Vocational Skills Development Research Articles

Development of Vocational Skills for Mild Mentally Retarded Children on Making Bags from Batik Cloth at the SMALB Level

Learning the vocational skills of children with mild mental retardation today has encountered many difficulties which resulted in the limitations of children in mastering the vocational skills of making bags from batik cloth. This study aims to produce a product for developing vocational skills learning for mild mentally retarded children towards making bags from batik cloth at the SMALB level. This research method uses Research and Development (R&D) research to produce a certain product, and tests the effectiveness of the product to perfect a product that is in accordance with the references and criteria of the product made so as to produce a new product through various stages, validation, and testing that includes a learning video tutorial that makes it easier for mild mentally retarded children to understand and develop vocational skills in making bags from batik cloth. The conclusion of this study is that with the development of vocational skills learning for mild mentally retarded children, it is hoped that mild mentally retarded children at the SMALB level have vocational skills to make bags from batik cloth which can be used as life skills to prepare them for entering the workforce after graduation and these vocational skills need to be trained so that the vocational skills of mild mentally retarded children can develop optimally. The results of the expert validation test are in the form of learning video tutorials and bags from batik cloth which are categorized as valid and effective. The conclusion of this study is that with the development of vocational skills learning for mild mentally retarded children, it is hoped that mild mentally retarded children at the SMALB level have vocational skills to make bags from batik cloth which can be used as life skills to prepare them for entering the workforce after graduation and these vocational skills need to be trained so that the vocational skills of mild mentally retarded children can develop optimally. The results of the expert validation test are in the form of learning video tutorials and bags from batik cloth which are categorized as valid and effective. The conclusion of this study is that with the development of vocational skills learning for mild mentally retarded children, it is hoped that mild mentally retarded children at the SMALB level have vocational skills to make bags from batik cloth which can be used as life skills to prepare them for entering

National Education Policy 2020: Paradigm Shift in Vocational Education for Aatmanirbhar Bharat

Vocational education is inevitable to inculcate and cultivate relevant skills in learners for individual and societal benefits. This is a sincere attempt to help an individual enhance self-confidence to contribute to the sustainable development of the nation. Education aims to develop skills among learners. In the 21st century, the need for skill development among learners is perspicuous but change has taken place in types of skills. At present, the emphasis is on the knowledge economy. Therefore, the type of vocational education and skill development has also changed. Vocational education paves the way to develop skills and produce skilled learners who can contribute significantly to a nation being self-reliant. The NEP 2020 has advocated for vocational education to be introduced from class sixth after keeping the requirements of the current century in view and with a vision to make Aatmanirbhar Bharat (self-reliant India). The NEP 2020 has also emphasised experiential learning for all-rounded development of learners. Vocational education can create a positive environment for the learners to boost skills required for individual growth leading to a self-reliant India. In this paper, the researchers have made a solemn effort to enumerate the relevance of vocational education and skill development in NEP 2020 for producing a skilled workforce to build a knowledge-based economy in India and laying the foundation for Aatmanirbhar Bharat (self-reliant India).

Building resilience and well-being for post-covid adolescents through outdoor adventure

ABSTRACT 21st Century Skills encompass life capabilities for individuals to work and prosper in complex environments. Resilience encapsulates positive behavioural adaptations acquired through optimised exposure to outdoor adventure education (OAE). This study examined the efficacy of one-week OAE residentials upon young people’s resilience, psychological well-being, and vocational skill development. Importantly, it identified OAE components which best cultivated their learning. Significant gains were reported in the resilience and well-being of 622 diverse adolescents across three timepoints. From below average baseline scores, resilience and well-being increased by 36% and 23% respectively. These increases were largely retained one month later. Camp-based experiences including mastering new skills, solving problems, and being inspired by nature predicted heightened resilience and well-being. These results supported the positive development of 21st Century Skills which promote individual and collective functioning and are protective of stress. Embodied challenges in real-world contexts enable vulnerable young people to re-adjust, grow, and persevere.

Analyzing energy intensity of Indian Chemical industry: A panel data approach

The chemical industry is directly or indirectly connected with almost every industrial process and holds a crucial place in the economic and social advancement of India. At the same time it is however, the second highest energy intensive industry in the country. Thus, we attempt to look into the factors that affect the energy intensity of Indian chemical industry. We collect a panel dataset including a total of 2613 chemical firms for the period 2010 to 2021 for our analysis. We carry out our empirical testing under both linear and non-linear framework by employing fixed effect regression and panel quantile regression methods respectively.We find that energy intensity for the sample chemical firms increases due to poor labour productivity, huge plant and machinery, outsourcing operations, and more use of IT-enabled services. On the other hand, use of better quality raw material and advanced technology can help optimising the energy intensity. We also discover that profitable firms and firms larger in size are energy efficient. Based on the findings, we suggest professional training programs and vocational skill development programs for enhancing labour productivity. Profitable firms are suggested to invest in technological up-gradation and energy saving technology. We believe the findings of the study can provide a portfolio of variables to the managers and policy makers in order to diversify their attention to find all possible ways to reduce energy intensity of the Indian chemical firms.

The Role of the Sunan Drajat Lamongan Islamic Boarding School Education System in Improving the Life Skills of Santri

The aims of this study were: (1) to explain the education system at the Sunan Drajat Islamic boarding school. (2) to explain the life skills possessed by students at the Sunan Drajat Islamic Boarding School. (3) to explain the role of the Islamic boarding school education system in improving the life skills of students at the Sunan Drajat Islamic boarding school. In this study, researchers used a qualitative descriptive method with a case study approach—data collection techniques using interviews, observation, and documentation. The data analysis used is data reduction, data presentation, and data verification. From the results of this study, it can be seen that the Islamic boarding school education system plays a full role in improving the life skills of students at the Sunan Drajat Islamic boarding school. Examples of life skills development at the Sunan Drajat Islamic boarding school are personal skills development in the form of worship coaching, social skills development in the form of Javanese krama inggil language habituation, academic skills development in the form of reciting activities and formal schools, vocational skills development in the form of agriculture, trade, carpentry, animal husbandry, banking and the arts. This is done so that students can develop and hone their skills in Islamic boarding schools in accordance with their interests and talents as provisions for independent living when they enter society later

Vocational Life Skills in Religious Education: Lessons Learned from Three Islamic Boarding Schools in Java

This research is based on the idea of the need for the development of self-reliant enterprises in educational institutions (Islamic boarding schools) to create institutional and graduate independence. Based on this, the Ministry of Religious Affairs of the Republic of Indonesia (MORA) created a program in 2021 related to the development of vocational life skills and self-reliance for Islamic boarding schools. This study includes field research where data is obtained through participatory observation, field documentation, and in-depth interviews using a qualitative approach and qualitative descriptive analysis method. This research presents several new findings: First, the concept of vocational life skills is realized through a Business Incubation program based on household products. Second, the Legal Entity of Islamic Boarding School Enterprises (BUMPES) accommodates various units for the development of small businesses that optimally assist in production management and marketing of creative products from Islamic boarding schools to the general public. Third, training or workshops are provided to students (santri) as workers or human resources involved in this small business process, involving the required experts. Fourth, there are still shortcomings in empowering student workers in this business development because human resource management is needed in production management. This program has provided a beneficial contribution to the progress of Islamic boarding school education, particularly in enhancing the quality of vocational life skills education and understanding of the business world or micro, small, and medium enterprises (MSMEs).

Cross Disability Management and Teaching: Role and Responsibilities of Rehab Professionals

Rehabilitation professionals play a crucial role in cross-disability management and teaching, addressing the diverse needs of individuals with disabilities to enhance their overall well-being and integration into society. Beyond traditional medical care, these experts act as coordinators, developing comprehensive care plans in collaboration with interdisciplinary teams. They assess functional limitations, design personalized interventions, and coordinate various services, from physical therapy to vocational training. Employing a person-centered approach, rehabilitation professionals empower clients to cultivate self-determination and resilience, fostering autonomy despite the challenges posed by disabilities. In the educational domain, these professionals serve as advocates and educators, employing adapted teaching methods to impart skills essential for navigating a world not always designed with their needs in mind. They contribute to the development of cognitive, social, and vocational skills tailored to the challenges of diverse disabilities. Collaborating with educational institutions, they champion inclusive practices to ensure equal access to learning opportunities for individuals with disabilities. Moreover, rehabilitation professionals engage in community outreach, challenging stigmas and promoting inclusivity to raise awareness and foster societal understanding of diverse disabilities. Their efforts contribute to the creation of environments that embrace diversity and accommodate the needs of all individuals, irrespective of abilities.

A Whole Education Approach to Education Reform in Barbados: Effective Provision for Students with Special Educational Needs and Disabilities

Improving education provision for children with special educational needs and disabilities in Barbados is the focus of this article. It takes into account the wider historical and educational context and uses a whole education approach to conduct the analysis and propose transformation of the education system, involving three key components. First, abandoning the system of selective secondary education based on the results of a high-stakes examination, the 11 plus, and replacing it with a more equitable system of geographical zoning. Second, revamping curricula at primary and secondary schools to emphasise the development of literacy, numeracy, interpersonal and vocational skills rather than focusing mainly on preparing students for academic examinations, especially the 11 plus examination. Third, implementing comprehensive policy and procedures for the identification and effective education of children with special educational needs and disabilities in order to maximise outcomes for all students.

TRANSFORMING GUJARAT’S RURAL LANDSCAPE: NEW POLICY FOR EMPOWERING YOUTH

The rural education landscape in Gujarat, India, has long been burdened by various challenges that hinder the empowerment and development of its youth. In response, a new policy has been introduced to transform the educational system and provide greater opportunities for rural youth. This abstract provides an overview of the policy's key elements and objectives. The policy recognizes the need for inclusive and equitable access to quality education for all rural students. It addresses disparities in infrastructure, resources, and teaching methodologies, aiming to bridge the urban-rural education divide. The primary goal is to empower youth by equipping them with the knowledge, skills, and competencies needed to thrive in a rapidly evolving global landscape. To achieve this, the policy focuses on enhancing the quality of education through investments in teacher training programs, curriculum development, and pedagogical reforms. It promotes the use of technology-enabled learning tools and innovative teaching methods that encourage critical thinking, problem-solving, and creativity. The policy also emphasizes the importance of vocational education and skill development. It aims to strengthen vocational training programs, establish industry-academia linkages, and encourage entrepreneurship among students. This approach equips youth with practical skills aligned with the evolving job market, fostering employability and economic self-sufficiency. Moreover, the policy advocates for comprehensive student support systems, including career counselling, mentorship programs, and scholarships. Special attention is given to marginalized and disadvantaged groups, aiming to address social and gender disparities within the rural education system. Effective collaboration between government agencies, educational institutions, civil society organizations, and the community is crucial for the policy's success. Robust monitoring and evaluation mechanisms are proposed to assess progress, identify gaps, and make necessary adjustments for long-term impact. By transforming Gujarat's rural education landscape, this policy seeks to empower youth with the knowledge, skills, and confidence needed to overcome socio-economic challenges and contribute meaningfully to society. It aspires to create a future generation of capable, self-reliant individuals who actively participate in the growth and development of their communities and the nation as a whole.

Особенности развития гибких навыков у студентов высшего учебного заведения

За последнее десятилетие научные исследования в области образования подчеркивали важность развития ряда неакадемических качеств, таких как способность сотрудничать и выстраивать конструктивные взаимоотношения с другими людьми, решать проблемы, часто их называют унифицированными навыками или гибкими навыками. Группа гибких навыков (Soft skills) включает в себя большую группу навыков, которые не зависят от учебных программ, но оказывают большое влияние на профессиональное становление личности и успешное развитие твердых (профессиональных) навыков. В отличие от академических знаний, которые являются предметными и имеют формальное оценивание, гибкие навыки напрямую не зависят от учебных программ, но развиваются в них. Таким образом, гибкие навыки рассматриваются как навыки, которые могут быть использованы в широком диапазоне рабочей среды. На основании изложенного выше, необходимо определить направление деятельности в условиях образовательного процесса в высшем учебном заведении, которое будет способствовать комплексному развитию гибких навыков обучающихся. В работе обоснована приоритетность развития гибких навыков как процессуальная характеристика образовательного процесса университета. Развитие гибких навыков обучающихся в рамках в университете, с одной стороны, рассматривается как компонент учебных дисциплин, а с другой — в качестве самостоятельного процесса с целью развития спектра навыков, необходимых для различных видов деятельности. Таким образом, изучая проблему развития комплекса гибких навыков обучающихся университета, названы технологии развития гибких навыков, которые станут структурными элементами модели.

Program Peningkatan Kecakapan Hidup Berbasis Vocational Skill Untuk Membangun Jawa Wirausaha Mahasiswa Semester Akhir Mahasiswa Universitas Mathla'ul Anwar Banten

The community engagement project titled "Program Peningkatan Kecakapan Hidup Berbasis Vocational Skill Untuk Membangun Jiwa Wirausaha Mahasiswa Semester Akhir Mahasiswa Universitas Mathla'ul Anwar Banten" aimed to enhance the life skills and foster an entrepreneurial mindset among final semester students at Universitas Mathla'ul Anwar Banten. The project addressed the need for preparing students to be competent and competitive in the dynamic job market, equipping them with vocational skills and instilling an entrepreneurial spirit to encourage self-employment and job creation. The project utilized a workshop-based approach, targeting 25 final semester students who demonstrated an interest in entrepreneurship. Pre-test and post-test assessments were conducted to evaluate the effectiveness of the workshop in improving participants' knowledge and skills related to life skills and entrepreneurship. The workshop focused on practical skill development through simulations, case studies, and group discussions, alongside providing insights into market understanding, business management, and financial literacy. The results of the project showed a significant improvement in participants' understanding of vocational skills and entrepreneurship, as evidenced by the post-test scores. The workshop succeeded in enhancing the participants' confidence and preparedness to face entrepreneurial challenges. Participants were motivated to explore business opportunities and recognize their potential to contribute to the local economy. Moreover, the workshop facilitated collaborative learning and encouraged participants to share ideas and experiences, fostering a supportive environment for entrepreneurial development. The project emphasized creative thinking and problem-solving, equipping participants with essential skills needed for entrepreneurial ventures. In conclusion, the community engagement project "Program Peningkatan Kecakapan Hidup Berbasis Vocational Skill Untuk Membangun Jiwa Wirausaha Mahasiswa Semester Akhir Mahasiswa Universitas Mathla'ul Anwar Banten" successfully achieved its objectives in improving life skills and cultivating an entrepreneurial mindset among final semester students. The project highlights the significance of vocational skill development and entrepreneurial spirit in preparing graduates for the job market and encouraging self-employment. The workshop's positive impact emphasizes the need for continuous efforts to support the development of competitive and innovative human resources, contributing to the advancement of both individuals and the community.

Income Diversification and Household Wellbeing: Case Study of the Rural Framing Communities of Tang Krasang and Trapang Trabek in Stung Chreybak, Kampong Chhnang, Cambodia

It has been generally agreed that income is a critical means of obtaining the resources required to sustain one’s living standards. In the developed world, the increase in life satisfaction does not keep pace with the increase in income. In the developing world, the majority of the population is dependent on income from agriculture, and the incidence of poverty is high. As in other regions, Cambodia has been in the process of an agricultural transformation, and the incomes of agricultural families are becoming increasingly diverse. Household wellbeing is related to income diversification and positively impacts the quality of life of farmers in the farming communities of Tang Krasang and Tapang Trabek in Stung Chreybak. As a result, most farmers have found that the diversification of their income provides them with a sustainable livelihood through the expansion of dry season rice production, access to higher education, access to good health care, and the upgrading of houses. The objectives of this paper are to examine the life goals of rural people and to assess whether the diversification of income affects their wellbeing. Structured interviews were used to collect data along with field observation, interviews with key informants interviews, and focus group discussions on the income diversification of various stakeholders including representatives from authorities, local traders, and key relevant provincial department bodies. A total of 300 household families were selected for the questionnaires through multistage purposive and random-sampling techniques conducted in six villages, two communes, and two districts in Stung Chreybak. We found that income diversification is strongly associated with the attainment of external life goals and the sustainable livelihoods of farmers. This study recommends that supporting the importance of income diversification through the creation of model agricultural technologies and off-farm activities and the development of vocational training skills would allow more farmers to easily attain improved socio-economic wellbeing.

The Impact of Modern Education Technologies on the Development of Vocational Qualification Skills in Light of the Requirements of the Labor Market

The Impact of Modern Education Technologies on the Development of Vocational Qualification Skills in Light of the Requirements of the Labor Market

The influence of digital and vocational information literacy on student learning outcomes

Vocational students are confronted by intricate demands once they graduate. Despite the considerable need for vocational graduates in the workforce, most students have a limited understanding of digital and vocational information. This study used a descriptive quantitative method to determine the influence of digital and vocational information literacy on students' learning outcomes in three vocational schools in the Sragen Regency. Cluster Random Sampling was used to select a sample of 111 students. Data on digital and vocational information literacy were collected using a questionnaire, while those on the learning outcomes were obtained from the student’s grades. The results showed that digital literacy influences vocational students’ learning outcomes with a significance of 0.000 0.05. Vocational information literacy influences the students’ learning outcomes with a significance of 0.000 0.05. Furthermore, digital and vocational information literacy simultaneously influence the students’ learning outcomes with a significance of 0.000 0.05. These results indicate the necessity to familiarize and increase the students’ literacy skills to improve learning outcomes. The results indicated that digital and vocational literacy partially and collectively influenced learning outcomes by 48.2%. Therefore, classroom instruction needs to be structured around learning models that actively stimulate the development of digital and vocational literacy skills, preparing students for workplace competitions. Consequently, teachers should consistently implement learning strategies that create a meaningful connection between the school environment and the realities of the professional world.

Vocational Skill Development Imperative for Women Empowerment in India

This study focuses on identifying inherent skills in women and the need for women to develop vocational skills. Awareness of various government schemes and the benefits of being a skilled woman is highlighted. An empirical study has been made to collect information and statistical data. A strength, weakness, opportunity, and threat (SWOT) analysis is carried out. The findings are promising. Skill development teaches women about power from within, decision-making power, control over financial, physical, and knowledge-based assets, and power with ability. Homemakers will soon become breadwinners, and vice versa, depending on suitability and necessity. These days are not far. A skill-armed woman is a home to a self-sustaining life. Equipping women with employable vocational skills in India can certainly lead to an “equal skill, equal pay” scenario.

GENERAL ISSUES OF CLIL APPROACH IN TEACHING BA STUDENTS AT HIGHER EDUCATIONAL INSTITUTIONS

The article is devoted to CLIL (Subject and Language Integrated Learning) describes teaching methods, where subjects are taught in foreign languages. CLIL has two aims: the study of the subject through a foreign language and foreign language through the subject. Most common today is the following definition: didactic methodology, which allows to form students ' linguistic and communicative competences in a second language in the same educational context in which there are formation and development of general learning knowledge and skills. The paper aims to show general issues of content and language integrated learning (CLIL) approach in teaching BA students at higher educational institutions. Some issues of professional communication in the domain of education are considered. The correlation of students’ language and vocational skills development is examined. The experience of teaching students at the Philological Faculty is focused on.

Reforming Islamic Education in Iran: Creating An Emancipated and Creative Generation

This research focuses on the theme of Islamic education reform in Iran, which aims to produce an emancipated and creative generation. The Islamic Republic of Iran has implemented a series of education reforms that prioritize the development of technical and vocational skills, entrepreneurship, interpersonal skills, and the cultivation of students' character and morality. The goal of these programs is to prepare students to face the challenges of the global job market and to advance the Iranian economy. Moreover, the Iranian government has introduced a series of initiatives to promote critical thinking and creativity in its education system. For instance, it has integrated modern technology into its educational system, established research centers and incubators, and encouraged student participation in extracurricular activities. As a result of these reforms, many Iranian students have emerged as successful graduates in various fields, including technology, science, business, and arts. Therefore, this abstract concludes that the Islamic education reform in Iran has been successful in creating a generation of students who are equipped with the skills and knowledge necessary to compete in the global job market and contribute to the advancement of their country's economy. Furthermore, it has also fostered a culture of critical thinking, creativity, and innovation among students, which will be critical to the country's continued progress in the future.

Implementation of ICT Tools in a Vocational Skill Development Program

Introduction - Skills and knowledge are the driving forces behind every country's economic and social progress. In the digital era, ICT materials such as PPT, Tutorial Videos, Animation, e-materials, and web resources are quite useful in the education sector for improved comprehension.
 Aim of the study - To detect ICT skills among teacher who teach vocational skills in educational institutions. To determine the techniques and ICT technologies that will be used in the institutions to provide vocational skills. To get a better understanding of the issues that vocational skill providers confront, as well as the improvements and refinements that are necessary for the current system.
 Research Methodology - The sample was chosen using a multistage random sampling process. This research looked at all of the skill-training institutes and centres in Dindigul's Taluks. For this study, a total of 250 vocational skill-providing teachers were chosen. The statistics package for social science (SPSS) was used to analyse the data. 
 Data analysis – The data collected have been analysed using frequency, percentage, graphs and statistics package for social science (SPSS) was used to analyse the data. 
 Conclusion - It is concluded that, 50.8 percent of respondents believe there is a poor amount of ICT-based reference resources for soft skill training. Simultaneously, the majority of respondents (88%) expressed an interest in receiving training in ICT-based occupational skill instruction. As a result, all occupational skill providers should get intensive ICT-based teaching and learning training. Institutions must create a suitable environment for ICT-based education.

A New Roadmap for Reskilling and Upskilling (R&U) in Türkiye: Vocational Training Center Skill Development Programs

Purpose: The skills that adults possess are very important for their adaptation to the technological transformation and contribution to the economy. Therefore, large-scale projects are implemented to develop theseskills within a lifelong learning approach. The Ministry of National Education (MoNE) has initiated “Vocational Training Center (VTC) Skill Development Programs” to improve the skills within the paradigm shift in VET system. This study aims to evaluate the performance of these programs in the first six months through the data collected from the participants. Design/Methodology/Approach: The study compares the number of students in VET skill development programs and the change of demographic characteristics in the last six months. Therefore, the data in the programs were used anonymously. The study is designed as descriptive research. Findings: The findings show that adults demand greatly for skill development programs in just four months and the number of participants has increased from approximately 6000 to 79000. The adults aged 31 and above constituted largest share of participants. The gender distribution of the participants is quite balanced and it is mostly valid at different age levels. In addition, 19% of participants graduated from associate degree and higher education levels. This reveals that adults need to develop their skills and are in high demand regardless of their education level. The service sector and creativity-related fields are highly preferred by adults and this pattern is valid for adults from different education levels. Highlights: VTC skill development programs have a great potential for upskilling and reskilling of adults in Türkiye. For the last six months, these programs are demanded from adults and the percentage of females have reached the peak level in VET. The fact that 19% of the participants are tertiary graduates indicates that adults who have graduated from tertiary education have a demand for acquiring new skills. The findings in the first six months show that the skills development programs reach the target group and meet an important need in skills development.

Evaluation of In-Service Vocational Teacher Training Program: A Blend of Face-to-Face, Online and Offline Learning Approaches

Teacher education has a large and favorable impact on a teacher’s performance. Effective training brings improvement in the productivity and performance of employees due to the acquisition of new knowledge and skills. The National Vocational and Technical Training Commission organized an in-service vocational teachers’ training program through blended learning approaches in Pakistan. This study aimed at finding out the effectiveness of that in-service vocational teachers’ training program. The four levels of the Kirkpatrick model were used as the theoretical framework. A survey approach was used to collect data from 629 in-service vocational teachers who took part in the training program through blended learning approaches. Partial least square structural equation modeling was applied to find the hierarchal relationship among the four levels of the Kirkpatrick model. The results of the current research revealed that trainees were satisfied at all four levels of the Kirkpatrick model, including the reaction, learning, behavior and results. A hierarchal relationship between the four levels of the Kirkpatrick model was also found for the evaluation of the training program. The direct effect of the reaction had a positive and significant relationship with learning, learning with behavior and behavior with the results. The results of the specific indirect relationship among the four levels clearly depicted that behavior was mediated through learning and the results, learning was mediated through the reaction and behavior and behavior was mediated through the reaction and results. This study is useful for vocational education institutions and skill development policymakers to design in-service training programs for in-service teachers. Future studies can be conducted about the adaptation of instructions for the in-service vocational teachers’ training program through blended learning approaches.