Vocational Training Programs Research Articles

A Training Person Need Analysis for Music Teachers Readiness to Teaching Music Vocational for Visually Impaired Student: A Review

Music vocational is a programme that provides students with work, networking and learning activities outside of school through music performance or other musical activities that encourage students to gain some experience in a music industry job setting. However, music vocational education is still developing and is currently trying to reach students with special needs through special schools. The standardised skills that are commonly used and developed in society need to be understood and practised by children with special needs, especially the visually impaired students. However, its programme some case not being executed by the relevant teachers background. This study aims to examine the need for relevant music teachers for the implementation of music vocational training programmes in special education settings. Literature study on this study to explain the standard specifications of music vocational education and training teachers and how to implement vocational or specialised music learning for visually impaired students. The qualitative data show that vocational music education requires teachers with at least two years' experience and knowledge of music and the music industry, as well as several strategies for teaching visually impaired students in vocational music programmes that are directed towards self-determination in preparation for possible future careers.

A DIFICULDADE DE REINSERÇÃO DE EX-DETENTOS NA SOCIEDADE: DESAFIOS E PERSPECTIVAS

The reintegration of former inmates into Brazilian society is a complex and challenging phenomenon involving a convergence of social, economic, and psychological factors that hinder their full integration. The social stigma associated with being an ex-inmate poses a significant barrier, as many face prejudice and discrimination, limiting their employment opportunities and access to support networks. Furthermore, structural barriers, such as a lack of available jobs and professional training, exacerbate the situation. A crucial aspect is the absence of adequate psychological support. The prison experience can leave deep psychological scars, and many former inmates struggle with trauma, anxiety, and adaptation issues, requiring specialized attention. The lack of effective public policies, combined with the precariousness of rehabilitation programs, significantly contributes to criminal recidivism. Many existing initiatives lack resources, continuity, and coordination across different sectors, resulting in a vicious cycle of marginalization. This paper aims to explore these issues in depth, analyzing the effectiveness of initiatives and programs implemented in Brazil in relation to the Penal Execution Law (Law No. 7.210/1984) and other relevant legislation. We propose a reflection on improvement strategies that emphasize the need for a holistic approach considering the various dimensions of reintegration. Promoting a culture of acceptance and inclusion, strengthening intersectoral public policies, and implementing vocational training programs are some alternatives that could provide new perspectives for former inmates. Ultimately, this study seeks to contribute to a deeper understanding of the challenges faced by former inmates and suggest pathways that could facilitate their reintegration into society, aiming for a significant transformation for both individuals and society as a whole. Social reintegration is not merely a matter of criminal policy, but a moral and social imperative that demands collective commitment to justice and human dignity.

IMPACT OF VOCATIONAL EDUCATION ON ECONOMIC GROWTH: AN ANALYSIS OF THE INDIAN ECONOMY

Vocational education can be seen as an important tool in leveraging India’s demographic dividend. Given the labor surplus in terms of the young population, it is important to examine how vocational education and training can serve as a critical driver of economic growth. This study aims at examining the impact of vocational education and training on economic growth in India, using the framework of the augmented Solow growth model by decomposing human capital into vocational education, along with primary, secondary and higher education. Using an ARDL model based on the annual data from 1990 to 1991 and 2019 to 2020, the study analyzes the short-run and long-run impact of vocational education. The results indicate that in the case of India, the impact of vocational education on economic growth is both a short-run and long-run phenomenon exhibiting a stable positive relation. Other control variables used in this study, such as Investment, Population, Openness and Inflation are found with a significant impact on economic growth. The study suggests that it is necessary to upgrade vocational education programs to create high-quality workers with a view to improving productivity and macroeconomic outcomes in India.

Humanitarian Architecture in Service of a Vulnerable Community: Design of an Empowerment Center for Refugee Women in the Minawao Camp in the Far North of Cameroon

This article presents the design of an empowerment center for refugee women in the Minawao camp, located in a Sudano-Sahelian region. The study identifies opportunities to improve living conditions through vocational training and economic empowerment programs. The architectural design, using local materials such as earth, addresses the specific needs of women while respecting cultural norms. The project, involving community participation, emphasizes flexibility, sustainability, and cost-efficiency in a humanitarian context.

Navigating the Contradictions of ePortfolio Implementation: A Practice-Based Approach Through the Lens of Activity Theory

EPortfolios have emerged as promising technology and practices to redefine pedagogical and learning practices in higher learning institutions. This study examines ePortfolio technology and practices implementation at - a dual-sector educational institution offering higher education and vocational training programs. The implementation, spearheaded by a dedicated central teaching and learning unit in collaboration with faculty academics, signifies a strategic institutional shift towards enhanced reflective practice and learning documentation. While prior research has acknowledged the general integration of ePortfolios within university pedagogy, there exists a lack of literature examining the nuanced challenges and prospects presented by learning design frameworks. Our paper seeks to address this gap by employing activity theory as an analytical framework to dissect the complexities of ePortfolio implementation within higher learning environments. Through the methodological lens of action research, we provide a nuanced narrative of the multi-faceted hurdles encountered during the roll-out of the ePortfolio platform and practices. Our findings not only delineate these obstacles but also showcase ePortfolios’ potential for pedagogical innovation. The paper aims to contribute to the ongoing discourse on digital pedagogies, offering valuable insights for educators, administrators, and policymakers to navigate the challenges of ePortfolio implementation process. This way the study offers ways to navigate such challenges to harness the full spectrum of ePorfolio systems and practices to support successful implementation in higher education institutions.

Exploring the Scope and Impact of Vocational Education and Skill Development Programs on Women’s Self-Help Groups

Women's self-help groups (WSHGs) have arisen as an important tool for women's empowerment and socioeconomic development in many nations, particularly in developing areas. Skill development and vocational education programs aimed at women in these categories have received attention as possible catalysts for increasing their economic independence, social status, and general well-being. The purpose of this article is to look at the influence of skill development and vocational education efforts on women's self-help groups, with a particular emphasis on economic empowerment, community development, and female agency. Drawing on empirical evidence and theoretical frameworks, this study investigates the mechanisms by which skill development and vocational education programs contribute to women's empowerment in self-help groups, as well as the broader implications for gender equality and sustainable development.

Implementation of the Right to Education for Abandoned Children in Salatiga City

This study was conducted to examine the implementation of the right to education for abandoned children in the city of Salatiga. The main objectives are, first, to explain how Salatiga city government regulations play a role in fulfilling the right to education for abandoned children, and second, to explore how these regulations are implemented. Using a normative legal research method, which employs both statute and conceptual approaches, the study draws on secondary legal materials from literature, legal journals, expert opinions, and official websites. The findings reveal that in Salatiga, the right to education for abandoned children is implemented through both formal and non-formal education. Formal education focuses on basic education, while non-formal education includes vocational training and entrepreneurial coaching. The results of this research show that the application of formal and non-formal education by the Salatiga city government has successfully increased access to education for abandoned children. This study contributes significantly to promoting more inclusive and sustainable educational policies for abandoned children, with recommendations for improved regulations and more targeted vocational education programs.

Проблемы формирования организационно-экономического механизма подготовки специалистов для предприятий авиакосмической отрасли региона

The increasing demand for graduates of secondary vocational education for the aerospace industry in the region in connection with changes in the labor market leads to the need to improve the training of specialists in order to meet the long-term needs of society. The article examines the current state of staffing of enterprises of the aerospace industry in the region, the features of the aerospace industry that determine the requirements for training specialists. The purpose of the study was to identify the problems of forming an organizational and economic mechanism for training personnel for enterprises, a conceptual model of practice-oriented training of specialists was considered, an analysis of the requests and expectations of students in secondary vocational education programs was carried out to study aspects of building an educational trajectory.

The effect of educational aspirations on labor market outcomes in secondary vocational education in Africa

The study explores the relationship between educational aspirations and labour market outcomes among African secondary vocational education students. It reveals that students with vocational education are more aware of labour market demands and desire to acquire skills that align with industry needs. However, disparities in access to quality vocational training and societal perceptions of vocational education significantly impact students' aspirations. A comprehensive systematic literature review was explored to examine the impact of educational aspirations on labour market outcomes in secondary vocational education in Africa, focusing on countries like Nigeria and Ghana. The review focuses on studies published between 2010 and 2024, reflecting current trends and challenges vocational education graduates face. The study identifies key labour market outcomes linked to vocational education, including employment rates, job stability, and income levels. Graduates of vocational programs secure employment more rapidly than general education students but face challenges in advancing their careers due to limited opportunities for further training and professional development. The research calls for policy interventions to enhance the quality and perception of vocational education in Africa, ensuring that they meet immediate labour market needs and empower young people to achieve their long-term career aspirations. This research can potentially inform vocational education policy in Africa by developing targeted strategies to enhance the effectiveness of vocational training programs. Adapting policies that align vocational education with labour market demands can create a more responsive educational system that addresses the needs of both students and employers.

Transgenerational impact of maternal adverse childhood experiences on children's mental health among families experiencing homelessness

BackgroundAdverse childhood experiences (ACEs) threaten the livelihood of individuals and their families. This may be particularly detrimental for mothers facing homelessness and their children's behavioral adjustment. ObjectiveThis study compared two models to examine the impact of maternal ACEs on children's internalizing and externalizing symptoms. Rather than using the cumulative approach to conceptualize ACEs, we analyzed a model that assessed the effect of each maternal ACE individually (i.e., specificity model) and another model that categorized them into two subtypes of maltreatment and household dysfunction (i.e., dimensional model). Participants and settingWe evaluated a sample of 164 children and their mothers in a residential vocational training program in Northern California. MethodsACEs for both mother and children and children's behavioral outcomes were collected via questionnaires completed by the mothers with the assistance of trained researchers. Additional demographic data was collected via trained case managers at the residential facility. Two models (i.e., specificity model; dimensional model) were utilized to better understand how to best assess adversity in settings with limited resources. ResultsResults of the specificity ACE model identified maternal childhood physical abuse and parental incarceration as predictors of internalizing problems and parental substance problems as a predictor of externalizing behaviors. The dimensional ACE model indicated that only the broad category of maltreatment predicted internalizing behavioral difficulties. The individual ACE model demonstrated a better fit for the data and highlighted specific events relevant to children's outcomes. ConclusionsThese results suggest that programs focusing on ending generational trauma may benefit from screening participants for individual ACE and tailoring services for mothers and children accordingly.

Nature, predictors, and outcomes of the psychological capital trajectories observed among upcoming police officers' undergoing vocational training

This study seeks to achieve a dynamic person-centered understanding of the nature of the psychological capital trajectories observed among upcoming police officers undergoing vocational training. Moreover, it seeks to document the predictive role of leader-member exchange and perceived organizational support in relation to these psychological capital trajectories, as well as the implications of these trajectories for a variety of outcomes related to trainees' attitudes (i.e., organizational cynicism, identification with the organization, engagement in the training program, and satisfaction toward the training program), psychological health (i.e., perceived stress), and behaviors (i.e., performance in the training program). A sample of 1200 participants undergoing a 33-week full-time vocational training program to become police officers were surveyed four times over a period of five months and a half. Results revealed that psychological capital trajectories corresponded to five primary profiles: Learning to Hate, High Fit, Moderate Fit, Honeymoon-Hangover, and Low Fit. Perceived leader-member exchange and organizational support were associated with these trajectories in a way that mainly supported our expectations. Trajectories characterized by lower levels of psychological capital were associated with higher levels of cynicism and stress, and with lower levels of engagement, identification, performance, and satisfaction. Conversely, trajectories characterized by higher levels of psychological capital were associated with the most positive outcomes.

The Impact of Kano State Rural Development Policy in Kano South Senatorial District since 2023: An Assessment of Community Empowerment Initiatives Since 2023

This study analyzes the impact of community empowerment initiatives on the socioeconomic landscape of the Kano south senatorial district. Over the years, successive Kano state government has been implementing series of the rural development initiatives. Significant efforts have been directed towards fostering community empowerment in the Kano South Senatorial District. Preliminary findings from this study suggest that the rural development policy has yielded notable improvements in the provision of livelihoods, social cohesion, and enhancing economic opportunities within the communities of Kano South. Infrastructure projects have enhanced accessibility and connectivity, while vocational training programs have equipped residents with skills to engage in various income- generating activities. Moreover, the provision of improved healthcare services has contributed to better health outcomes among residents, leading to a healthier and more productive population. Agricultural support initiatives have also played a crucial role in enhancing food security and promoting sustainable farming practices. However, some challenges and areas needing improvement have also been identified, including issues related to sustainability, scalability, and long-term impact assessment of the community empowerment initiatives. Overall, this research provides valuable insights into the effectiveness of the rural development policy in Kano State, shedding light on the successes achieved and areas for further enhancement in empowering rural communities in the Kano South Senatorial District. The recommendation made through this paper could inform policymakers, academics, and development practitioners on the strategies that can be employed to bolster community empowerment efforts in other districts. Ultimately, the paper could contribute towards sustainable development and improved well-being for residents in rural areas.

Vocational students in the hospitality industry explain guests’ sexual harassment

This study’s purpose is to contribute knowledge which can be used as a basis for vocational teachers in hospitality when they discuss sexual harassment with their students. We therefore explore how students in training for vocations in the hospitality industry explain why some guests subject staff to sexual harassment. The empirical material consists of focus group interviews with students in the Swedish Hotel and Tourism programme and the Restaurant Management and Food programme. Twenty-two focus group interviews were conducted, 2–8 students participated in each group. The interviews took place in ten different municipalities in southern Sweden. The students’ explanations are that the sexual harassment is an issue linked to the generation, an issue of information, an issue of personality, an issue related to alcohol, an issue to do with male nature, and an issue of guests taking advantage of their status. These different explanations are linked to overarching discourses. Several of these are historical discourses that have been repeated for a long time. For teachers in the hospitality vocational education programmes a pedagogical point can be to highlight all the explanations and discourses in order to examine together with the students the assumptions on which their explanations rest.

Roles of science and research in vocational teacher preparation: A case study from a Norwegian VET teacher programme

Bridging vocational skills and scientific principles can pose challenges in vocational education and training (VET) teacher programmes. This study aims to enhance such programmes by exploring the potential of reflective practices among students and educators on the nature of science and research in VET contexts. Engaging VET teacher students with multidisciplinary backgrounds in a learning community, the study explores how to further develop research-based teacher training by ‘nudging’ student cooperation. A pedagogical course designed to appreciate students’ prior experiences aimed at preparing them to reflect upon their own professional development from a scientific perspective. Using five focus group interviews with 19 first-year students, the study identifies and explains four key factors for quality in VET teacher training: relevance of pedagogical theory, the value of a multidisciplinary approach, recognition of students’ VET backgrounds, and the importance of community in learning. The findings emphasise the significance of creating coherence between research, vocational skills, educational theory, and real-world applications to develop quality in VET teacher training. This study has implications for educators and policymakers, underlining the need for a comprehensive approach to research-based VET teacher competence that integrates personal, academic, and professional elements.

Education of Syrian Immigrants in Türkiye, Jordan, and Lebanon

The Syrian civil war, which started in 2011, caused the migration of more than 6 million Syrians, and this wave of migration affected the region in many ways. Neighboring countries with the highest number of Syrian refugees, especially Türkiye, Lebanon, and Jordan, were greatly affected politically, socially, and economically by this process. War negatively affects the lives of children, one of the most vulnerable groups in society, in many ways. One of these negative effects is undoubtedly the interruption of their education, an important element in shaping their entire lives. This study conducted by document scanning method, has dealt with the access of Syrian children to education in the countries which they migrated to in the context of policies and practices. The importance of non-formal education activities in ensuring access to education for hundreds of thousands of out-of-school children in all three countries was discussed. Language training, catch-up training and vocational training programs should be organized within the scope of non-formal education to meet the educational needs of Syrian children who are out of school due to curriculum and language differences, inadequacy of classrooms, poverty and resulting child labor and early marriage of girls.

Impact of Immigration Policies on Economic Growth in Germany

Purpose: To aim of the study was to analyze the impact of immigration policies on economic growth in Germany. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Germany's immigration policies have had a significant impact on its economic growth. These policies have facilitated the influx of skilled labor, which has helped to address the country's demographic challenges, particularly the aging population and labor shortages in key sectors. Immigrants have contributed to the labor market by filling both high-skilled and low-skilled jobs, boosting productivity and innovation. Additionally, immigration has increased consumer demand, further stimulating economic growth. Unique Contribution to Theory, Practice and Policy: Human capital theory, dual labor market theory & endogenous growth theory may be used to anchor future studies on the impact of immigration policies on economic growth in Germany. Implement comprehensive language and vocational training programs for refugees and low-skilled immigrants to facilitate their economic integration and productivity. Formulate balanced immigration policies that address sector-specific labor demands without disadvantaging native workers.

Developing a Professional Learning Community for Pre-service Teachers Majoring in "History Education", "History and Geography Education" through Vocational Training at the University of Education, Vietnam National University, Hanoi

The field of teacher professional development has been extensively researched, while pre - service teacher professional development has received little attention. This article focuses on creating a professional learning community for “History Education”, “History and Geography Education” students. Pre - service teachers are individuals who have not yet officially entered the profession; they serve as the high school reserve team and the "future generation" of the education industry. As a result, focusing on developing professional knowledge and competence for them is seen as one of the most pressing challenges, particularly in light of the constant changes in education that necessitate prompt adaptation and adjustment by teachers. The solution that we propose is to create professional learning communities for pre - service teachers through vocational training programs at universities. We perceive that the recommended approaches can have produced positive results in terms of boosting their understanding and professional training.

Assessing and Enhancing Core Competencies in Vocational Education: A Case Study of Senior Students at Guangxi Police College, China

This study evaluates the core competencies of senior students at Guangxi Police College within the framework of higher vocational education and provides guidelines for enhancing these skills. A Likert 5-Point Scale questionnaire based on Lin Chongde’s 2017 framework assessed these competencies among 155 students. A statistical study of the data, concentrating on mean values and standard deviations, indicated variable levels of competence across six dimensions: moral awareness, social responsibility, cultural comprehension, critical thinking, language competency, and aesthetic appreciation. They demonstrated high levels of ethical awareness, social responsibility, cultural understanding, critical thinking, and aesthetic appreciation, while language abilities were graded as medium, indicating a need for targeted improvement. Recommendations include incorporating interactive language activities and industry-specific training, targeting critical thinking through case studies and debate clubs, broadening cultural understanding through international exposure, cultivating aesthetic appreciation through art classes, and increasing social responsibility through community service and internships. Integrating ethics education across all disciplines and practical ethical dilemma workshops were suggested to promote moral awareness. This study presents a complete examination of basic abilities in a vocational environment and offers actionable suggestions for educational improvement. This paper addresses the critical gap in creating vocational training programs for police officers. It focuses on police students' vocational education and provides a detailed assessment of fundamental abilities adapted for law enforcement training. The study findings give an insightful overview of the viable future revisions in vocational programs that match the educational requirements and practical demands of the police profession.

Digital technologies in additional professional education curricula as a mean for developing professional competencies in polytechnic university students

Digitalization of education plays an important role in the implementation of programs to train highly qualified personnel for the digital economy. The project “Digital departments”, implemented since 2022 at the intersection of additional education and information technologies within the framework of the national program “Digital economy of the Russian Federation”, creates a unique educational format, not only changing the organizational forms of training but also allowing the use of digital technologies as means of developing the vocational competencies of students. The article presents data on the first implementation results of the additional professional education program “Information technologies in design” at the “digital department” of Perm National Research Polytechnic University and aimed at training specialists in the field of industrial design. The digital technologies considered in the article act not only as tools in the operational activity of an industrial designer but also as means for the vocational development of special design thinking skills. The author’s teaching methods are of practical value for achieving the effect of “creativization” of design solutions developed by the program participants. It is proved that in such context, digital technologies contribute to the formation of students’ skills of creative actions carrying artistic, aesthetic, and economic value. The presented results may be of practical interest to heads of university design education, to teachers — researchers of the problems of digital transformation of engineering and graphic education, as well as methodologists and teachers­practitioners who provide training in the programs of higher and additional vocational education in the IT sphere.

Socioeconomic inequality in breakfast skipping among Norwegian adolescents

BackgroundSkipping breakfast is associated with negative health-related and school-related outcomes. Breakfast is the most frequently skipped meal among adolescents. Thus, there is a need to explore the reasons for breakfast skipping across population subgroups to better inform policy makers. The purpose of this study was to present the prevalence of adolescents skipping breakfast on schooldays, analyse the reasons for skipping breakfast and assess associations between the prevalence of skipping breakfast and the reasons for skipping breakfast according to sociodemographic variables.MethodsThe data of a random sample of 10 000 upper secondary school students (aged 16–18 years) from Viken County, Norway, were collected. Students completed a questionnaire measuring breakfast skipping, reasons for skipping breakfast, and sociodemographic variables. Chi-square tests were used to assess differences between the independent groups (family affluence scale (FAS), parental education, and gender) and skipping breakfast and reasons for skipping breakfast.Results22% of adolescents reported that they usually skipped breakfast on all schooldays. Skipping breakfast was more prevalent among females, older students, students with lower socioeconomic status and students in vocational education programmes. The difference in breakfast skipping between students with low and high FAS scores was 31% versus 16%, respectively. The most common self-reported reasons for skipping breakfast were time (59%) and not wanting to eat breakfast (48%). Furthermore, 9% reported health issues, and 3% reported economic constraints as a reason for skipping breakfast. Not wanting to eat breakfast was related to a higher FAS score, health issues were more common among girls, and economic constraints were more common among those with low socioeconomic status.ConclusionsSkipping breakfast was common among Norwegian upper secondary school students. Lack of time and not wanting breakfast were clearly the most cited reasons for skipping breakfast. Health issues and economic constraints were also cited but were less common. The results showed diverging associations between different demographic characteristics and reasons for skipping breakfast. These results are important for developing effective programs to improve diet among adolescents.