Search Results for
"Vocational education"

The importance of management competencies among pediatric nurse managers cannot be overstated. In Vietnam, there is a significant lack of structured training programs tailored to the specific management competencies required by nurse managers. Furthermore, existing programs lack a comprehensive evaluation of their effectiveness. This study aimed to assess the feasibility of a competency-based training program developed to improve the management capabilities of pediatric nurse managers in Vietnam. A one-group pretest-posttest intervention program was conducted with eligible nurse managers from two pediatric and obstetrics-pediatrics hospitals, selected through purposive sampling. The intervention included interactive workshops, group discussions, and case studies over six weeks, followed by ongoing support. Participants completed the instrument three times: before, immediately after, and during the follow-up period. Twelve nurse managers participated in this feasibility study, and all reported high satisfaction with the program. The findings demonstrated the program’s potential effectiveness in supporting nurse managers through flexible online platforms and targeted competency enhancement. Results highlighted the value of structured, tailored training in meeting the unique needs of nurse managers and emphasized the critical role of ongoing professional education in strengthening management competencies. Further research involving a larger sample of nurse managers is recommended to provide more robust evidence, supporting broader implementation and effective integration of the program into practice. Keywords:. © 2025, Thailand Nursing and Midwifery Council. All rights reserved.

This study explores the relationships between well-being, soft skills, and self-confidence among adolescents, with a focus on the mediating role of soft skills. A total of 200 vocational high school students in Indonesia were recruited from a school selected for its commitment to educational innovation and diverse student population. Participants were voluntarily enrolled based on specific inclusion criteria, and informed consent was obtained prior to participation. Data were collected using the EPOCH Measure of Adolescent Well-being, a reflection instrument for soft skills, and a novel measure of academic self-confidence. Results indicated that higher well-being is associated with enhanced soft skills and self-confidence, with perseverance emerging as a key factor. Structural equation modeling revealed that soft skills, particularly time management and analytical thinking, partially mediated the relationship between well-being and self-confidence. These findings underscore the importance of integrating well-being and soft skills development into educational curricula to support adolescent growth. Further research is needed to explore additional influencing factors and validate these findings across diverse populations. © 2025 Elsevier Inc.

Advancements in technology within education have resulted in an expanded incorporation of digital tools and interactive learning methodologies. Within the realm of Technical and vocational education and Training (TVET), there is a growing emphasis on the cultivation of practical skills and employability in response to industry needs. This paper analyses the contribution of e-learning and Problem-Based Learning (PBL) in fostering the development of soft skills, including communication, teamwork, and problem-solving, among TVET students. E-learning gives flexibility and accessibility for self-directed learning, but PBL delivers practical experience in real-world problem-solving via collaborative teamwork. This research used Structural Equation Modelling (SEM) to examine the correlation between the implementation of e-learning and Problem-Based Learning (PBL) in enhancing students' soft skills. The findings indicate that the use of e-learning and problem-based learning methodologies markedly enhances communication, teamwork, and problem-solving abilities among TVET students. All examined factors demonstrated significance, as shown by P-values less than 0.05. The impact of PBL on enhancing cooperation and problem-solving abilities yielded a P-value of 0.03, indicating a significant correlation. Simultaneously, e-learning had a substantial impact on communication abilities, shown by a P-value of 0.02. The results suggest that the amalgamation of e-learning and project-based learning is crucial for enhancing the soft skills development of TVET students, hence bolstering their preparedness to confront obstacles in the workforce. © The Authors, published by EDP Sciences.

The aim of this study is to investigate the Competency-Based Training (CBT) concept as a technique for skill delivery and development while also emphasizing a few of the difficulties encountered in the execution of the Technical education and Competency-Based vocational Training program. Other than that, this research also supports and demonstrates why a CBT-Based Program is one of the best methods for implementing vocational and technical education in readily settled skill training institutions. Note that it is known as a component of Malaysia’s reforms to the new educational system, as well as vocational and technical training, which has experienced successful adaptation to become one of the reliable alternative options for the community in this country. The reform in this education system is to introduce a concept or training method based on competence as among the delivery approaches in the Technical and vocational education and Training (TVET) system. Qualifications built on intriguing new findings that were produced in conjunction with industry employers use CBT - based programs. The delivery strategy outlined in this idea will be supplied in accordance with the needs of the industry, the workers, and the participants, while also preparing them to work independently or launch their own businesses. In order to guarantee the presence of job opportunities and skill development by the industry, the emergence of the idea of learning through skill training methods relying on competence in TVET reform will involve the young generation or anyone else who is passionate about developing experience and skills in the workplace in a systematic and organized manner. A responsible supervisory body, the TVET Council, was created by the government to coordinate as well as monitor all activities entailing all components of TVET in Malaysia. They are also responsible for incorporating a TVET reform via the CBT system in all skill training centres in Malaysia, whether under government or private supervision in Malaysia. With the aid of international organizations and collaboration, including the Skills Development Department (JPK) under the Ministry of Human Resources as well as the Advanced Skills Teaching & Training Center (CIAST), the formation of this council is anticipated to lead to a paradigm shift with respect to the TVET sector. Apart from that, the National Occupational Skill Standard (NOSS) system was utilised as a primary guideline and reference by these regulatory organizations to execute skill certification programs from level one (1) to level five (5) of work competence requirements in all skill training facilities across the nation. © 2025 American Institute of Physics Inc.. All rights reserved.