Vocational Education Research Articles

Exploring the Juvenile Justice Act: Legal Framework and Psychosocial Interventions for Children in Conflict with the Law

Understanding and supporting children in conflict with the law (CCL) is vital for their positive transformation. By exploring the factors influencing their behaviour, developmental influences, historical context of juvenile justice and effective interventions, we empower these youths for a brighter future. CCL refers to individuals under 18 alleged or found to have committed an offense. Recognizing their needs and challenges is essential for devising suitable rehabilitation strategies. Identifying risk factors contributing to children's criminal involvement is essential for effective intervention. These factors range from individual and family aspects to wider community and societal influences. Targeting these factors can prevent CCL. Embracing a developmental perspective is crucial for understanding the reasons behind a child's unlawful actions. Positive parenting, quality education, healthy peer interactions and community support play pivotal role in shaping a child's choices. Exploring the history of juvenile justice offers insights into societal responses to young offenders. A shift from punitive measures to rehabilitation reflects an evolving understanding of CCL's unique needs. Understanding definitions from the Juvenile Justice Act is vital for effective work with CCL. Concepts like "best interest of the child" and "observation home" guide interventions and decisions. Implementing psychosocial interventions addressing cognitive, emotional, and social needs proactively rehabilitates CCL. Disciplinary measures, counselling, vocational training, mentorship, and access to education with a positive approach are the key. Integrating these aspects creates a holistic framework to support CCL. This approach fosters personal growth, safer communities, and a just society.

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

Not available

Strategies of Effective Online Teaching and Learning in Vocational Computer Programming Education

Background and Aim: This research analyzes the existing issues with online teaching and learning in vocational computer programming education, devises strategies for online teaching and learning, and then implements and adjusts these strategies to confirm their effectiveness. The expected strategies for effective online teaching and learning proposed in this study include nine aspects: The study focuses on the following nine aspects: 1) the informatization teaching ability of teachers; 2) the autonomous learning ability of students; 3) the interaction between online teaching and learning; 4) the course content; 5) the teaching resource; 6) the teaching design; 7) the learning engagement; 8) school policy support; and 9) the online teaching and learning platform. Methodology: The sample consisted of 21 experts with qualified Delphi requirements from high vocational colleges in Guangxi, as well as 60 computer program students in their second year of study. Research instruments include an open-ended interview and Likert scale questionnaire, as well as data analysis using median, mode, interquartile range, percentage, and descriptive analysis. Results: The research results found that online teaching and learning in vocational computer programming education in aspects were at a medium-high level; after implementing and readjusting the strategies, the effectiveness of online classes was comparable to that of traditional classes. The research results summarized 80 strategies and suggestions for online teaching and learning in vocational computer programming education and put forward a discussion of the future development trend. Conclusion: The study's findings show that, with some strategic modifications, online instruction in vocational computer programming education achieved a medium-high effectiveness that was on par with traditional classroom settings. The study also offered eighty strategies and insights for the advancement of online education in this field in the future.

Students’ gender differences and scientific inquiry competencies in technical education and training institutions

ABSTRACT This study examined whether students’ gender differences have an impact on students’ levels of scientific inquiry competencies in technical education and training institutions in Tanzania by adopting a quantitative research approach and a survey design. A proportionate stratified sampling technique was employed to obtain 337 students (160 males and 177 females) enrolled in the laboratory science and technology programme. Data were collected through the use of a scientific inquiry competencies test and analysed using the one-way Analysis of Covariance (ANCOVA) technique. The results reveal that male students significantly outperformed their female counterparts in total scientific inquiry competencies and in generating hypotheses, conducting data analysis and interpretation, and drawing scientific conclusions. Contrary, both male and female students demonstrated equal competence in formulating scientific questions and in planning and designing scientific experiments. Notably, both male and female students demonstrated lower competencies in planning and designing scientific experiments compared to other competencies. Conclusively, male students performed better in the overall scientific inquiry competencies and in generating hypotheses, data analysis and interpretation and drawing scientific conclusions compared to female students. Thus, instructors are recommended to employ gender-responsive pedagogy during laboratory activities to create and offer optimal learning environments for both male and female students.

Understanding TVET students’ self-regulated learning and online participation on a blended course

The purpose of this research was to investigate students’ perceived self-regulated learning and participation in a blended environment. A shorten Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 63 first-year students at a Singaporean Technical and Vocational Education and Training (TVET). Trace data was collected from the learning management system to gain insight into students’ online participation. The survey show that students were extrinsically motivated, used rehearsal strategy the most, but scored the lowest in critical thinking. Trace data revealed that students primarily accessed group activity worksheets, and spent the most time on quizzes. Positive correlations were found between time spent on resources and organization, elaboration, as well as critical thinking.

An Overview of Historical Development and Emerging Challenges of Vocational Education: A China’s Higher Education Perspective

An Overview of Historical Development and Emerging Challenges of Vocational Education: A China’s Higher Education Perspective

The Development of Basketball Learning Activities and Basketball Abilities Using Gamification Teaching Model for Advanced Vocational Student

Background and Aims The gamification teaching mode is a teaching method that integrates game elements into the teaching process. It stimulates students' enthusiasm and initiative and improves learning by creating a challenging and interesting play environment. In physical education teaching, the gamification teaching mode has been widely used, especially in improving students' basketball dribbling ability. Vocational students refer to those students who receive vocational education, and their learning goals pay more attention to the cultivation of practical skills and the improvement of application ability. As a common sport, basketball has important practical significance for higher vocational students. However, traditional basketball dribbling teaching is often based on technical training, which lacks enough interest and motivation, which can easily lead to the decline of students' learning interest and learning effect. Thus, the purposes of this study were 1) To develop learning activities for the gamification teaching model for the basketball course. 2)To compare basketball abilities using the gamification teaching model between the test and the post-test. And 3) To study student satisfaction with the gamification teaching model of the basketball course. Materials and Methods: The sample included 50 first-year students from Luzhou Medical Device Vocational College. In the first semester of 2023. Obtained by cluster random sampling technique. Research tools are used in lesson plans, basketball ability tests, and satisfaction questionnaires. In data analysis including percentages, means, standard deviations, and paired t-tests. Results: The results of the study were as follows; 1）The development of a gamification teaching model for the basketball course has an average suitability value for all plans equal to 4.38, which is at a high level. 2Students who studied using gamification teaching model learning activities had higher abilities of basketball post-test than pre-test at a statistical significance of.05 and 3）Students who learned using the gamification teaching model had overall satisfaction at a very high level. Conclusion: The basketball course's gamification teaching approach proved to be a highly appropriate and successful one, greatly enhancing students' post-test performance and generating exceptionally high levels of student satisfaction. According to the study, gamification can improve learning outcomes and increase student engagement in the classroom.

From Campus to Career

Students undertaking professional degrees are often expected to step into the workplace fully formed, with unrealistic expectations around their experience and capabilities. Universities, facing an increasingly competitive market in a neoliberal context, are focused the student experience, attraction and retention metrics, as students demand return on their investment of money and time. Alongside this, criticism of work readiness and employability comes from graduates and the industries that need them. It is in this space that technology and innovation can offer simple, albeit disruptive ways of increasing the possibility of connecting tertiary students with industry partners to facilitate authentic learning. Early workplace experience, undertaken while still studying, provides both students and employers an opportunity to understand their respective needs within a temporary low risk and low stakes environment. A platform for connecting students with industry for paid employment experiences that sit outside the ubiquitous and often unpaid internships and practicums, offers authentic ways of preparing graduates for the workforce. It also has the potential to improve the way industry connects with the university enabling a richer experience for all; students, universities and industry partners.

Adapting the Future VET Curriculum in Response to Emerging Challenges: A Model for Evaluating the Impact of AI Integration in VET for Armed Conflicts and Warfare

This article examines the profound implications and the transformative impact of artificial intelligence (AI) on vocational education and training (VET) within military contexts, underscoring the imperative for curriculum reform to address the evolving demands of contemporary warfare. As AI technologies progress, they present both significant opportunities and challenges, reshaping defense strategies and operational frameworks, fundamentally altering defense strategies and operational paradigms. The integration of AI into military applications necessitates a workforce proficient in specialized competencies, including technical expertise in AI ethics, system design, and human-centered methodologies. This paper delineates the essential competencies required for future VET professionals, emphasizing the necessity for ongoing upskilling and reskilling to effectively navigate the ethical and legal complexities associated with AI in military operations. By incorporating and embedding AI education into VET curricula, stakeholders can cultivate a new generation of defense professionals equipped to utilize AI technologies in a responsible and effective manner, ensuring adherence to and compliance with international humanitarian standards while enhancing operational efficacy. The findings highlight the critical role of VET in developing a skilled workforce prepared to confront the dynamic landscape of military technologies driven by AI.