Vocational Training Courses Research Articles

Evasão nos cursos da Educação Profissional Técnica de Nível Médio na modalidade a distância: um estudo em uma Instituição Pública Federal de Minas Gerais

Na contemporaneidade a evasão representa um dos grandes desafios enfrentados pelas instituições escolares nas diversas modalidades de ensino, sobretudo, na Educação a Distância (EaD). Apesar dos crescentes números de instituições que ofertam algum tipo de curso a distância e do expressivo índice de discentes matriculados, percebe-se que a evasão é recorrente. Nesse entendimento, o objetivo desta pesquisa consistiu em identificar os índices de evasão e investigar as principais causas da não permanência dos discentes dos cursos da Educação Profissional Técnica de Nível Médio na modalidade a distância (EPTNMEaD) ofertados em uma Instituição Pública Federal de Minas Gerais. Para obtenção das informações foram empregados os procedimentos bibliográfico, documental e levantamento a partir da aplicação de questionários on line aos discentes evadidos. Constatou-se que, no terceiro módulo dos cursos (penúltimo módulo) o índice de evasão foi de 50%. Considerando que a não permanência é determinada tanto por fatores internos quanto externos à instituição, buscou-se investigar tais fatores separadamente. Dentre os fatores internos que contribuíram para a não permanência destacam-se a falta de planejamento das disciplinas, pouca atratividade ou estímulo do curso e baixa interatividade do Ambiente Virtual de Ensino e Aprendizagem (AVEA). Em relação aos fatores externos, a dificuldade de organização e gerenciamento do tempo foi o fator que se destacou. Portanto, o conhecimento dos motivos que ocasionam a não permanência é de fundamental importância para o debate de possíveis soluções ao problema e elaboração de estratégias de ação.

Benefits and Constraints of the Agricultural Land Acquisition for Urbanization for Household Gender Equality in Affected Rural Communes: A Case Study in Huong Thuy Town, Thua Thien Hue Province, Vietnam

The Vietnamese Government has implemented agricultural land acquisition for urbanization (ALAFU) since 2010 which has caused a high level of social-economic transition in the country. In this paper, we applied the gender and development approach to discover how ALAFU has influenced the household gender equality in affected areas in Thua Thien Hue province, Vietnam. The data for this paper was mainly collected from two household group surveys, four group discussions, and six key informant interviews. Group 1 covers 50 affected households whose agricultural land was acquired for urbanization, while Group 2 consists of 50 households whose agricultural land was not taken away. The findings reveal that ALAFU has led to reduced access to agricultural land for group 1, but has contributed to an increase of economic status for women in both groups by creating non-farming job opportunities with a good income. However, most of their new jobs are still informal, contain potential risks, and the unpaid care work burden is heavy. Moreover, although the rate of women participating in household decision making has increased, the quality of participation is limited. Their participation in social activities and vocational training courses has improved insignificantly. Therefore, if the Government continues to promote ALAFU, they should take structural gender inequalities into account to achieve their sustainable development goals.

RETRACTED: A practical and efficient multi-assessment system for vocational teaching based on machine learning

Higher vocational education is a self-consistent system for higher education appropriate to the development of productivity and economy in the world. It aims at training skilled talents, which has made great contribution to the economy and industry. Generally, designing courses in high vocational education includes teaching analysis, teaching strategy, teaching practice and teaching assessment. Among the teaching steps, teaching assessment is one of the most important method to improve the quality of course teaching. However, in most high vocational education courses, traditional written exam is still the primary tools of assessments, which can not fulfill the development of high vocational education. In order to improve the quality of high vocational education, it is very urgent to design a practical and efficient system with multiple assessments. We exploit machine learning techniques to design assessment system for high vocation education. Machine learning is a very powerful tool for data analysis and it has been used for education tools in recent years. First, we improve the teaching organization for training skilled talents. Second, we propose a feature selection model based on the improved teaching organization. Third, we propose a machine learning model for teaching assessment. With the main contributions and other improvements, we design a multi-assessment system for vocational teaching based on machine learning. We implement the multi-assessment system by using Python and TensorFlow, which shows that the system can provide practical and efficient multiple assessments for vocational teaching based on training machine learning model. Compared with other assessment methods, machine learning based multi-assessment is more intelligent and automatic. Besides, it can be extended to other fields of education with slight modifications.

Common Teaching Methods for Vocational Education Teachers in Jordan: أساليب التدريس الشائعة لدى معلمي التربية المهنية في الأردن

This study aimed to identify the common teaching methods of vocational education teachers in Al- Mafraq Governorate in Jordan through application to a sample of (180) male and female teachers. And a tool for the study was developed consisting of (20) paragraphs, and after making sure of the tool's sincerity and its stability. The study reached the following results: that professional education teachers use a variety of teaching methods, some of which are traditional and others are modern, noting that (practical presentation style, project method, problem solving method, and method of dialogue and discussion) is the most common among professional education teachers, and that justifications Usage is mainly due to the appropriate occasion of the content of the subject of vocational education, the importance of the appropriate method to develop student discovery skills, and employing the method that makes the student the focus of educational process, and there were no statistically significant differences attributable to gender variations or the educational qualification in Yen differences appeared statistically significant Tazly variable experience on common teaching methods of professional education teachers in favor of the experience category 5-10 years. The researcher recommended a number of recommendations, the most important of which were: holding training courses for vocational education teachers in order to train them on how to choose appropriate teaching methods for the vocational education course, and the need to prepare evidence that shows the steps for teaching the content of the vocational education curriculum for professional education teachers to use when employing modern teaching methods.

“INDICATION – QUALIFICATION – FRUSTRATION?”: TEACHING “GERMAN FOR HEALTHCARE PROFESSIONS”

To meet the high demand for qualified staff within the German healthcare system, nurses are recruited from abroad. For taking up a nursing job, they must, among other things, pass a language test to demonstrate German language skills at the B2-level of the Common European Frame of Reference for Languages (CEFR). The preparation for the test takes place in vocational language training courses, usually entitled “German for healthcare professions”, taught by teachers of German as a Foreign/Second Language (GFL/GSL). Teaching these courses, however, means to be confronted with considerable difficulties due to the lack of an adequate background in nursing and medicine. Based on my own experiences, this article addresses some of these challenges for teachers, yet also attempts to outline ensuing consequences for the training of future teachers in these Languages for Specific Purposes (LSP) courses for the medical professions. I argue that already during the course of study an intensified and demand-orientated language teacher training is pivotal with a more closely interlinked interdisciplinary cooperation with medicine departments and professional nursing.

Innovation in Computer Application Courses in Higher Vocational Education in the Context of Big Data

In the context of the current big data era, the conventional classroom teaching is inadequate for the demand of computer application courses in higher vocational education. The way to reform the teaching mode, teaching method and teaching resources, and to integrate big data technology into computer application course teaching is explored, in order to train and educate talents at the demand of the developing times.

Los estereotipos de género en las elecciones y expectativas de estudiantes de Educación Técnica Profesional en Argentina: diferencias regionales y de género.

A pesar de que en los últimos años en Argentina se amplió paulatinamente el acceso de estudiantes mujeres a la Educación Técnico Profesional, en la modalidad persisten importantes desigualdades de género. El presente trabajo tiene como objetivo analizar las motivaciones iniciales y las expectativas futuras de estudiantes que asisten a ofertas de la Educación Técnica Profesional y su relación con la persistencia – o con la transformación – de estereotipos sobre las diferencias de género en el mercado laboral.
 El abordaje metodológico fue cuanti-cualitativo. Los datos fueron construidos a partir de la aplicación de encuestas y la realización de grupos focales con estudiantes varones y mujeres de Escuelas Secundarias Técnicas y de Cursos de Formación Profesional en dos regiones del país. Los resultados muestran diferencias significativas entre ambos territorios analizados y, al interior de estos, entre varones y mujeres. A pesar de las políticas en pos de la igualdad de género y la visibilización de las diversas discriminaciones que sufren las mujeres generada por las múltiples movilizaciones feministas en el último tiempo en la Argentina, siguen persistiendo imaginarios que legitiman las desigualdades.

Failure Factors Quality in Vocational and Technical Education in Nigeria Higher Institutions: The Use of Rasch Model

The study is a case study of the student academic performance in vocational and technical education at the College of Education, Ikere Ekiti. The academic performance of students has been abysmally low. This has grossly impacted the students’ enrolment in the departments and the College in general. The paper identifies the major causes of the failures in vocational and technical education courses in the College. The survey research employing exploratory sequential mixed method was used. It involves 12 Participants and 50 respondents. The Nvivo12 software was used to obtain the word cloud. The Rasch Analysis Model was applied to obtain the Person and Item separations, reliabilities and the respondent’s agreement. The hierarchy details the factors in order relativity and difficulty level. Findings shows that both internal and external factors are the main sources of students’ failure.

PEDAGOGICAL CONDITIONS OF THE HEALTHCARE COMPETENCE FORMATION OF FUTURE SOCIAL WORKERS

The article analyzes the pedagogical conditions of competence forming to preserve the future social workers’ health. It is determined that this is a set of measures, the implementation of which ensures that the competence of preserving the health of future social workers in the process of vocational training is formed. Purpose of the article: To analyze the pedagogical conditions of competence forming of preserving the health of students of the specialty «Social work». Research methods: theoretical analysis and generalization of scientific literature data to substantiate the essence of the concept of «competence to maintain health»; testing, valeological monitoring, pedagogical experiment of pedagogical conditions of formation of competence of preservation of future social workers’ health. Scientific novelty: the process of forming the competence of preserving the health of students of the specialty «Social work» during mastering the disciplines in the conditions of magistracy is analyzed. The state of research of the problem in modern scientific domestic and foreign literature is determined. The article complemented the methodology and tools for further empirical research on some aspects of health competency formation. Health competence is a set of knowledge, skills, attitudes and values that aim to preserve and promote health. The following pedagogical conditions of preserving health competence formation of future social workers in the course of vocational training are substantiated: increase of future social workers’ motivation for activity which preserves health; creating a health preservation environment that fosters a conscious and caring attitude to one's own health; diversification of the forms of health activities of future social workers in out-of-class work. Important components of student health are also: intensifying the health of teachers and students; the use of technologies that will help to shape the competence of students' health; organization of constructive interaction between the subjects of the educational process, aimed at forming the competence for preserving the future specialists’ health; conducting pedagogical diagnostics of students' education regarding health competence; the use of reflection in the educational process of higher education institutions.

Skills Mismatch and Dearth of Vocational Education in the Nigerian Labour Market: A Cog in the Wheels of National Development

Nigeria’s struggles with maximizing her wealth of human and natural resources is well documented. However, while more pronounced obstacles such as corruption, inefficient leadership, civil wars, communal rifts, nepotism, tribalism, political violence, terrorism and bad financial policies have taken the credit; the decay of the educational sector and the subsequent mismatch between the educational outputs and the demands or reality of the Nigerian labour market has caused severe damage to the realization of the Nigerian dream. Generally, technical education and the training of the highly needed technicians suited to emerging jobs within Nigeria has encountered many challenges, and are further impeded by the adoption of archaic and conservative policies unattainable in today’s world; thereby resulting in issues like the disconnection of school curriculum from social needs, corruption in the educational development funds and a worrying indifference on teachers’ part. It is important to note that the Nigerian education policy stipulates technical education as a learning avenue devoted to the development of high-quality technical human resources, with its goal as building a talent pool for the advancement of the country’s economy by means of vocational education. However, these shortcomings due to the massive skill mismatches in the Nigerian labor market have led to a huge economic loophole in the nation’s economy. Particularly, this text believes that the root cause of this skill mismatch seemingly lies in the dearth and neglect of vocational education courses, and the continued lack of attention by the Nigerian government to this issue is undoubtedly one of the main causes of massive unemployment and poverty in Nigeria. These main causes plus the continued ridiculous amount of resources committed to reviving education in Nigeria makes it pertinent to study the end products of our educational institutions. Likewise, the important part of vocational education in Nigeria is missing from the national development strategy. Therefore, this paper aims to examine the problems, challenges and directions of the Technical and Vocational Education and Training (TVET) as an avenue of national development in Nigeria, with regards to its close relations to the Nigerian labor market, while proposing ways to improve TVET teaching according to the needs of the labor market.

The Obstacles Facing the Vocational Education (VE) Teachers in Public Primary Schools in Jordan

The present study aimed to explore the reality of the obstacles facing the vocational education (VE) teachers in public primary schools in Jordan from the perspective of those teachers. The researcher selected a sample consisting from 100 vocational education teachers. Those teachers were selected from the public primary schools in Jordan. The researcher developed a two part questionnaire. The first part collects demographic data from the respondents (i.e. gender and years of experience). The second part sheds a light on the obstacles facing the vocational education teachers. The examined obstacles include the obstacles related to (infrastructure, tools & equipment, and the apparatus of occupational safety and health). It was found that the severity of the obstacles facing the vocational education teachers in public primary schools in Jordan is low from the perspective of those teachers. It was found that there isn’t any statistically significant difference between the respondents’ attitudes in this regard which can be attributed to (gender or years of experience). Several recommendations are proposed. For instance, the researcher recommends exerting effort by the Jordanian Ministry of Education to increase the level of occupational security and safety inside the workshops that are designated for the vocational education course. That can be done through providing these workshops with the necessary equipment that can raise the level of occupational security and safety. Keywords: obstacles, vocational education DOI: 10.7176/JEP/11-8-11 Publication date: March 31 st 2020

An Example of Designing Modular Vocational Syllabi

In this paper, an application in developing a course for secondary vocational education settings in a modular manner is discussed and a number of conclusions are drawn from the process. The application was partly intentional and partly the result of circumstances, as it was realized, being a part of the redesign process of the specialties offered within the sector of Informatics of Vocational Lyceums (upper-secondary education), the schools that offer initial vocational education in Greece. Using modular design is applicable to secondary vocational education courses. It allows for adaptability, reusability and a variety of approaches within a competence-based syllabus. It is also suggested that more courses could benefit from a modular structure, definitely including other advanced laboratorial courses, but possibly even introductory ones.

Example of Designing Modular Vocational Syllabi

In this paper, an application in developing a course for secondary vocational education settings in a modular manner is discussed and a number of conclusions are drawn from the process. The application was partly intentional and partly the result of circumstances, as it was realized, being a part of the redesign process of the specialties offered within the sector of Informatics of Vocational Lyceums (upper-secondary education), the schools that offer initial vocational education in Greece. Using modular design is applicable to secondary vocational education courses. It allows for adaptability, reusability and a variety of approaches within a competence-based syllabus. It is also suggested that more courses could benefit from a modular structure, definitely including other advanced laboratorial courses, but possibly even introductory ones.

The Extent of Employing the Active Learning Strategies in the Vocational Education Course in Jordan from the Perspective of Teachers and Students

The present study aimed to identify extent of employing the active learning strategies in the vocational education course in Jordan from the perspective of teachers and students. The sample consists from 80 teachers who teach vocational education course. It also consists from 120 primary school students. Those teachers and students were selected from several public schools in Jordan. To meet the study’s goals, the researcher developed a fourteen item questionnaire. This questionnaire was developed based on the questionnaire of Wondifraw & Dorothy (2019). It was found that the extent of employing the active learning strategies in the vocational education course is high from the teachers’ perspective. It was found that the extent of employing the active learning strategies in the vocational education course is moderate from the students’ perspective. Several recommendations were proposed by the researcher. For instance, the researcher recommends increasing the extent of employing the active learning strategies in the vocational education course in public schools in Jordan. That can be ensured through providing those schools with the required tools that enable the teachers to employ the active learning strategies effectively. Keywords : Active learning strategies, vocational education course DOI: 10.7176/JEP/11-6-19 Publication date: February 29 th 2020

Questions for Vocational Training in Hospitality and Tourism in Australia

This paper outlines some of the dilemmas of turning graduates from vocational education and training courses into industry-ready employees. It raises a number of questions that are ripe for action research with the context of the Boyer model of scholarship.

Modular training in teaching foreign languages

This article deals with the meaning of the phenomena «module training». This term by the study of foreign language exists from the end of previous centure. Module training in the course of vocational training in higher educational establishment forms and develops self-dependence by studies and self-analysis. Attempt was made to analyze advantages and disadvantages of module training.

From Bavaria to the World: Measures of Development Aid in the Federal Republic of Germany from the 1960s to the 1980s – Advanced Vocational Training Programmes

ABSTRACT Since the late 1950s, the Federal Republic of Germany provided financial and technical support to countries all over the world. Additionally, the German federal states conducted advanced vocational training courses. Being responsible for cultural affairs, they played a significant role in framing educational development programmes. Scholarships were awarded to students, specialists and executive staff from so-called developing countries. Based on a Bavarian case study, this article shows that the goal of development aid in the field of education was not only the transfer of knowledge and the support of foreign trade contacts, but also the establishment of long-lasting international connections.

A Comparative Study on the Support in Engineering Courses: A Case Study in Brazil and Spain

The gender gap in engineering careers is a well-known problem. Despite several studies showing the under-representation of women in STEM fields, few explore the factors that influence before entering and during the engineering studies, including the practices in the labor market. The support from the social context, such as family, friends, or teachers, can influence the attraction rates and dropout rates of the engineering studies. This paper presents a survey to analyze the gender and culture perceptions of supports in engineering studies, involving 208 female and male undergraduate students of engineering courses from Spain and Brazil. Some findings of this study show that the sample average (32.69%) followed the standard ratio of around 30% of women in STEM careers. Almost 70% of the female students decided to enroll in an engineering career during high school or vocational training courses. In Spain, the support of families and friends is higher than Brazil, but the support received from their academic institutions and teachers were low in both countries, regardless of gender. In the labor market, the male workers in Spain seem to be less supported than their female colleagues.

Пути совершенствования освоения лабораторной диагностики туляремии на курсах дополнительного профессионального образования

Пути совершенствования освоения лабораторной диагностики туляремии на курсах дополнительного профессионального образования

Student Reflections and Self-Assessments in Vocational Training Supported by a Mobile Learning Hub

The aim of this study is to contribute knowledge about what characterizes students' capabilities to reflect on and self-assess their professional development during four school based vocational training courses in distance higher education. What abilities and challenges appear in their written reflections and self-assessments with critical incidents about a situation, incident, or issue in their log journals, as well as in their discussions online. face-to-face (F2F), supported by a mobile learning hub (MLH) with both mobile and blended activities? Theoretically, the study is based on five major levels of reflection: reporting, responding, relating, reasoning and reconstructing. The results from a group of students' representative excerpts demonstrates the importance of letting student teachers have agency and mediate their subjective experiences during practical vocational training in progression, supported by mobile and blended tools, to understand and make sense of experience in relation to self, others, and contextual conditions for personal and professional learning.