Search Results for
"Vocational education"

This study aims to investigate the extent to which perceived personal and school-related factors influence the quality of technology integration in teaching at the upper secondary level and how this differs between general and vocational education. The quality of technology integration was operationalised through the different activities supported by technology according to the ICAP model. We used data from a survey of 1660 teachers from 106 upper secondary schools in Switzerland to construct structural equation models of the interplay between school-related factors, teacher-related factors, and technology integration. Apart from confirming that technology integration is generally high across all school types, the study shows that among school-related factors, goal clarity is a significant predictor of constructive learning activities and of all the three personal factors considered in the study: teachers’ positive beliefs, technological knowledge, and technological pedagogical content knowledge. Moreover, these personal factors, in turn, constitute significant predictors of all the four types of learning activities. Both full-time and dual vocational schools integrate constructive and interactive activities more than general schools, and vocational teachers report significantly higher beliefs and lower technological pedagogical content knowledge than general school teachers. These findings confirm the importance of considering the interplay between personal and school-related factors when training teachers in technology integration, with interesting differences across school types that seem to depend more on the contextual culture than on the curriculum organisation. © 2024 The Authors

The National education Policy 2020 (NEP 2020) marks a significant milestone in India's education system, aiming to transform the country's educational landscape. This review provides a comprehensive analysis of NEP 2020, exploring its alignment with global educational trends, emphasis on competency-based progression, and potential impact on student learning outcomes, teacher training, and educational infrastructure. The policy's scientific significance lies in its potential to promote equity, quality, and innovation in Indian education, addressing longstanding challenges and preparing students for the demands of the 21st century © 2024 Elsevier Ltd

Ohio's manufacturing industry sector partnerships (ISP) are economic development and workforce development efforts that rely on community development inputs. The authors posit that graduates of regional, sector-led, industry-specific workforce training programs constitute a common pool resource, as described by Elinor Ostrom, because while hiring graduates is rival, it is not excludable. This creates a workforce version of the tragedy of the commons because these programs often have experiential learning components in workplaces and require funding support, mentoring, and the long-term commitment of company leaders to a partnership. The training programs will flounder if participating employers do not earn a return on their resource expenditures. The output of the partnership program is trained workers, while its primary outcome is the production of goods and services. The economic mobility of the recipients of ISP training is a by-product, or secondary outcome, of the partnership's activities © The Author(s) 2024.

vocational education is crucial in bridging the gap between educational outcomes and labor market demands, significantly impacting employment rates and career prospects. The purpose of the study was to identify the acceptability of the entrepreneurship education model in Indonesian vocational schools. This paper explores the importance of vocational education in equipping individuals with job-ready skills, addressing challenges like long-term unemployment, and literacy skill disparities. It emphasizes the integration of entrepreneurship education to foster entrepreneurial intentions, competencies, and behaviors, crucial for sustainable economic growth, particularly in Indonesia. Utilizing a development model based on Borg and Gall, the study involves needs assessment, product development, and evaluation to craft an effective entrepreneurship education framework for vocational schools. Insights from vocational education experts, entrepreneurship practitioners or teachers, and entrepreneurs are integral to developing this model. The findings show that entrepreneurship education is acceptable to be implemented in Indonesian vocational schools. The proposed model focuses on characteristic Indonesian mindset formation, practical entrepreneurial skills, and active industry collaboration, aiming to prepare graduates for both employment and self-employment. This research has implications for the transformation of vocational education in Indonesia by providing a strong framework that supports graduates’ transition to the world of work and encourages entrepreneurial efforts, thereby contributing to broader economic development and innovation. © 2025, Institute of Advanced Engineering and Science. All rights reserved.

This article studied the integration of gamification in work-based learning within vocational education as a means to support students' coding abilities. By applying game mechanics such as points, badges, leaderboards, and challenges, we aimed to motivate and engage students in coding activities that mirror real-world industry practices. The inclusion of gamified elements into the curriculum was designed to make the learning process more interactive, fostering a competitive yet collaborative environment that enhances students' interest and perseverance in coding tasks. This research employed a quasi-experimental design with pre-test and post-test measures to assess the impact of gamification on coding proficiency, comparing the outcomes of students participating in gamified learning environments with those in traditional settings. The findings indicate a significant improvement in the coding skills of students exposed to gamified work-based learning, suggesting that gamification can serve as an effective pedagogical tool in vocational education, better preparing students for industry demands. © 2025 Institute of Advanced Engineering and Science. All rights reserved.

Background: Integrated care can enhance health outcomes for patients, as well as improve healthcare efficiency for organisations. However, it is unclear what values and competencies health professionals need to develop at the pre-qualification stage to engage in integrated care practice upon graduation. Therefore, this review aimed to identify published integrated care competencies for professional entry health professional education programmes. Methods: Guided by the systematic search methods of the Preferred Reporting Items for Systematic Review and Meta-Analyses, PubMed and CINAHL were searched for publications between January 2013 and December 2022. A two-stage screening process was used to determine eligibility of papers against the set inclusion criteria. Findings: The initial search yielded 493 articles, with 35 articles eligible for full text screening. Of these, five articles addressed integrated care curriculum in a general sense and were included in the review. The focus of these articles was mainly educational activities and professional attributes deemed important for students to experience and develop if they are to work across sectors and systems. However, no studies described a specific set of integrated care competencies for students enrolled in any health discipline at professional entry level. Discussion: Since our review, several frameworks covering a broad range of professional competency domains for integrated care have been recently published. A distillation of these frameworks is now needed to identify the unique capabilities required for new health professionals to deliver integrated care. Conclusion: Educators now need specific integrated care competencies so they can create appropriate, learning, teaching and assessment experiences for pre-entry students. © 2025 Association for the Study of Medical education and John Wiley & Sons Ltd.

Introduction: Applying STEAM in vocational learning needs to be integrated with Sustainable Development Goals (SDGs) values. Physical activities have been recognized as significant contributors to achieving SDGs because can boost students' awareness and commitment towards sustainable development goals. Objective: This article aims to measure the impact of integrating physical activities and Edupas-based STEAM-SDGs on students' sustainability awareness. Methodology: This research uses a mixed-methods approach with concurrent embedded design. The research subjects were 36 students. Data was collected using quantitative and qualitative data throughout the IPAS learning process by applying Edupas-based STEAM-SDGs. Quantitative data was obtained from a questionnaire in Edupas. Qualitative data was collected through observation during the IPAS project learning activities. In addition, it was also collected worksheets and discussions provided in the Edupas LMS. Data analysis was conducted using the stacking technique with the Rasch model. Results: The results of the mean comparison test between pre-test and post-test data through the t-test obtained a value of t=-3.39, df=66, and prob=0.001. Discussion: STEAM integration in vocational learning significantly increased students' sustainability awareness. Furthermore, using Edupas LMS encouraged students' active participation in discussions and exploration of ideas, which contributed to improving their skills and understanding of sustainability issues. Conclusions: Integrating sustainability values in the vocational curriculum is crucial to shaping students' proactive attitudes toward environmental issues. © 2025 Federacion Espanola de Docentes de Educacion Fisica. All rights reserved.

The focus of this study was to develop a curriculum model that would comply with the regulations governing professional teacher programs. Some problems in implementing vocational teacher professional education are, among others, that the curriculum is not yet optimal to integrate learning experiences between theory and practice, learning to teach, practice in practice in schools and industry, and systemic collaboration between vocational teacher professional education organizing universities, partner schools, and the industry and business world is not yet optimal. The overall goal of this research is to create a vocational Pre-Service Teacher Professional education curriculum model that aligns with the role of technical and vocational education in Indonesia. The specific purposes of this study include gathering information on the current conditions surrounding the implementation of vocational teacher professional education, designing sustainable vocational teacher professional education curriculum models to produce professional vocational teachers that meet the field's needs, and formulating procedures for implementing a continuous vocational teacher professional education curriculum model. This study employs research and development methods. Questioners, interviews, focused group discussions, and documentation studies were used. © School of Engineering, Taylor’s University.

In the work, an analysis of modern methods of Educational Data Mining (EDM) was carried out, on the basis of which a set of methods of EDM was developed for the training of vocational education teachers. The basic methods of EDM are considered, namely Prediction, Clustering, Relationship Mining, Distillation of Data for Human Judgment, Discovery with Models. The possibilities of using artificial neural networks, in particular, networks of Long-Short-Term Memory (LSTM), to predict the results of the educational process are described. The main methods of clustering and segmentation of educational data are considered. The basic methods of EDM are complemented by specialized methods of digital image pre-processing and methods of artificial intelligence, taking into account the peculiarities of the training of future specialists in engineering and pedagogical specialties. As specialized methods of digital image pre-processing, methods of filtering, contrast enhancement and contour selection are used. As specialized methods of artificial intelligence, methods of image segmentation, object detection on images, object detection using fuzzy logic were used. Methods of object detection on images using convolutional neural networks and using the Viola-Jones method are described. To process data with a certain degree of uncertainty, it is proposed to apply the methods of EDM and Fuzzy Logic in a integral manner. Ways of integrating Fuzzy Logic with methods of data clustering, image segmentation and object detection on images are considered. The possibilities of applying the developed complex of specialized methods of EDM in the educational process, in particular, when performing STEM (Science, Technology, Engineering and Mathematics) projects, are described. © 2025, Modern education and Computer Science Press. All rights reserved.

National in-service vocational teacher training represents a key approach in improving the quality of vocational education. This phenomenological study investigated the significance of this type of training at a vocational college in China. The study employed a purposive sampling method to select participants, ensuring they had relevant experience with national in-service vocational teacher training. It drew on the experiences of eight participants: four trainers and four trainees, all of whom had participated directly in national in-service vocational teacher training. Three main methods of data collection were employed: semi-structured interviews, observations, and document analysis. Through qualitative data collected via the semi-structured interviews and observations, the study explored how both trainers and trainees perceive the benefits and challenges of national in-service vocational teacher training. Guided by Experiential Learning Theory, the research framework provided a lens through which to understand how participants' experiences shaped their learning and professional growth. The findings revealed that while the training provides valuable opportunities for the acquisition of knowledge and development of skills, resource building, and practical problem-solving, challenges persist due to the traditional theoretical training model, which limits the effective transfer of learning. Based on these insights, the study suggested adopting a more continuous and practical training model to better support vocational educators, ultimately facilitating the efficacy of training and achieving meaningful classroom transformation. © 2025 Society for Research and Knowledge Management. All rights reserved.