Search Results for
"Vocational education"

Throughout the ages, a vocational education system with international influence must be supported by a distinctive industrial market, a strong organization, and a standardized and orderly education standard. The modern vocational education system with Chinese characteristics has experienced the embryonic form of technical colleges centered on primary vocational education (1949–1991), the semi-systematic state centered on secondary vocational education (1991–2012), the establishment of the system centered on higher vocational education (2012–2019), and the construction of the modern vocational education system with Chinese characteristics that highlights types of education Standing and sound (2019 to date) and other four stages. The reason why China’s vocational education can form its own system needs to be explained by Chinese local theories. The Five-Element Integration Theory holds that the leadership of the party is unique and the core. The Ministry of education is the standard setter for vocational education; Schools, including all kinds of vocational education schools at all levels, are the concrete implemutors of training standards; Enterprises and industry associations have the right to set demand standards to a certain extent; The student body is the center of vocational education and the object of vocational talent training. Through international comparison, China’s vocational education system is a standardized public platform relative to the one, two, three yuan of the main dimension and the students or enterprises of the core concern dimension. © © 2025 Zhu, Zhu and Baylon.

Purpose – This study aims to conduct a structured bibliometric analysis of research on Technical and vocational education and Training (TVET) over the past decade. It explores key publication trends, influential authors, citation patterns and thematic developments, offering a comprehensive overview of the field’s academic landscape. Design/methodology/approach – A bibliometric analysis was conducted using 861 articles retrieved from Web of Science (WoS), Scopus, ERIC, ACM Digital Library and Google Scholar databases covering the period from 2014 to 2024. The study examines publication trends, geographical contributions, author networks, keyword co-occurrence, citation analysis and thematic evolutions in TVET research. Visualization tools such as co-citation and network mapping were employed to identify significant research clusters. Findings – Research into TVET reveals substantial growth, as governments worldwide strongly support the improvement of vocational education. Research activity within TVET tends to concentrate on South Africa, Malaysia and Nigeria. The development of TVET technology field policies, together with educational curricula, occurs through leading authors and important peer-reviewed publications. As this discipline continues to evolve, the number of TVET scholars produced annually is increasing. Furthermore, the research themes that emerge from co-citation analyses are then adapted as input for future strategic analysis, which, in turn, strengthens the outcomes of the TVET investigation. Despite this, issues with the interdisciplinary structure of TVET research, as well as specific challenges in addressing the research subject, are also highlighted. Practical implications – Global research cooperation is needed to aid the formation of vocational training curricula that adapt to the changing requirements of the workforce market. Based on the study, policy stakeholders and educators may develop more advanced vocational training systems that incorporate industrial feedback into their educational teaching approaches. Social implications – According to scientific evidence, vocational education is necessary because it is work-based learning that addresses social disparities in populations that are generally underrepresented. Social mobility is enhanced by the expansion of opportunities in TVET through hands-on skills development, which increases workforce flexibility and career advancement opportunities. A sustained and equitable education system tailored to the diverse needs of different student populations can be created by schools with the help of collaborative partnerships in TVET research dissemination methods, which enable them to understand effective worldwide practices. Originality/value – To the authors’ knowledge, this study is one of the first to provide a comprehensive bibliometric analysis of TVET research with five databases, offering numerous insights into its growth, key contributors, and emerging themes in TVET. The findings provide a roadmap for future research, ensuring the continuous advancement of vocational education to meet the evolving demands of the workforce. © Emerald Publishing Limited

Purpose – This study aims to investigate the self-efficacy levels of students enrolled in work-based learning (WBL) programmes, using Universiti Tun Hussein Onn Malaysia (UTHM) as a case study within the global context of Technical and vocational education and Training (TVET). Design/methodology/approach – Employing a quantitative survey design, the study evaluates self-efficacy across three dimensions: self-ability, adherence to work rules and personal and professional development, based on responses from 211 students. Findings – The findings reveal a moderate level of self-efficacy among participants, with significant differences based on age but not gender or academic qualifications. The results provide valuable insights into the factors influencing student self-efficacy in WBL programmes, offering recommendations for improving such initiatives to enhance employability and industry readiness across diverse TVET systems. Research limitations/implications – The study focuses on UTHM as a case study, and further research in diverse institutional contexts is recommended to validate these findings. Practical implications – Insights from this study can guide the development of targeted interventions to enhance self-efficacy and employability among students, particularly through mentorship and improved WBL programme structures. Social implications – Enhanced self-efficacy improves workforce readiness, reducing graduate unemployment and fostering industry-academia collaboration. WBL programs bridge skill gaps by integrating mentorship and support, helping students develop both technical expertise and career resilience. Originality/value – This study uniquely links demographic factors with self-efficacy in WBL, going beyond industry readiness to explore psychological and educational aspects. By incorporating international comparisons and Bandura's framework, it broadens the theoretical foundation of WBL research from a global perspective. © 2025 Emerald Publishing Limited

Introduction: entrepreneurship education is increasingly recognized as a critical factor in shaping students’ intentions to pursue digital entrepreneurial careers. However, the mechanism through which this education influences students’ digital entrepreneurial intention, particularly through entrepreneurial attitude, remains underexplored in the context of vocational education in Indonesia. Method: this study employed a quantitative approach using Partial Least Squares–Structural Equation Modeling (PLS-SEM) to examine the impact of entrepreneurship education on students’ digital entrepreneurial intention, mediated by entrepreneurial attitude. Data were collected through an online survey from 350 students at vocational schools in Indonesia. Measurement and structural models were evaluated to test reliability, validity, and hypothesized relationships. Results: the analysis confirmed that entrepreneurship education has a significant and positive effect on both entrepreneurial attitude and digital entrepreneurial intention. Furthermore, entrepreneurial attitude was found to play a substantial mediating role in the relationship between entrepreneurship education and digital entrepreneurial intention. The model demonstrated strong predictive relevance, with R² values of 0,572 and 0,789 for entrepreneurial attitude and digital entrepreneurial intention, respectively. Conclusions: this study highlights the pivotal role of entrepreneurial attitude in enhancing the effectiveness of entrepreneurship education on students’ digital entrepreneurial aspirations. Strengthening entrepreneurship education programs and integrating attitude-shaping components can foster stronger digital entrepreneurial intentions among vocational students. Future efforts should focus on improving educator competencies and expanding research to broader educational contexts across Indonesia. © 2025; Los autores.

Purpose – This paper critically examines the evolution of quality assurance (QA) and regulation in degree apprenticeships in England from 2015 to 2025. It explores how regulatory frameworks have developed over the decade, their implications for higher education institutions and how these compare with international approaches to degree-level work-based learning. Design/methodology/approach – The study employs a qualitative documentary analysis of policy documents, regulatory frameworks, inspection reports and stakeholder commentary. It draws on grey literature, government publications and international case studies to trace the development of England’s QA landscape and benchmark it against comparable systems globally. Findings – The English regulatory environment has transitioned from a fragmented oversight system to a more integrated, albeit complex, framework involving multiple agencies. While the coordination between regulatory bodies has improved, providers continue to experience significant compliance burdens. International comparisons highlight alternative approaches to integration and standardisation. The study finds that while institutional governance has matured, persistent challenges remain around inspection consistency, retention and balancing vocational and academic quality. Originality/value – Findings highlight the cumulative effects of regulatory reform on institutional practice, governance and risk by tracing the evolution of England’s degree apprenticeship QA landscape over its first decade. Comparative insights drawn from international systems illuminate how differing regulatory logics shape provision, oversight and employer engagement. The analysis offers a synthesis of the English model’s structural tensions, alongside emerging patterns of convergence and divergence in higher-level work-based learning. © Emerald Publishing Limited

»Herausgeforderte Verdienste: Die Analyse von Kompetenzen in der Berufsbildungsforschung durch die Theorie der Konventionen«. Although merit has been critiqued and problematised such that it has become an object of public debate, it is still deployed as an inherent feature of particular educational forms and trajectories. In this paper, we demonstrate how sociological and educational research juxtapose merit versus skill in relation to different kinds of educational pathways, where the former is seen to be a competence residing within vocational education, while the latter has been confined to academic tracks and into higher education. We then embark on an empirical case study, paying attention to how actors negotiate and justify their actions in situations where they embark on Swedish higher vocational education. The ambiguity around recognising rivalling values and conceptualisations of merit is heightened during participants’ experiences of transitioning from training to work. By paying attention to these accounts facilitated through a particular adult educational institution, a space is opened up for us to examine the worth of what is/are treated as adjacent to merit. A critique of the ways in which we examine merit and skill in social scientific research is important, if the ambition is to formulate meaningful ways for understanding what is valuable in learning and work for actors. © 2025, GESIS - Leibniz Institute for the Social Sciences. All rights reserved.

vocational education plays a crucial role in enhancing the quality of Human Resources (HR). However, based on a needs analysis, 82 % of students reported not understanding what had been taught, indicating a gap between classroom learning and the assessment process. This study used a development method with a mixed-methods approach, combining qualitative and quantitative data, following the Borg and Gall model through six stages: research and information collecting, planning, developing a preliminary product, preliminary field testing, main product revision, and main field testing. The resulting product, a Digital Authentic Assessment assisted by Virtual Reality (VR), was validated as “Valid” by experts and rated as “Very Practical” by both lecturers and students. To measure effectiveness, a t-test was conducted comparing the learning outcomes of experimental and control classes, with results showing a significant improvement in the experimental group. The study concludes that the Digital Authentic Assessment with VR is valid, practical, and effective for the Electric Power Distribution course in vocational education. © 2025; Los autores.

This paper improves our understanding of how the teaching of entrepreneurial competencies is conceived in secondary school and how this relates to students’ employability. We conducted a qualitative investigation involving six French schools in the vocational training system preceding the university. From our interviews with alumni, teachers, pedagogical experts, school managers, and business owners, we found heterogeneity in their views represented by three different conceptions related to teaching entrepreneurial competencies: (i) a tool for emancipation that enables students to choose their preferred jobs, (ii) a way to complement the skills students should possess in the vocational training system, and (iii) unnecessary for employment, as these competencies are not critical in the labour market. This heterogeneity prevents vocational system from implementing clear strategies for teaching entrepreneurship, weakening the benefits for students. Relying on a ‘value-adding approach’ for qualitative research, we introduce the concept of ecosystem awareness to foster shared sense-making among stakeholders, particularly those who act as intermediaries between schools and the labour market, as well as alumni who have experience entering the job market. Building an ecosystem awareness aims to help the educational system respond more effectively and consciously to the political pressure of teaching entrepreneurship to enhance students’ employability. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

Graduate unemployment in Tanzania remains a significant issue, largely due to a substantial mismatch between university education and labour market demands, necessitating effective reskilling and curriculum reforms. Thus, the present study evaluates the effectiveness of vocational education and Training (VET) in reskilling university graduates and examines stakeholder perceptions of its suitability for enhancing employability skills. Using an interpretive phenomenological approach within a systems theory framework, data were collected through interviews with six university leaders, focus group discussions with 20 graduates, and document analysis of educational policies. Findings indicate that VET’s competency-based training effectively addresses technical skills gaps but is limited by its focus on manual trades, cultural biases, and capacity constraints. To ensure graduates’ skills align well with market needs, the study advocates for curriculum reforms integrating soft skills, digital literacy, and experiential learning, alongside industry-university partnerships and entrepreneurship education. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

This study evaluates the effectiveness of the All-in-One Dashboard System (AIODS) in improving school management, particularly in vocational high schools (SMKs). The objective was to assess the AIODS’s potential in enhancing decision-making processes by providing real-time data on academics, finances, human resources, and infrastructure. The study used a mixed-methods approach, combining quantitative surveys to evaluate the practicality of the AIODS and qualitative interviews with school principals to gain deeper insights into its functionality. The data collected were analyzed using an effectiveness index based on six key indicators: usability, technical performance, security, content and information effectiveness, usage efficiency, and user satisfaction. Results showed that the system achieved an overall effectiveness score of 96 %, with user satisfaction and usability being the highest-rated aspects, both scoring above 97 %. The findings indicate that AIODS is highly effective in supporting data-driven decision-making, streamlining school management, and improving administrative efficiency. However, the study also highlighted areas for further development, including the addition of features like alumni data and news channels. In conclusion, the AIODS provides a promising model for enhancing school leadership and management, offering a comprehensive, user-friendly platform that aligns with the evolving needs of vocational education. © 2025; Los autores.