Search Results for
"Vocational education"

vocational education and Training (VET) Dual was introduced in Spain in 2012 with the aim of reducing youth unemployment, decreasing early school dropout rates, and facilitating the transition between the education system and the labor market. The company serves as a training ecosystem where the company tutor plays a fundamental role. This professional is responsible for the selection, reception, pedagogical support, and evaluation of the students enrolled in this training modality. The objective of the study is to understand the competency development level of company tutors within the framework of Dual VET in the Principality of Asturias. The exploratory-comparative study is based on a quantitative survey methodology. The sample consists of 117 company tutors. The results indicate that company tutors perceive themselves as having a high level of development in skills related to welcoming and utilizing pedagogical skills for student training (training planning, communication skills, evaluation, etc.). However, they acknowledge a lower level of competency development in the planning of tutorials, the adaptation of teaching methodologies to the characteristics of the students, and the evaluation of their learning. These results are consistent with other research that highlight the need for continuous training to effectively perform their role as company tutors. © 2025 Universidad de Oviedo. All rights reserved.

The role of the cultural capital of migrant students in technical and vocational secondary education in northern Chile and its influence on academic success are examined. A qualitative research approach was used (interviews and focus groups). A profile of migrant students characterized by their effort, discipline, and good performance was identified. It is argued that their cultural diversity could be an asset that provides them with access to resources and opportunities and facilitates recognition by teachers. The findings underscore the need to integrate this cultural capital into educational policies, thus promoting inclusive and quality education. © Creative Commons Attribution 3.0.

Purpose: This research aims to construct an Evaluation Scale for vocational education Internships (ESVEI) tailored to assess the vocational educational internship experiences from the perspectives of vocational students. It also seeks to investigate the influence of certain factors – such as gender, family background, educational attainment, chosen major and the duration of the internship – on the assessment of these internships. Design/methodology/approach: In the development of ESVEI, a combination of methods was employed, including literature analysis, item refinement, exploratory factor analysis, confirmatory factor analysis, multiple group analysis and reliability analysis. A total of 1,114 vocational students who had finished their internships completed questionnaires formulated based on ESVEI. Findings: A two-dimensional evaluation tool called the ESVEI, consisting of the “Internship Content Evaluation” (ICE) and “Internship Supervisor Evaluation” (ISE) with seven items, has been created. Based on this, the corresponding questionnaires’ results indicate that female respondents, those from urban areas and those in the medical and nursing fields generally rated their internships more favorably compared to their male, rural and engineering and manufacturing counterparts. Additionally, when the internships last less than six months, the longer the internship, the more favorable evaluations. Research limitations/implications: Because of the limited number of respondents, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed evaluation scale further. Practical implications: The scale developed in this study serves as a tangible instrument for assessing the vocational education internship experiences of vocational students. Furthermore, this analysis can provide valuable insights for identifying areas that require further growth and improvement based on the dimensions of internship content and the trainers involved. Originality/value: This is one of the first studies to develop an evaluation scale for vocational education internships in China, which not only clarifies the evaluation dimensions of internships but also forms a tool for future research. © 2025, Emerald Publishing Limited.

This study aims to explore the role of reading competence in English literacy for vocational students, focusing on its impact on human resource management and the effectiveness of public learning organizations. The method used is a descriptive qualitative literature review to identify the required competence levels, basic literacy needs, and the urgency of developing effective reading skills in preparation for entering the job market. The results show that reading competence goes beyond basic literacy and includes understanding technical materials, specific industry documents, and job-related texts, all of which are crucial for successful navigation in chosen fields as well as the development of critical thinking and problem-solving skills. This study also highlights the fundamental needs of vocational learners, including access to educational resources aligned with their field of expertise, and adequate language support programs for various levels of English proficiency. This research recommends enhancements to vocational curricula, professional development for educators, language support programs, and collaboration between vocational institutions and employers. The implications of this study confirm that reading ability is not merely a skill but a strategic necessity for vocational success that enhances job eligibility and adaptability, as well as supporting growth in human resource management and public learning organizations. © 2025, J. Ilm. Peuradeun. All rights reserved.

Health professional education stands to gain substantially from collective efforts toward building video databases of skill performances in both real and simulated settings. An accessible resource of videos that demonstrate an array of performances – both good and bad—provides an opportunity for interdisciplinary research collaborations that can advance our understanding of movement that reflects technical expertise, support educational tool development, and facilitate assessment practices. In this paper we raise important ethical and legal considerations when building and sharing health professions education data. Collective data sharing may produce new knowledge and tools to support healthcare professional education. We demonstrate the utility of a data-sharing culture by providing and leveraging a database of cardio-pulmonary resuscitation (CPR) performances that vary in quality. The CPR skills performance database (collected for the purpose of this research, hosted at UK Data Service’s ReShare Repository) contains videos from 40 participants recorded from 6 different angles, allowing for 3D reconstruction for movement analysis. The video footage is accompanied by quality ratings from 2 experts, participants’ self-reported confidence and frequency of performing CPR, and the demographics of the participants. From this data, we present an Automatic Clinical Assessment tool for Basic Life Support that uses pose estimation to determine the spatial location of the participant’s movements during CPR and a deep learning network that assesses the performance quality. © Crown 2024.

An increasing number of studies has observed that immersive virtual reality (iVR) technology using head-mounted displays (HMDs) can facilitate learning outcomes. However, most studies have been exploratory and were executed in laboratory settings instead of being implemented and orchestrated in authentic teaching settings. Furthermore, iVR design approaches based on learning theories in which learning objectives are in line with relevant curricula are still scarce. Thus, we conducted a study to provide insights from a perspective of instruction in authentic settings. We present the design of an iVR learning application that was aligned with curricula and that includes specific design features to foster relevant learning objectives. Orchestrated with additional learning material and learning activities, the iVR learning application was implemented and evaluated in an authentic teaching setting in the field of electrical engineering at a German vocational school. In order to investigate the effects of a lesson orchestrated around the iVR application, we conducted a study (n = 29) in a pre-post between-subject design in which we compared learning orchestrated around an iVR experience (iVR group n = 14) with learning in a more traditional setting consisting of a typical group task (control group n = 15). Participants were randomly assigned to one of the two groups; in both conditions, the same content was addressed. We compared group differences regarding four dependent variables: motivation, factual knowledge, comprehension and transfer. In both groups, we observed an increase in knowledge and comprehension. The gain in the iVR group was significantly stronger compared to the control group, but we observed no differences in motivation and transfer. We discuss our findings from a perspective of instruction in authentic settings, along with implications for instructional iVR technology design. Despite the high organizational effort still required to embed iVR technology into a classroom setting, we stress that instructional settings that entail complex cognitive and motor tasks can benefit in particular from agency as one of the main affordances provided by iVR technology. More research should be conducted in these settings, and additional research should focus on which design features make these iVR experiences effective, and how it can be assured that transfer of knowledge is also increased. © The Author(s) 2024.

While established educational pathways exist in many nations, the Philippines offers a unique opportunity to investigate the development of entirely new ones. Prior to the 2010s, compulsory education only extended through grade 10, with all students on a general track. The implementation of the 2013 Enhanced Basic education Act significantly altered this system. It extended the basic education cycle to 12 years and introduced the Technical-vocational Livelihood (TVL) track as an alternative to the traditional academic track during the final two years. This study explores the determinants influencing the implementation of secondary TVL tracks in the Philippines, while also focusing on how stakeholders perceive its viability as a pathway to postsecondary vocational training and employment. The research draws upon Najam's (1995) "5C" framework, which posits that policy implementation is influenced by five key dimensions: content, context, commitment, capacity, and clients. This framework guides the exploration of how these factors interact and impact the realization of the TVL track. A qualitative research approach is employed, utilizing data from interviews and focus groups conducted with key stakeholders from both the K-12 and postsecondary education sectors. Additionally, a document analysis of relevant sources from government agencies is undertaken to provide further context. The findings offer valuable insights into the perceptions of stakeholders regarding the TVL track's effectiveness, challenges faced during implementation, and its potential as a viable pathway for students. © De La Salle University 2024.

Creative teaching behavior (CTB) is an innovative and creative teaching approach that is relevant in facing the dynamics of vocational education, which continues to develop, especially to produce creative students. Many studies examine the important role of CTB. However, limited information still discusses how to improve CTB by involving important factors such as creative climate, school support, and creative teaching self-efficacy. This study involved 400 teachers from 25 vocational high schools in civil engineering in Central Java Province, and data analysis using the structural equation modeling (SEM) (Smart-PLS) method. The study results revealed that CTB was proven to be influenced positively and significantly by school support and creative teaching self-efficacy. Also, creative teaching self-efficacy partially mediates the effect of creative climate and school support on CTB. The results of this study provide important implications for vocational school teachers to develop creative teaching skills in schools. Building a creative culture in schools, proactive school support and increasing teacher self-confidence are essential steps in creating a dynamic and innovative learning environment in vocational schools. © 2025, Intelektual Pustaka Media Utama. All rights reserved.

In the current educational landscape, the development of critical thinking abilities is becoming increasingly important, especially considering the prevalence of hybrid learning methods. This investigation aimed to evaluate the proficiency of critical thinking skills in students who are immersed in hybrid learning. A descriptive quantitative research approach was employed, utilizing observation, documentation, and critical thinking assessments to collect data from a sample of 60 students from vocational high schools. The findings highlight two main results: firstly, the majority of students demonstrate a low level of critical thinking skills within the hybrid learning context, indicating the need for improvement; secondly, various factors that influence these skills were identified. These outcomes emphasize the challenges associated with acquiring 21st-century skills and emphasize the necessity for collaborative efforts. Both educators and students must enhance their commitment to effective learning preparation, with a particular emphasis on motivation to foster improved critical thinking abilities. This research provides valuable insights for educators and policymakers who are striving to enhance the hybrid learning environment to better cultivate critical thinking skills in students. © 2025, Intelektual Pustaka Media Utama. All rights reserved.

Technical and vocational education (TVE) in a country cannot only talk about a narrow scope in the world of education and work but also play a role in ensuring someone achieves a prosperous life socially, economically and environmentally without forgetting preparation for the next generation. This research will visualize and map the development trend of publications on sustainable development in the TVE scope worldwide and in Indonesia. The method used is descriptive quantitative and bibliometric analysis with research data taken from the Scopus database. The results of the study show that increasing research is essential for the development and efforts of the TVE community to increase the achievement of sustainable development goals (SDGs). Indonesia is recorded as having only started publication in 2017, with a total publication of 42 documents until early 2024. Interestingly, there has been a decline in the number of publications in the last two years. The results of the bibliometric analysis show that research topics in Indonesia have not yet demonstrated success in linking them to the social, economic and environmental spheres. Further research is recommended to conduct a systematic literature review to identify global action program (GAPs) in sustainable development research in TVE communities. © 2025, Intelektual Pustaka Media Utama. All rights reserved.