Vocational Education Research Articles

Optimizing Work Readiness Through Soft Skills, Motivation, and Internships

Preparing students for the professional world is crucial, and this study evaluates how soft skills, motivation, and internship experiences influence their work readiness. Conducted among 202 Management students at Universitas Muhammadiyah Sidoarjo, Indonesia, the research reveals a significant positive correlation between soft skills development and work readiness, as well as the positive impact of motivation on students' preparedness for the job market. Internship experiences also play a vital role in enhancing students' understanding of real work environments. The findings emphasize the importance of integrating soft skills development into curricula, sustaining student motivation, and providing relevant internship opportunities to better equip students for professional challenges. Highlight: Soft skills development correlates positively with work readiness. Motivated students show greater preparedness for the job market. Internship experiences enhance students' understanding of real work environments. Keywoard: Work Readiness, Soft Skills, Motivation, Internship Experiences, Higher Education

Beyond subjects and skills or crossing the divide? From additionality to complementarity in college enrichment

ABSTRACT This paper reports a longitudinal study, organized around national surveys and institution-based case studies, of ‘enrichment’ in post-16 colleges across England and Wales. These institutions transect general and vocational education pathways, whose curricula are organized respectively around subject disciplines and employment skills. Drawing on social justice perspectives and understandings of curriculum theory and cultural reproduction, the study initially analysed enrichment practices positioned as additional to subject-based curricula. However, extending thematic analysis through cross-case comparison, the study uncovered an additional, complementary role of enrichment: in some specialist/general education settings, teacher-led, practice-based extensions of subject curricula, complemented by agentic networking opportunities, facilitated middle-class higher education transitions; vocational enrichment, responding instead to ‘learner support’ imperatives and socializing young people into employment routines, sustained the normative transitions to work that characterize vocational pathways. These distinctive complementary logics mirror the inequalities of epistemic access identified by curriculum theory, suggesting that these extend beyond formal curricula. On the other hand, some marginal practices, including broader, more critical preparation for adulthood and work, suggest possibilities to advance social justice, transgressing the academic/vocational divide. Whilst unequal societies persistently sustain this divide, activities outside formal curricula may support more agentic and socially just transitions to adulthood and working life.

Research on the Challenges and Countermeasures of Undergraduate Vocational Education in China

Undergraduate vocational education represents a significant innovation within China’s education system, aimed at cultivating high-level technical and skilled talents to meet the modern economy demand for skilled and application-oriented professionals. Drawing on a review of domestic and international literature on undergraduate vocational education, this paper analyzes the issues and challenges in curriculum design, school-enterprise cooperation, faculty development, and quality assurance, proposing corresponding optimization strategies.

Trajectories of work ability and associated work unit characteristics from pre-COVID to post-COVID pandemic period

ObjectivesTo identify trajectories of work ability from pre-COVID to post-COVID-19 pandemic period and to examine work unit characteristics associated with these trajectories.MethodsThe study population was a cohort of Finnish public sector employees (n=54 651) followed from 2016 until 2022. We used trajectory analysis to identify trajectories of work ability and multinomial regression to examine their associations with prepandemic work unit characteristics and pandemic-related changes at workplaces.ResultsWe identified three trajectories of work ability: (1) suboptimal work ability decreasing over time (12%); (2) relatively consistent good work ability (73%) and (3) consistent optimal work ability (15%). The strongest associations with belonging to the suboptimal work ability trajectory were found for employees in work units characterised by high job strain (OR 2.29, 95% CI 1.82 to 2.88), poor team climate (OR 0.74, 95% CI 0.64 to 0.86) and low organisational justice (OR 0.64, 95% CI 0.57 to 0.72) when compared with the most optimal trajectory. The least favourable work ability trajectory was also associated with team reorganisation (OR 1.22, 95% CI 1.04 to 1.44) and a low share of those working from home (OR 0.86, 95% CI 0.78 to 0.94) during the pandemic.ConclusionPrepandemic psychosocial risk factors and pandemic-induced changes at work were associated with poor and declining work ability during the COVID-19 pandemic. Employers and occupational health services should better identify and support vulnerable employees to enhance their work participation.

Professional Standards for Individuals Performing Independent Technical Functions in Construction

The appropriate level of construction-related services is guaranteed primarily by high requirements imposed on individuals performing these functions. Independent technical functions in construction may only be carried out by individuals with relevant technical education and professional experience, tailored to the type, degree, and complexity of the activity, and other requirements associated with the performed function, as confirmed by the decision granting construction qualifications issued by the professional self-government body. Individuals performing independent technical functions in construction are responsible for carrying out these functions under regulations and principles of technical knowledge. They are also accountable for due diligence in performing their work, proper organization, safety, and quality. The quality of performing these functions is subject to control by the professional self-government, of which the individual performing independent technical functions in construction is a member. This stems from the fundamental task of this self-government, which is to oversee the proper execution of these professions within the bounds of public interest and for its protection.

Persepsi Pihak Industri Terhadap Kompetensi Mahasiswa PTM pada Program Magang Industri

<p><em>The purpose of this study was to determine the assessment of the industry, especially field supervisors regarding the competence of students who participated in the industrial internship program majoring in Mechanical Engineering Education FKIP UNS with a concentration in Production for the 2022 period. This study uses a descriptive method, which aims to collect, analyze, and present data that has a relationship with the problem under study. Data collection techniques using questionnaires and interviews. The results showed that the industry's perception of the competence of PTM students was in the very good category and was considered quite in accordance with industry needs, with work attitude as the most prominent aspect (82.5%). However, there is still room for improvement, especially in the aspects of practical skills (74.2%) and knowledge application (76.5%) in order to produce graduates who are better prepared to face the demands of the dynamic world of work. With good assessments, especially in the work attitude aspect, PTM graduates have good competitiveness potential in the job market, but need to continue to improve their practical skills and knowledge application abilities to maximize employment opportunities. Conducting Conduct an in-depth analysis of the gap between the competencies expected by industry and those possessed by students so that it can be the basis for recommendations for curriculum improvements that are more specific to the demands of the labor market and improve the work readiness of PTM graduates.</em></p>

The Role of Self-efficacy and Locus of Control on Work Readiness Among Gen Z

As a generation who start entering the work force. Gen Z faces unique challenges and opportunities as they transition from education to employment. One issues that come up from this transition was readiness to work. The study explored how self-efficacy and locus of control influence work readiness in Generation Z. The research method use was quantitative research with multiple regression statistic to analyse the data. Respondents of the research were 70 students higher education in the last year ((M= 17; F= 53) and mean of age = 20.9 (20 years 10 months). The data were collect with questionnaire of general self-efficacy, locus of control and work readiness. The result show that self-efficacy significantly influence to work readiness, and locus of control did not influence to work readiness among generation Z. Based on this finding it can see that to improve the students’ readiness to work, the intervention of self-efficacy was more useful than locus of control. This model suggests that training programs or interventions aimed at enhancing self-efficacy may be more effective in increasing work readiness than those that concentrate solely on the internal locus of control, especially among generation Z with all the uniqueness.

In our Time: Adult Education and Birkbeck: Extra-Mural — An Experiment 1988–2009

In this article I suggest that three strands of adult education in the nineteenth century contributed to the experiment of the affiliation of Extra-Mural Studies and Birkbeck between 1988 and 2009: those of the mechanics’ institutions, the University of London, and Extra-Mural (‘Extension’). Although these strands had distinct origins, they were all respondents to the popular demand of the day for access to education by adults excluded from further and higher education in Oxbridge, which was full-time, residential, expensive, and confined to Anglicans and young men. The alternatives that adult education offered were secular and non-residential. They included part-time, evening teaching of subjects that reflected student demand. Adult education from the 1820s provided classes in practical science, mathematics, modern languages, English literature, and vocational training in mechanics, and in London University, medicine and law. In their parallel development, during which they all changed radically, these types of adult education were unmistakably hybrid, imitating each other in course selection and delivery, and sometimes competing for students. Extra-Mural joined the university in 1904 as its External Department, while Birkbeck joined the University of London in 1924 as a separate college, giving up, however, its daytime teaching, its intake of students of all ages, and the teaching of economics, to fit into the university without friction. The second part of the article explores one example of a productive partnership in the college between Extra-Mural and a Birkbeck department: English in Extra-Mural and the Department of English over the two decades that Extra-Mural was part of Birkbeck. Lastly, the article considers how the college privileged the other strands of adult education and shed Extra-Mural by integrating its full-time staff and on-site courses, and silently obliterating its vast provision of classes across the capital. A colour-coded Timeline follows this article to help trace the development of adult education that impacted on Birkbeck, and its lurches and adjustments to survive, from 1823 onwards.

ASSESSMENT OF FIREFIGHTERS’ SAFETY DURING EXERCISES AND TRAINING IN A SMOKE CHAMBER

In the process of vocational training, firefighters undergo a series of refresher exercises and tests(examinations) to verify their resilience to factors that may be encountered during actual rescueoperations. One such training is smoke chamber exercises and tests, which examine firefighters’resilience to psychophysical stresses in conditions close to real life. Orientation, the ability tomove in smoke-logged conditions and in confined spaces are all tested during improvementdrills. This article presents the results of a study aiming to establish the safety level of firefightersduring exercises and tests in a smoke chamber, based on selected criteria, which comprised thenumber of firefighters on the training path, the length of the training path, the capacity of thecompressed air cylinders, the change in heart rate while traversing the training path, the BMIindex, the knowledge of operating respiratory protection equipment (RPE), the physical workload,the rate of air consumption while traversing the training path and the cognitive abilities of the testparticipants. This paper examines legal considerations and occupational risks for firefighters duringsmoke chamber exercises and tests. Identified organisational factors and individual behavioursaffecting the safety of trainees and techniques of risk-reducing measures are presented, as well asfirefighters’ own safety assessment criteria. Also presented are the results of experimental, surveyand psychometric studies. The research comprised a group of 50 firefighters, both professional andvolunteer, including 46 men and four women. The results of the research work showed that theeffect of short-term exposure to a psychophysical load generated by smoke chamber conditionshas a significant impact on cognitive abilities. It was shown how organisational factors and theindividual behaviour of each firefighter affect their safety during smoke chamber exercises andtests, and solutions were proposed to improve this safety.

Evidence of Strategic Information Literacy Practices in Early Career Teachers' Navigation of TeachersPayTeachers

Teachers Pay Teachers (TPT) has emerged as the most popular online educational marketplace of the moment, but exactly how curriculum marketplaces support professional learning and classroom curriculum design is still an emerging area of inquiry in educational research. This paper explores the perspectives of six novice teachers on the supplemental teaching materials available on TPT. Through semi-structured think-aloud interviews, we identified tensions related to teachers’ landscapes of practice, institutional mistrust, perceived authoritativeness of TPT sellers, curriculum marketplaces as altruistic platforms, and the affordances and constraints of TPT for managing finite resources. Findings suggest that professionals who work with preservice and in-service teachers must reframe their discussion of curriculum marketplaces toward developing early-career teachers’ critical curriculum cultivation practices. Such reframing has the potential to influence how educators make use of online curriculum marketplaces, what resources they download, and how those resources are employed.

Positive Influences of Integrating Information Communication Technology in Teaching English at a Technical and Vocational Training College

The paper investigated the positive influence of integrating Information Communication Technology (ICT) in teaching English to National Certificate NC (V) students at a Technical and Vocational Education and Training (TVET) college. A qualitative research approach was used in this research to explore and determine ways in which ICT can be used in teaching English. The research’s participants were fifteen NC (V) lecturers offering English. Semi-structured interviews and focus group interviews were conducted with Heads of Departments (HODs), Senior Education Specialists (SES), Education Specialists (ES), and NC(V) English lecturers. This paper found that there are barriers when it comes to integrating ICT in teaching English, and these were teacher-level barriers, student-level barriers, and school-level barriers. It is hoped that this research will contribute towards strategic ways that will ensure that ICT is integrated in teaching English at Nkangala TVET College, as this will improve students’ class attendance and enhance teaching and learning.

The Theoretical Logic, Challenges and Countermeasures of Vocational Education Enabling the Development of New Quality Productive Forces

New quality productive forces are the advanced productive forces that conform to the needs of new economic development and accord with the new development concept. Vocational education has become one of the research hotspots of the development of new quality productivity, and the two two-way empowerments. However, vocational education is faced with problems such as lagging education concept, mismatch of education system, and poor degree of integration of industry and education. Therefore, vocational education needs to change the concept of education, optimize the professional structure, improve the level of teachers, deepen the integration of industry and education.

Digital Competency Development Among merchant Vocational Education Lecturers: An Analysis of Personal and Institutional Factors Influencing Teaching Effectiveness in Indonesian Higher Education

This study examines digital competencies among lecturers in Indonesian Maritime Vocational Colleges, aiming to analyze the relationship between lecturer profiles, institutional factors, and digital competency development. The research objectives focus on understanding how personal characteristics and institutional support mechanisms influence digital teaching capabilities while identifying effective strategies for enhancing digital competencies in maritime vocational education. Through a quantitative approach utilizing a comprehensive survey of lecturers across maritime institutions, the study employs DigCompEdu-based measurement tools to assess ten crucial dimensions of digital competency. The methodology combines questionnaires and structured interviews, analyzing data through confirmatory factor analysis and linear regression. Results reveal that while overall digital competency scores are above average on a Likert scale, significant variations exist across different competency domains. Digital tool usage demonstrates the strongest positive correlation with competency development, followed by attitudes toward technology. The study identifies age as negatively correlated with digital competency, while workload shows an unexpected positive relationship. Institutional factors, including curriculum support and professional development opportunities, significantly influence digital competency development. These findings contribute to understanding digital competency development in vocational education settings and provide practical insights for enhancing digital integration in maritime education institutions.

Work readiness and Work-changing ability: exploring the employability profiles of a social psychiatric care graduate programme’s alumni

PurposeWork readiness and the ability to change how work is conducted are key dimensions of employability. This study focuses on alumni from the social psychiatric care (SPC) programme at University West in Trollhättan, Sweden. As their work readiness and work-changing abilities have not been studied to this point, the purpose was to explore the eventual main employability profiles in these alumni.Design/methodology/approachBetween 8th November 2022 and 2nd January 2023, 94 SPC alumni responded to the Employee Agility and Resilience Short Swedish Version Measurement Scale, consisting of five subscales that represent different employability features. Cluster analysis was used to explore eventual employability profiles in these alumni.FindingsThree clusters of SPC alumni with different employability profiles were identified. Cluster 1: Highly employable profile, which is represented by SPC alumni who scored high on each of the five employability features. Cluster 2: Employability with alliance-creating profile; this cluster comprise SPC alumni whose strengths lie in creating collegial relationships. Cluster 3: Employability with a strong social support profile, which comprise SPC alumni with a strong social backing at work. We discuss that SPC alumni of these employability profiles are variously equipped to (1) follow and develop how work is conducted in their fields and (2) adapt to changes at work.Originality/valueThe study presents employability profiles of SPC alumni and offers valuable insights that could enhance the prospects of these alumni becoming a recognised occupation within the realms of psychiatry, social services, institutional work and community work.

Research on Vocational Regional to Development by Vocational Education

Zhejiang province of China has a large economic aggregate, optimized industrial structure, balanced regional development pattern, transformation and upgrading of industrial layout, along with excellent business environment and urban-rural integrated development. For decades, through the training of technical talents which directly meets the needs of regional economic development; deepens the cooperation between schools and enterprises, provides skilled personnel support for economic and social development, and promotes regional cooperation and foreign cooperation. Taking Zhejiang Province as an example, this paper discusses how vocational education promotes the regional economy, and analyzes the existing problems and future prospects.

ENGLISH SPEAKING BARRIERS IN VOCATIONAL EDUCATION: A STUDY OF SMK SPP SNAKMA STUDENTS

The English-speaking skills of students at SMK SPP SNAKMA remain underdeveloped due to specific challenges in using the language within a vocational context. This study explores and analyzes these barriers to understand the underlying factors that hinder effective English communication among vocational students. Employing a qualitative approach, the research gathers data through interviews, observations, and questionnaires to capture students’ perspectives and real-time experiences with English language use. Findings reveal four primary obstacles: limited vocabulary, grammatical difficulties, speaking anxiety, and insufficient practice opportunities. These factors collectively impact students’ confidence and fluency in speaking English, which is critical in vocational settings where practical language skills are increasingly required. The study suggests that a more communicative teaching approach, combined with structured and frequent speaking practice, could significantly address these challenges. By focusing on interactive and supportive teaching methods, educators can create an environment that encourages active language use, helping students overcome barriers and develop essential English-speaking skills for their careers.

Study on the Development of Explosive Force in Athletic Jumping through Plyometrics Exercises at the Level of Junior Athletes

The purpose of this article is to demonstrate the importance of implementing plyometric exercises especially in the case of students in vocational mainstream education for improving relaxation and implicitly sports performance. The present paper highlights a study based on a theoretical and practical approach to the notion of plyometrics by applying a specific program based on plyometric exercises for the development of explosive force in advanced groups, compared to subjects carrying out a regular training program. By implementing this type of exercise at the level of all students, regardless of the way in which they practice athletics, benefits are brought both in terms of sports performance and health.

Funding and its impact on the administration and organisational efficiency of technical vocational education and training institutions

Funding and its impact on the administration and organisational efficiency of technical vocational education and training institutions

Understanding Digital Technology Integration in Merchant Marine College: Examining Teacher Digital Competency through TAM Framework

This study examines the relationship between teacher digital competency and technology adoption in maritime vocational education institutions. The research aims to investigate how digital competency influences perceived usefulness, perceived ease of use, behavioral intention, and actual technology use among maritime educators. Using the Technology Acceptance Model (TAM) framework, the study explores the interconnected relationships between these variables in a specialized educational context. Data collection involved an online survey of lecturers and instructors from maritime vocational colleges under the Ministry of Transportation. The study employed structural equation modeling (SEM) using AMOS software for analysis, providing a comprehensive examination of the relationships between variables. Results reveal significant positive relationships between teacher digital competency and technology adoption factors. The findings demonstrate that digital competency strongly influences both perceived usefulness and ease of use of technology, which in turn affects behavioral intention and actual technology implementation. The research contributes to understanding technology adoption in maritime vocational education and provides practical implications for institutions developing digital competency programs. The study suggests that successful technology integration depends on both technical competency development and positive perceptions of technology's utility, supported by adequate institutional infrastructure.

A short history of careers education policy in England

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