Vocational Skills Development Research Articles

Vocational Teachers Readiness in Face of the Industrial Revolution 4.0: Vocational Teachers Perceptions in Yogyakarta-Indonesia

Vocational learning requires new reconstruction in accordance with the demands of globalization. As a result, vocational teachers must carry out new concepts in their learning. This study aims to obtain facts from the learning readiness of vocational teachers in the field of automotive engineering expertise in facing industry 4.0 challenges. This study uses a survey method approach. Data generated from the teacher perception instrument in Yogyakarta -Indonesia with a Likert scale. A total of 71 vocational teachers were involved in the study. The results showed that digital transformation, design principles, learning innovations and vocational teacher skills development have a readiness range between 75.00% -79.8% which is in a good category and needs to increase perceptions widely and deeply. An important finding from the facts of this research is that learning is emphasized on the role of digitalization and technology that is relevant to industry, business, and the world of work (IDUKA).

Manajemen Life Skill untuk Membentuk Kemandirian pada Anak Berkebutuhan Khusus di SLB Negeri Tamanwinangun Kebumen

This research-based article is motivated by the importance of knowing the efforts to manage life skill education for children with special needs (ABK). The research aims to identify, describe, and analyze the planning, organizing, implementation, and evaluation in the management of life skill education for children with special needs (ABK). The research location is at the State Special School (SLB Negeri) Tamanwinangun Kebumen. In particular, the research paper is focused on the SMALB Class for the deaf in sewing practice. The research is qualitative. Data collection was taken by the method of observation, in-depth interviews and documentation. Analysis of the validity of the data is done by triangulation technique. The result of the research is that the educational process is oriented towards the development of personal, social, academic, and vocational skills. Management of life skill education at SLB Negeri Tamanwinangun is carried out through a process of planning, implementation, evaluation, and at the same time improvement whose cycles coincide. Recommendations, sewing practice activities need more time, and more practice facilities are needed, and the involvement of parents of students needs to be maximized.
 

Vocational skill development of self-employed workers to promote their participation in education and training in South Korea: a public policy perspective

This study investigates the status of the participation of the self-employed in Korea in vocational training and identifies their demand for participation and deduces the implications for strengthening survival capacity and competitiveness. The author's surveyed 200 self-employed individuals participated in the vocational training. Results showed as follows: first, less than 1% of all self-employed individuals participated in vocational skills development. Second, many self-employed individuals lacked systematic start-up preparation such as start-up-related education. Third, a large number of self-employed individuals chose to start their businesses as an alternative to reemployment after retirement. Thus, start-ups have served as an alternative to jobs. Fourth, 20% of the self-employed who participated in vocational skills development faced changes in their situations such as reemployment and re-start-up. Based on the results of this study, methods to activate and strengthen the vocational skills development policy for the self-employed in Korea are recommended.

Vocational skill development of self-employed workers to promote their participation in education and training in South Korea: a public policy perspective

Vocational skill development of self-employed workers to promote their participation in education and training in South Korea: a public policy perspective

Training Simulators in Vocational Education: Pedagogical and Technological Aspects

This article provides a review of literature on using training simulators in vocational education and training and explores the vocational pedagogy approaches to describing training simulators as a tool for vocational skill development. We examine simulators applied in medical, engineering and teacher training education, present a general taxonomy of practice-oriented training models, and analyze the role of simulators as specific learning media. This review can be useful for developing and implementing initiatives within the Human Resources and Education component of the Digital Economy National Program (in particular, integrating simulators in vocational and higher education).

Enhancing student retention rates on open non-formal online language learning courses

Open non-formal online courses (Rha, 2018) are becoming increasingly popular as a self-paced option for learners. These courses are often hosted by commercial platforms where teachers and course creators develop and market courses to students across the globe. The numbers of students enrolled on these kinds of courses is hard to estimate but figures from providers do indicate the numbers are significant. For example, the Udemy course provider (https://www.udemy.com) states that as of October 2019 it has over 30 million students learning on 50,000 courses. However, the attrition rates for such courses, similar to other online options such as MOOCs, can be high (Sánchez-Elvira Paniagua & Simpson, 2018). In this presentation two teacher-researchers reflect on and analyse their experience of creating open non-formal online courses for English language learners, and go on to suggest several practical techniques to decrease the number of students that may drop out. The theoretical framework for this paper is that of exploratory practice (Allwright, 2003). This is an approach to teacher development in which teachers collect information on their courses and then try to use that data to reflect on their practice and improve conditions for learning. The two sources of data are the meta analytics supplied by Udemy for every course and surveys from university students who were asked to evaluate different types of video. These two sources of data were analysed using a two-step coding approach (Miles, Huberman & Saldana, 2014) in which codes are assigned and then grouped together based on emergent themes. In the presentation, firstly, the wider reasons why online students drop out, such as insufficient support (Simpson, 2017) or the impact of cognitive overload (Sweller, Ayres & Kalyuga, 2011), are discussed and several ways are suggested to get around these issues. Secondly, various principles of instructional design such as keeping lessons consistent but variable, relevant, and divided into manageable chunks are recommended (Lehman & Conceição, 2014). Finally, a number of ways that videos can be made more engaging are shown (Mayer, 2017), especially focusing on how a talking head can be best portrayed in order to give the clearest information and develop a more personalised teacher presence (Garrison, 2011). Although the data and analysis are focused on open non-formal online courses the findings and discussion are of relevance to other forms of online instruction and multimedia learning.
 
 References 
 
 Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teaching.
 Language Teaching Research, 7(2),113-141. https//doi.org/10.1191/1362168803lr118oa
 Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. (2nd ed.). New
 York, NY: Routledge. http://dx.doi.org/10.4324/9780203166093
 Lehman, R., & Conceição, C. (2014). Motivating and retaining online students. San Francisco, CA: Jossey-
 Bass.
 Mayer, R. E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33, 403-
 
 https//doi.org/10.1111/jcal/12197
 
 Miles, M.B., Huberman, A.M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. 
 London: Sage.
 Rha, H.M. (2018). A study on the classification of online education types and development of quality
 management indicators for lifelong vocational skills development. In T. Bastiaens et al. 
 (Eds.). Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 759-
 763). Amsterdam, Netherlands: Association for the Advancement of Computing in Education
 (AACE). Retrieved from https://www.learntechlib.org/p/184274.
 Sánchez-Elvira Paniagua, A., & Simpson, O. (2018). Developing student support for open and distance
 learning: The EMPOWER project. Journal of Interactive Media in Education, 1(9), 1–10,
 https://doi.org/10.5334/jime.470
 Simpson, O. (2017). Innovations in distance education student support: What are the chances? In: G.
 Ubachs, L., Konings, & M. Brown (Eds.). The Envisioning Report for Empowering Universities (pp.
 52-55). Available from: https://empower. eadtu.eu/images/report/The_Envisioning_Report_ for_
 Empowering_ Universities _ 1st_ edition_2017.pdf
 Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York, NY: Springer.

Impact of Pradhan Mantri Kaushal Vikas Yojana on the Productivity of Youth in Gwalior Region, India

Prime Minister Narendra Modi launched a Skill India campaign on 15 July, 2015. This campaign goal is to train over forty crore candidates in India in different-different skills by 2022. Pradhan Mantri Kaushal Vikas Yojana (PMKVY) is a unique initiative that aims to offer meaningful, industry relevant, and skill based training to youth. Under this initiative, the trainees were offered a government certification and monetary reward on successful completion of training, which will help them to earn money or securing. So, the PMKVY was developed as a key measure to impart skill-based training to youth, enabling them to earn and support the anti-poverty efforts of the nation. Subsequently the last two decades, India's government has implemented many large national programs for vocational education, training and skill development to improve youth employment and earnings prospects. Since four years to PMKVY came into existence, it is essential to evaluate the role and impact of PMKVY. This paper analyze the impact of on productivity of youth in Gwalior Region, India

Labor Market Outcomes of Voucher Based Job Training -Evidence from an Analysis of Job Training Participant Survey in Korea-

This paper investigates how labor market outcomes of voucher based job training differ in terms of employment rates and job quality during the year of 2012-13 in Korea. Using a sample survey of vocational skills development program participants based on administrative data on vocational skills training and registry of jobseekers, this paper empirically tests whether voucher-based job training contributes to promoting labor market outcomes in terms of employment probabilities and job quality obtained since the completion of training programs compared to job seekers in the Korean labor market. Results show that there exists a negative lock in effects of 9 percentage points in employment rates for jobs covered by employment insurance, while for jobs of all sort regardless of social insurance coverage the negative effect is also observed in the short term, which turns positive after about 4 months since training participation. These findings shed light on the recent debates on whether or not the introduction of voucher based system in job training provides more benefits for jobseekers as well as for public service agencies as promised by the proponents of voucher based system in job training.

Does implementation of competence-based education mediate the impact of team learning on student satisfaction?

ABSTRACT Competence-based education (CBE) is an innovation in (vocational) education aimed at improving students’ competences. Little is known, however, about the processes leading to successful implementation of CBE and about its outcomes. This study investigates the effects that the level of CBE implementation has on student satisfaction (regarding the quality of education, guidance, and the development of interpersonal and general vocational skills) and to what extent CBE implementation mediates the relationship between teacher team learning activities and student satisfaction. To this end, data was gathered from 662 teachers belonging to 46 teacher teams in senior secondary vocational education in the Netherlands, and their students. Multilevel structural equation modelling revealed that teacher team learning was positively associated with te implementation of CBE. Furthermore, CBE had a positive effect on student satisfaction with quality of education, guidance, and development of interpersonal skills; however, no significant effect was found on student satisfaction with the development of general vocational skills. These results indicate that implementation of CBE has, to some degree, fulfilled its promise of better preparing students for their future workplace and that teacher team learning can support the further implementation of CBE. Abbreviation: CBE – Competence-based education

PENDIDIKAN VOCATIONAL SKILLS

This article aims to determine how important the vocational skill education for students in the Darussalam Islamic Boarding School of Kersamanah Garut. The background of this research is that ideally the person who was educated both formal and non-formal schools at least have the skills of life that it faces, especially in the world of work. In fact there are a lot of unemployment among educated either issued by the formal and non-formal education is still unused and still many educational institutions interventioned with offices and civil service, and there are still doubts in the world of work on the output issued boarding. Therefore it is necessary to study "Education Vocational Skills (Case Study In Darusaalam Islamic Boarding School Kersamanah Garut)", This study aims to describe and analyze the development of vocational skills in applied as future supplies students. It uses the method to achieve the goal of research is to reserch descriptive qualitative method. Data retrieval is done by interview, observation and documentation. Results from this study showed that the Darussalam Islamic Boarding school is a boarding school that equip students with vocational skills through extra-curricular activities in the form of education life skills oriented vocational education skills such as : organizational and clerical schools , or in the form of a course in which there are education vocational skills such as : automotive , sewing and culinary art , or other training by bringing in trainers from outside schools , in order to motivate students to become productive graduates who are able to enter public life line

Quality Enhancement: Vocational Skill Development And Entrepreneurship

India is fastest growing country in the world. We have largest technical manpower. In India the emphasis has been on general education , with vocational skill education and entrepreneurship at the receiving end. Coz of which large number of people are still unemployed. The article shows the recent growth in the area of vocational skills and entrepreneurship. India has only 4% skilled workforce. In the year 2022 109.73 million skilled manpower are required. The way in which innovation higher and vocational skill develop competencies for entrepreneurship is analyzed. Various ministers are trying to impart vocational courses through innovative institutions, specially launched for the purpose. In doing so the government is trying to maintain the quality of these courses. Under the 11th plan, vocationalization of education has received a boost with more funds being allotted for the purpose. The article ends with the recommendations on promoting vocational skill and entrepreneurship in society and the reforms that should be done in this field

Applying Strengths Model principles to build a rural community-based mental health support service and achieve recovery outcomes.

The Personal Helpers and Mentors (PHaMs) service is a non-clinical, community-based Australian Government initiative aimed at increasing opportunities for recovery for people whose lives are severely affected by mental illness. Using a strengths-based recovery model, PHaMs caseworkers support and mentor people 'at risk of falling through the gaps' between state funded clinical treatment services and federally funded social services (such as supported housing, education and employment). While there is evidence that PHaMs realises its aim in metropolitan areas, little is known about how services are developed and function in low resource rural settings and what outcomes are achieved. These questions were addressed in a case study of a PHaMs service in a rural town in the state of New South Wales, Australia. Data were collected from two sources: local service documents prepared for staff orientation and operational purposes, and records and reports of service participants\' performance and achievements. Participants\' gains in wellbeing, recovery goals, and the target outcome areas of increased access to services, increased personal capacity and self-reliance, and increased community participation, were gathered from self-reports. The Role Functioning Scale was used as a measure of caseworker ratings of participants\' adaptive functioning. The qualitative data were examined for semantic content and underlying themes. The quantitative analyses involved repeated measures and between-groups comparisons of uncontrolled pre-test–post-test and retrospective pre-test data. From commencement of the service in October 2009 to June 2014, an estimated 31% of the people living with severe mental illness in the local government area had accessed the PHaMs service (N=126; mean age 31.9 years; 42% male, 27% Aboriginal). The document analysis revealed that despite a lack of detail on how a PHaMs service should be developed or delivered, by focusing on the goal of client recovery, and taking a strengths-based rather than a deficit approach to the human and other resources that were available, the PHaMs service was established and is maintained by applying Strengths Model principles and being committed to teamwork and interagency respect. Caseworker ratings of participants who had completed an Individual Recovery Plan indicated significant gains in adaptive functioning, including improvements in physical health and wellbeing, management of symptoms, accommodation, vocational skills development and increased community involvement. Strengths-based recovery services offered by a rural PHaMs service can assist Australians with severe mental illness to achieve meaningful gains towards recovery. Furthermore, a Strengths Model approach to service development and operations – one that recognises individual abilities and prizes interpersonal relationships and teamwork – can maximise the potential of local human and other resources, and serve as a solution to resolving apparent service gaps and perceived deficits in rural and regional areas.

Towards New Co-Creational Approaches for Research and Supervision in Professional Journalism Degree Programmes

ABSTRACTPostgraduate research and supervision within the context of a professional degree in many ways constitute unchartered territory and new and innovative strategies will have to be developed to meet the calls from national policy agenda as well as the academy for increased postgraduate throughputs—demands often at odds with the development and prioritising of vocational skills development. Through a survey as well as interviews conducted with journalism lecturers as well as postgraduate students, I outline some of the challenges experienced and how these can be overcome to meet academic criteria for postgraduate research as well as broader national development goals and transformation agendas. The responses talk to a need for maintaining industry links and for recognising professional experience in the supervision process and what such experience contributes not only to the research project itself, but also to the articulation of new co-creative approaches to supervision.

On the “Five-in-One” Training Model of Vocational Key Skills for Undergraduates

There are five interested parties in the training of vocational key skills for undergraduates, and they are separately educational institution, family, student, enterprise and government. If there is missing of any party, the training will be significantly impacted. The development of vocational key skills for undergraduate needs the buildup of “Five-in-One” training model, organizing all the parties involved and performing their own functions.

THE PREPAREDNESS OF PRIMARY SCHOOLS TO IMPLEMENT THE GRADE 3 NEW CURRICULUM IN ZIMBABWE: CASE STUDY OF BULAWAYO METROPOLITAN PRIMARY SCHOOLS

World over, a national curriculum that is contextually relevant to the evolving needs of a nation is highly regarded as one of the essential drivers of a country’s socio-economic development. Every nation therefore strives to ensure that its educational curriculum is in tandem with its developmental needs. The goal behind the commissioning of the Nziramasanga Presidential Commission of Inquiry into Education and Training (CIET) in 1998 was to come up with an educational curriculum that is relevant to the socio-economic challenges obtaining in Zimbabwe. The CIET Report of 1999 recommended a shift from a predominately theoretical curriculum to a hands-on curriculum that emphasizes the development of vocational technical skills. The CIET Report of 1999 got political approval and adoption 13 years later at a ZANU PF party conference in Chinhoyi (The Standard, 13/12/2013). The period 2014 to 2016 saw bureaucrats in the Ministry of Primary and Secondary Education (MoPSE) translating the CIET Report: 1999 into policy by designing the new curriculum and preparing the relevant teaching-learning inputs (Curriculum Framework for Primary and Secondary Education:2015-2022 / CFPSE, 2015-2022). According to the MoPSE, all the relevant preparations were done and schools were in a position to implement the new curriculum with effect from January 2017. On the contrary, some sectors of the Zimbabwean society like, the Progressive Teachers’ Union of Zimbabwe (PTUZ) were insinuating that schools were ill prepared for the implementation (News Day Zimbabwe: 09/01/17). The Dadaya High School (SDC) challenged the introduction of the new curriculum in the High Court alleging parents were not consulted and schools were not prepared (The Herald: 15/02/17). This background and the managerial principle that curriculum implementation should be closely monitored to ensure it remains on course (Ahmadi and Lukman, 2015) gave birth to this study. Article visualizations:

Government of India Endeavors for Vocational Education, Training and Skill Development

Government of India Endeavors for Vocational Education, Training and Skill Development

The Actual State and Task of Training Counseling within the Vocational Skills Development Account System

The Actual State and Task of Training Counseling within the Vocational Skills Development Account System

A study on litigation and legal issues of subsidies for workplace skill development training

A study on litigation and legal issues of subsidies for workplace skill development training

An Analysis of HRD and Capacity Building challenges in the Education Sector in India

There is a huge focus on building enabling capabilities in the potential workforce to make them employable all over the world. The challenges surrounding the current education system in India have given way to the production of unemployable youth which is endangering the growth and sustainability of the economy. The education sector in India has been under criticism for not being skill oriented. In this light, the current study presents an overview of the skill development environment existing in educational institutions in the country and identifies the challenges that produce skill gap. The study mainly relies on qualitative methodology and draws support from other economies of the world. Global Skill development models have been considered to address the skill development challenges. It suggests the development of versatile vocational skills and strong competence in today's youth, accompanied with the continuous renewal of competencies.

Role of Technical and Vocational Education and Training in Women Empowerment: A Case from Bima VDC of Myagdi District, Nepal

This study analyzed role of technical & vocational education and training in women empowerment process specifically in local level. In fact, technical & vocational education and training programs not only provide self-employment opportunity to the women but also trigger capability to exercise control over their personal and family life, make choices to improve well beings and take active role in decision making. For justifying central argument; what are the changing role of technical & vocational education and training that has been fostering women empowerment as well as social and economic development process in this VDC (Village Development Committee), the researchers employed quantitative case study research design and applied key informant interview, observation and household survey as data collection techniques. Researchers purposively selected 63 sample populations (10 respondents who completed technical & vocational education and 53 respondents who participated in vocational skill development trainings). The study found significant role of technical & vocational education and training that have been transforming women empowerment and social and economic development process in local level. More so, for promoting social and economic development process, capable and skilled women are equally playing; decision making, leadership, educational and change agent role in the VDC. The study concluded that technical & vocational education and training program conducting in local level help to nourish knowledge, ability and develop vocational skills of women and empowering them. Similarly, empowered women are also playing transformative role in social and economic development process of the VDC. Finally the ideas in which vocational education and training found to be means and ends for women empowerment in this VDC can be replicate in other similar settings.