to find out the reasons of the improvement of vocational education through the use of flipped learning approach, this review examined the effect of the flipped learning approach on vocational learners' cognitive skills and emotional states in earlier studies. The earlier investigations showed the significant effect flipped learning approach on vocational learners' emotions, such as engagement, motivation, self-efficacy, and their cognitive skills, including critical thinking, problem-solving, learning skill, learning strategies, and communicative competence. However, this review implicated that flipped learning, as a type of blended learning, may be beneficial for learners, instructors, and students' parents to be aware of this valuable learner-centered approach in vocational education.

Integrating Environmental Education into Maritime English Curriculum for Vocational Learners: Challenges and Opportunities

This research delves into the vital intersection of Vocational Education, English for Specific Purposes (ESP), and English as a Second Language (ESL) within the domain of Maritime English. The specific subtheme of the research is “English Maritime - Integrating Environmental Education into Maritime Curriculum: Challenges and Opportunities.” The primary objective is to conduct a descriptive qualitative research analysis of existing literature to support the teaching and guidance of Maritime English, particularly for vocational learners. This research is conducted within the educational setting of the Vocational School at IPB University. In a world where maritime industries play a pivotal role in global trade and environmental consciousness is on the rise, the role of language acquisition, particularly in maritime contexts, is paramount. The integration of environmental education into the Maritime English curriculum presents a unique opportunity to address linguistic complexity, resource development, instructor competence, and time constraints. Simultaneously, it offers enhanced communication skills, global relevance, environmental responsibility, and alignment with industry trends. These findings have substantial implications for curriculum development, instructor training, flexibility, and industry engagement, contributing to more responsible maritime practices.

A descriptive literature review of Recognition of Prior Learning for vocational learners in emergency medical care in South Africa

A descriptive literature review of Recognition of Prior Learning for vocational learners in emergency medical care in South Africa

The social construction of vocational education - possibilities for change towards status improvement

ABSTRACT This article explores change possibilities towards status improvement in vocational education’s social construction. Following other researchers, it assumes that higher-status vocational education should give vocational learners perspectives that would accord with their identities and desires, broadly ranging between working in a particular company and further studies. The article proposes that change in this direction must concern the transmitter-acquirer-knowledge-relation and also curriculum, evaluation and the external relations of education. To think systematically about changes of these ‘adjusting screws’, this article proposes a realist approach with Bernstein’s conceptual language, and Moore's Bernstein-based model of education where vocational learners, plausibly, receive an orientation towards broad futures beyond narrow job roles. Moore's model implies fundamental changes of all these ‘adjusting screws’ and, importantly, of the principle underlying their realisation in schools. The case of company-based education in Germany’s ‘dual system’ is advanced as a real-life example for the highly theoretical model. Findings from a Bernsteinian analysis of the transmitter-acquirer-relation in regulated company transmission made sense, when the system was understood as realising the principles envisioned in Moore’s model. The model and its underlying principles, together with their realisation in the DS, open up a perspective towards education (instead of job training) in workplaces.

An Investigation Into the Appropriateness of a Procedural Negotiated Syllabus for Adult Vocational Learners

The present mixed-methods study investigated the readiness of teachers and adult learners at a vocational centre in the United Arab Emirates to implement a negotiated English syllabus. The study addressed two main questions: 1) are teachers and learners at the Vocational Training Centre ready to implement a negotiated syllabus? And 2) does the negotiated syllabus implementation lead to improvement in learners’ motivation? Results showed the significant potential of a negotiated syllabus in enhancing learners’ motivation by making them part of the decision-makers’ circle regarding the components of an intended English syllabus. On the other hand, learners, teachers and management systems face challenges that must first be overcome to succeed in implementing negotiated syllabi. The findings of this study support the value of involving learners in classroom decisions, which is expected to make them feel responsible for their learning.

Online learning

The use of online learning in teaching Technical Vocational in the Senior High during this pandemic is a challenge. This study examines the impact of online learning in the Senior High School exit assessment in the Technical Vocational specializations in Alejo M Pacalso Memorial National High School. The use of phenomenological approach and thematic analysis, face-to-face talks, online interviews and observations were applied to synthesize, identify and come out with the findings. Findings confirm that education using online learning significantly impacts the exit assessment of the technical vocational learners as respondents has issues in technical, technological, physical, environmental, personal and psychological difficulties while using the said platform. Further, the research reflects that the knowledge domain can be highly met using online learning using discussion, video and learning materials as strategies but psychomotor and affective domain does not. Although some acknowledge that online learning benefits them because its self-paced, respondents clamor to be more confident when they learn the competency skills using hands-on than in online platform. Strengthening parent-teacher-stakeholders in partnership with the Department of Education will guarantee innovations, interventions and continuity of online learning to ensure high exit assessment results of senior high school technical vocational learners.

The Analysis of Game Usage for Senior High School Students to Improve Their Vocabulary Mastery

Vocabulary plays an important role in learning English. Learning vocabulary in English is not easy, especially for students in vocational high school. In addition, they have special characteristics that are very different from adults. With emphasis on these different characteristics, it can be concluded that teachers who teach vocational learners have a challenging task to be able to motivate them in the learning process. In this case, teachers must be more creative and keep their students away from boredom while learning English vocabulary. They must prepare material to be given to students and also choose appropriate techniques to use. By doing these things, they can make students have a great interest in the learning process. They must be able to choose and use teaching techniques that can make the learning process more fun, interesting, and exciting for students. One such technique is to use games in the classroom. Using games can provide many benefits for teachers and students.This research aimed at identifying students’ improvement on their vocabulary mastery after learning English using game. The participant of this study is students of junior high school in Lampung province. Data gathered through questionnaire. The data then analyzed by using Creswell method. The result shows that using games in learning English vocabulary is very effective, because using games is very fun and matches the characteristics of children as learners.

Utilization of Interactive Multimedia Android-Based Archiving Towards Learning Independence

This research aims to find out the use of interactive multimedia archiving based on android and its effect on the learning independence of vocational learners. Research is a type of research and development (R & D). Research methods using experiments are pretend experiments (Quaisy experiment). The research was conducted at Vocational High School Surakarta City in April-June 2021. The population in this study is all students of class X Vocational High School Surakarta school year 2020/2021. The sample used was 1 control class and 1 randomly selected experimental class. All treatment will be given to the same control class and experimental class except on the use of interactive multimedia archival based on android. Interactive multimedia android-based archival was successfully applied in the learning of class X OTKP. There is a significant difference in the increase in learning independence between experimental classes that use interactive multimedia android-based archival and control classes that do not use interactive multimedia android-based archival in the archival learning class X OTKP in Vocational High School Surakarta City school year 2020/2021. Interactive multimedia android-based archiving can be used as one of the alternative learning media that can be used to increase the independence of learning learners.

WORK-BASED STUDIES IN HIGHER PROFESSIONAL EDUCATION OF LATVIA AND EUROPE: THEORETICAL AND METHODOLOGICAL ASPECTS

Work-based learning has been developing rapidly in Latvia for the last three years. Since 2017, the Employers’ Confederation of Latvia has been implementing a project of the European Social Fund, which provides for a tripartite learning implementation agreement between the educational institution, the student, and the employer. The project targets vocational learners, but equivalent opportunities are also spoken of in higher vocational education. Such an approach would help the employer direct the future employees in the direction of acquiring the necessary knowledge and skills. The publication aims to give a short overview of the historical development of learning opportunities in the working environment in Latvia, the concepts used in research, as well as to look at the research methodology used in the studies of work-based environment in higher professional education in Latvia and Europe and the results of those studies. The first section of the article discusses historical problems of work-based learning, analyses the normative acts and relevant concepts to support further research. The second section analyses methodological approaches to the studies related to the organization of work-based learning. The results of this theoretical and methodological review will serve as a theoretical basis for empirical research related to the introduction of work-based studies in higher professional education in Latvia.

Teaching Research Skills to Vocational Learners: Teaching Chefs to Research

This article focuses on teaching and mentoring course-based undergraduate research in a vocationally focused higher education setting. At the Culinary Institute of America (CIA), students are immersed in hands-on experiential classes. Their education begins with basic culinary techniques, and they gradually progress toward more specialized cooking skills such as the techniques of specific world regions or the production of specialty products such as chocolates and wedding cakes. The author discusses pedagogical techniques used to teach these learners, who are not the usual participants in independent research projects during a senior capstone. This article examines how to blend and utilize hands-on, experiential activities as part of teaching data gathering and the research process.

Englischunterricht an Berufsfachschulen: Die Balance zwischen Allgemeinbildung und Berufsorientierung

The article reports on English language teaching in vocational schools in Switzerland. Based on a pilot study (section 1), the research project focuses on Swiss vocational education (section 2). It intends to validate a hypothesis raised in the pilot study (section 3) and to establish the competencies that vocational learners achieve. The research data (section 4) encompasses seventeen guided interviews with teachers and quantitative data obtained from a placement test and from leaving certificates. The results (section 5) show that the hypothesis must be modified and that many learners surpass the exigencies of the current vocational curricula. Vocational education has to pay continuous attention to linguistic skills (section 6) and curricula will need to be adapted to develop the learners’ competencies. This is significant to facilitate lifelong learning and future career changes (section 7).

Measurement reliability inter-assessors in industrial practice activities

This study aims to obtain the measurement reliability among vocational learners’ assessors in industrial practice activities. The study was conducted in Indomobil Nissan Datsun workshop. There were 32 participants from various vocational schools in East Java, both from public and private schools. Assessors consists of two people, namely the mechanic chief (foreman). The performance attributes assessed are 10,000 km periodical maintenance which includes first safety, preparation for service, and periodical maintenance service. Periodical maintenance services include (1) interior inspection, (2) exterior inspection, (3) engine room inspection, (4) suspension and wheel inspection, (5) underside vehicle inspection, and (6) final inspection. The results showed that the inter-assessors reliability was equal, rxy = 0.99. It means that the attribute scores obtained from the two assessors have the relatively similar position to the observed attributes.