Search Results for
"Vocational education"

vocational education systems worldwide are under increasing pressure to adapt their curricula to the demands of digital transformation, particularly in enhancing English language integration within vocational competency frameworks. However, most existing curriculum designs are static and fail to dynamically respond to evolving learner needs and industry standards. To address this challenge, this study proposes a deep learning-driven framework for optimizing the English-vocational competency matrix using advanced machine learning models. A simulation-based dataset was generated to replicate learner performance scenarios, and three models, Decision Tree (DT), Support Vector Machine (SVM), and Neural Network (NN), were developed and tested using Python in Google Colab. Results showed that the Neural Network significantly outperformed other models with an accuracy of 99.0%, precision of 100%, and F1-score of 99.1%, indicating its superior capability in capturing nonlinear patterns in educational data. This approach contributes a scalable and intelligent solution to dynamic curriculum adaptation in vocational education. The study concludes by recommending the integration of such models into adaptive learning platforms for real-time curriculum adjustment. The practical implication lies in enabling data-informed policy and pedagogical interventions, although limitations such as reliance on simulated data warrant future application to real-world datasets for validation. © 2025 IEEE.

This study presents a comparative analysis of community service integration in schools across Indonesia and Malaysia, examining distinct methods, challenges, and outcomes in different educational settings. Through semi-structured interviews with 13 participants—seven from Indonesia (teachers, a school principal, a program coordinator, and students) and six from Malaysia (teachers, a program coordinator, and students)—we explored how cultural values, national policies, and institutional goals shape community service implementation. Thematic analysis revealed significant differences: Indonesian schools employ highly structured, curriculum-integrated programs, particularly in vocational education where initiatives emphasize long-term skill development. Malaysian schools adopt a flexible, collaborative approach, partnering with external organizations to provide diverse community engagement opportunities that emphasize social interaction and civic responsibility. Findings indicate that Indonesia’s structured model excels at fostering practical competencies and readiness for future careers, while Malaysia’s collaborative model cultivates broader community awareness and social responsibility. Common challenges include resource limitations, insufficient teacher training, and difficulties assessing long-term impact. This research suggests that a hybrid approach combining structured skill-building with flexible collaboration could enhance the effectiveness of community service in both countries and comparable educational contexts. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This study analyzes the perceptions of vocational high school students regarding the application of SDL in Islamic religious education learning. The research method used is an exploratory sequential mixed methods design. Data were collected by distributing open-closed questionnaires to 42 volunteers as respondents. The results showed that there were 5 problem themes with an average score of 2.40-2.84, which is classified as high. This indicates that students still experience problems related to their learning independence due to their learning habits. This study has implications for the importance of teachers in innovating learning that can motivate students to direct their abilities to achieve the expected results. Therefore, this study shows that implementing SDL in Islamic religious education learning in vocational high schools is not easy, because students' high ability to access information from various digital media platforms and their learning habits that require practical activities, making them feel dissatisfied if learning only focuses on understanding the text. © 2025, Shaheed Benazir Bhutto Women University. All rights reserved.

This paper describes and analyses the ways in which women are disadvantaged in the Australian apprenticeship system. While women make up 47.9% of the Australian workforce, only 28.0% of apprentices and trainees are women. 'Traditional trade' apprenticeships are still predominantly undertaken by men. The newer 'traineeships', introduced in the 1980s to provide apprenticed training to more occupations and to allow equal access to women, receive less funding and fewer training resources. The paper traces the developments by analysing government reports, participation data by gender in the apprenticeship system, and apprentice/trainee funding rates for the main occupations. The paper also shows how post-COVID developments in the economy have been harnessed to favour male-dominated occupations in the apprenticeship system. The paper argues that the encouragement of women into trade apprenticeships has moved from an 'equity' argument to a 'national interest' argument, paralleling the conscription of women to fill the gaps left by men during the Second World War. The discussion shows that the disadvantaged status of women is largely consistent with existing theories on gender and work, but there are some points of departure. The paper argues that more research into traineeships is needed to inform developments. It would provide a voice for feminised occupations and would assist in countering the monopolisation of the debate by masculinised interest groups. While the data are Australian, the issues potentially apply to all countries which have apprenticeship systems, but have the most relevance for women in countries where male-dominated occupations are privileged in apprenticeship policy. © The Author(s), 2025. Published by Cambridge University Press on behalf of The University of New South Wales.

Traditional models for analyzing learning ability use simple, single-factor models that cannot be analyzed to impact analyze the key factors that affect learning. Therefore, the study establishes a learning ability optimization model for higher vocational students based on principal component analysis combined with back propagation neural network. By collecting multi-source heterogeneous data such as class activity and discussion activity, and using back propagation neural network to provide students with corresponding optimization of learning ability. The experiment builds its own database of multiple students from higher vocational schools, and the research model has a mean absolute error of 0.23 points in predicting scores when the number of iterations reaches 400, and the root mean square error stabilizes at 0.66 points at the end of the validation set of iterations. In the comparison of the optimization of the students' scores it was shown that the research model improved the score of student #46 by 12 points. The above results show that the research model can target and analyze the learning ability of higher vocational students one by one, and provide new reference ideas for creating a good academic style in higher vocational colleges. © 2025 IEEE.

In Uganda, students with disabilities are offered specially designed technical and vocational education and training (TVET). To assess the impact of TVET programmes on the self-esteem, frustration levels, and social perceptions of students with disabilities, a mixed-methods approach was employed to analyze the effects of TVET schools in Bunyangabu, Kasese, and Bundibugyo in western Uganda. Quantitative data were collected through surveys of 150 students with disabilities and 400 students without disabilities at these schools as well as through focus groups and key informant interviews with students (with and without disabilities), principals, teachers, representatives from associations for persons with disabilities, and government officials. The results indicated that students with disabilities in TVET schools reported lower self-esteem than students without disabilities. However, students with disabilities tended to experience low levels of frustration regarding their conditions because their vocational education increased their overall self-confidence. Meanwhile, students without disabilities began to gain more positive perceptions of their peers with disabilities after observing their skill development in specific sectors. These findings suggest that TVET programmes can play a vital role in improving the self-confidence, perception, and social inclusion of persons with disabilities by enhancing their skills and ensuring their economic independence. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

The Learning Outcomes revolution has swept the globe. Heralded as the means to raise vocational education and training standards, and establish equivalence with academic qualifications, the outcomes assessment model has been at the vanguard of VET reform. These bold claims derive from the particular characteristics of outcomes design: atomised performance statements, the aggregate credit system, and exhaustive sampling. The architects of the Outcomes movement claim that these characteristics provide the transparency, flexibility and learner motivation that classical assessment design apparently lacks. Yet the Outcomes template has attracted a great deal of criticism, particularly from academic quarters. Critics find that outcome-based assessment fails to account for holistic curricular knowledge, and is therefore not fit for purpose. This article provides evidence that supports these findings. Investigating how outcomes qualifications operate in their environment, this study finds that the outcomes model interacts with accountability pressures to produce deleterious effects. Drawn from data derived from a literacy embedding study, the paper uses the concept of subject procedural knowledge to explore how teachers of outcome-based qualifications interpret their subject knowledge. It is argued that the model produces a compositional fallacy, and a tail-wags-dog culture whereby assessment consumes curricula and pedagogy, thus undermining educational quality. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This paper examines the role of vocational education and training (VET) in innovation by comparing the participation of VET-qualified employees with that of university graduates such as scientists and engineers. Using individual-level data from the German manufacturing sector, we distinguish between initial VET qualifications (acquired through dual apprenticeships) and higher VET qualifications (e.g. master craftsmen or technicians). The results show that university graduates dominate formal research and development (R&D) activities. However, VET-qualified employees–particularly those with higher VET qualifications–strongly participate in both the invention and implementation phases. Initial VET graduates are especially active in implementation, notably in introducing new machinery, equipment, and technologies. Higher VET graduates play a crucial bridging role between R&D and the shop floor, facilitating knowledge transfer across qualification groups. Participation patterns also vary by firm size, with larger firms displaying clearer task allocation and specialisation. Overall, the findings demonstrate that innovation in manufacturing relies on the complementary strengths of vocational and academic qualifications, which are rooted in their respective knowledge types and firm-level modes of learning and innovation. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

This study aims to examine the impact of using Programmable Logic Controller (PLC) training kits on students’ PLC programming competencies, with particular emphasis on the role these kits play in enhancing creative thinking skills. The 21st This preliminary study employed a within-subject experimental research design, specifically a factorial design, involving two groups of participants: a control group and an experimental group. The control group used simulation software, whereas the experimental group engaged with physical PLC training kits. The subjects were 238students from five universities in East Java, Indonesia, control group (116) and experimental group (124). There was a difference in students’ creative thinking between the high and low creative thinking student in PLC programming test score, on both learning media. However, there was no interaction between the kind of learning media and the level of creative thinking. Training kits did have a positive effect on outcomes of learning, and creative thinking appeared to outweigh the type of learning tools with regards to the programming ability. century is recognized as an era of continuous learning, significantly influencing the education sector, particularly in Electrical Engineering education. Graduates are now expected to become not only professional and effective vocational educators but also competent industry practitioners. The same applies here also regarding educational engineering which should address the pedagogical route to enabling creative thinking in students along with actual work tool engagements. © (2025), (UIKTEN - Association for Information Communication Technology education and Science). All rights reserved.

The article considers the issue of the application of collaborative learning techniques in the process of professional training of IT specialists at higher education institutions. Based on the analysis of scientific publications, it is shown that the theoretical and applied aspects of collaborative learning are thoroughly developed. Therefore, it is necessary to adapt them to solve partial tasks of the educational process. For this purpose, we have designed a collaborative learning framework for Computer Science students training in the field of database design. The framework contains a description of stages of educational interaction between students and the teacher. The main stages of the collaborative learning framework for training in the field of database design: (1) obtaining of theoretical knowledge and formation of primary practical skills; (2) selection of the subject area; (3) conceptual database design; (4) logical database design; (5) physical database design; (6) presentation of results; (7) evaluation of results. The framework was implemented in the teaching of the bachelor course "Databases and Information Systems"at Bogdan Khmelnitsky Melitopol State Pedagogical University. 30 second-year students of the specialties Computer Science and vocational education (Digital Technologies) took part in the study. There were no statistically significant differences between the studied groups. At the same time, students who worked in teams gained experience in teamwork, awareness of its advantages and difficulties, and skills in peer learning, self-assessment, and peer assessment. The conducted empirical research has shown that the application of collaborative learning techniques has significant educational potential for developing IT students' abilities to teamwork. © Published under licence by IOP Publishing Ltd.