Search Results for
"Vocational education"

Entrepreneurship development education (EDE) promotes entrepreneurship and boosts economic growth and employment. The comprehensive educational effort aims to foster students' entrepreneurial intentions. In Nepal, the Council for Technical education and vocational Training (CTEVT) has integrated the EDE course curriculum into all diploma programs in engineering, including the Diploma in Information Technology (DIT) program, with the aim of enhancing students' entrepreneurial knowledge and skills. Based on this context, the objective of this study was to explore the experiences of final-year diploma in information technology students about their entrepreneurial intentions through an EDE course. The study employs a qualitative case study methodology to investigate the experiences of final-year DIT students. The study selected sixteen students, ten of whom were male and six of whom were female. Data collection involved conducting semi-structured face-to-face interviews and document analysis. The analysis of the students' interviews and the document analysis yielded three major themes: entrepreneurial attitude, entrepreneurial behavior, and entrepreneurial knowledge, along with twelve subthemes. The current study's findings were consistent with planned behavior theory, which acts as a moderator for DIT students' entrepreneurial intentions. The results of this study conclude that EDE plays a crucial role in fostering entrepreneurial intentions among IT students. The program enhances their attitudes, behaviors, and knowledge of entrepreneurship; therefore, we recommended that CTEVT Nepal incorporate the EDE curriculum for all TVET programs. © 2025, Penerbit UTHM. All rights reserved.

This study aimed to ascertain the impact of implementing the engagement, exploration, explanation, extension, and evaluation (5E) learning cycle model on learning outcomes and practical performance in vocational school subjects. This quantitative study employs a quasi-experimental design utilising a non-equivalent control group design. This study involved a control group and an experimental group. The study focused on vocational students in Serang City, and the sampling method employed was purposive sampling. The measures include multiple-choice tests for learning outcomes and practical performance questionnaires, utilising 4-point Likert scales. The data were analysed using the multivariate analysis of variance test and the independent sample test. The findings indicate a significant disparity between the average post-test scores of the experimental class and the control class. Furthermore, it shows a substantial disparity between the mean score of the experimental class in practice performance and the control class in practice performance. Therefore, it can be inferred that the 5E-LC model has an impact on both learning outcomes and practical performance in the field of electric lighting installation. In vocational secondary schools, teachers are required to possess the ability to apply the 5E-LC model in teaching subjects relevant to their field of study. © 2025, Penerbit UTHM. All rights reserved.

Malaysia has developed TVET programs to nurture a skilled workforce for its industrial sector. Many graduates face challenges in job readiness, impacting their employability in today's evolving technological environment. Outdated skills pose obstacles, potentially leading to unemployment or reduced workplace performance. This study determined the job readiness level of final-year TVET students in the Electrical and Electronics fields across the Malaysia Technical University Network (MTUN), focusing on Industry 4.0 skills. Using a quantitative, descriptive research design and surveys, the study identified essential Industry 4.0 skills using an IR 4.0 skills checklist, evaluated the current job readiness level of final-year TVET students in the Electrical and Electronics fields at MTUN using a job readiness questionnaire, and identified the differences in job readiness levels across MTUN universities. Stratified sampling and simple random sampling techniques were applied in this research. There were 11 IR 4.0 skills considered essential for job readiness in the Electrical and Electronics field from the industry perspective. The ranking of the 11 skills, from top to bottom, is as follows: technical knowledge, reasoning and problem-solving, analytical thinking and technological literacy, big data analytics, communication skills, artificial intelligence, leadership and social influence, curiosity and lifelong learning, quality control, and critical thinking, under the dimensions of People, Process, and Technology. The job readiness level of final-year TVET undergraduate students in the Electrical and Electronics (E&E) field at the MTUN was 3.61, which fell under the category of approaching readiness. The significance value of the Kruskal-Wallis test was 0.012, which was less than 0.05. A statistically significant difference was found in the job re adiness levels of final-year TVET undergraduate students in the Electrical and Electronics (E&E) field across the MTUN. UTHM's overall mean was higher than those of the other three universities. © 2025, Penerbit UTHM. All rights reserved.

Developing the potential of manpower in the education sector is an important issue for raising the quality of vocational education and preparing students for the labor market. Therefore, having trustworthy and effective indicators is crucial for assessing and enhancing student learning outcomes. This research therefore focuses on developing and examining the construct validity of the indicators of manpower potential outcomes in the education sector of students at vocational education institutions. The sample consists of 471 vocational college students in Thailand, obtained by a simple random method. Data were collected using a questionnaire and analyzed using confirmatory factor analysis. The results show that the indicator consists of 3 components and 16 indicators: knowledge (3 indicators), skills (5 indicators), and characteristics (8 indicators). Examination of construct validity revealed that the model was consistent with empirical data (χ² = 82.57, p = .069, df = 65, χ²/df = 1.270, GFI = .978, RMSEA = .023). All indicators are statistically significant at the .01 level and have standardized component weight values between .674 and .882. © 2025, Penerbit UTHM. All rights reserved.

This study examines the shortage of professional electricians in the Eastern Cape, South Africa, exploring the root causes, consequences, and potential solutions. Using an interpretivist paradigm and inductive approach, qualitative data from semi-structured interviews with local electricians were analysed through thematic analysis. Findings indicate that inadequate training opportunities and low industry awareness are major contributors to this shortage, leading to an increased presence of unqualified electricians. The analysis identified three primary themes: causes, including insufficient training and awareness; consequences, such as diminished industry standards and rising unqualified practitioners; and potential solutions centred on educational reform and expanded vocational programs. While this study is limited to the Eastern Cape, it provides valuable insights that may inform similar regions, offering actionable recommendations for industry stakeholders. By addressing these training and awareness gaps, stakeholders can help reduce the shortage, enhance workforce skills, and improve overall industry standards. The research underscores the critical need for educational initiatives and awareness campaigns to counteract skilled labour shortages, emphasising that targeted strategies could stimulate sustainable workforce development. These findings contribute to a broader understanding of labour market dynamics in the construction sector, with particular relevance for the sustainable growth of skilled trades. © 2024 Emerald Publishing Limited: All rights reserved.

Introduction: This study proposes incorporating medical leaders into managerial planning as a key strategy to strengthen vocational training in medical students. This involvement may include supervised rotations, structured mentorship, and formative assessment focused on leadership and socioemotional skills. Objetive: analyze the relationship between organizational behavior management and strategic planning in health education units to prevent accidents. Method: A quantitative, descriptive, and cross-sectional study was conducted in Peru during the first quarter of 2023. The sample included 44 first-year medical students selected by convenience sampling. A 12-item questionnaire (6 on planning and 6 on strategy evaluation) was applied, focused on accident prevention practices in the academic environment. Results: Students perceived organizational planning as unnecessarily detailed and inflexible. In contrast, they valued organizational behavior management as motivating and in need of continuous reinforcement. The highest correlation found was Spearman’s Rho = 0.597, statistically significant (p = 0.001), indicating a moderate and meaningful relationship. Conclusion: A direct and significant relationship was found between organizational behavior management and strategic planning in health education units, contributing to accident prevention in academic settings. © 2025, Editorial Ciencias Medicas. All rights reserved.

vocational education and training (VET) are major stepping stones in the development journey of any nation. A carefully structured and implemented VET system ensures skill development and equips the existing and prospective workforce with the necessary technical proficiency, thereby reducing unemployment and increasing productivity. This handbook is designed to provide the readers with a comprehensive understanding of the ways in which VET has been implemented in both highly developed and developing countries around the globe, including Germany, Japan, China, India, and countries in Africa and Latin America, among others. It looks at how VET plays a crucial role in empowering a nation, acts as a comparative advantage, and contributes to nation-building. In the process, it highlights the best practices and fallacies related to VET and showcases how effective vocational training can allow countries to confront existing deficits in employment and decent work. This detailed handbook will be of interest to policymakers, government officials, and corporate executives working in education, education policy, curriculum, teaching and learning, adult education and lifelong learning, and classroom practice. It will also be valuable to technical education students and those working with executive training programmes, public sector enterprises and NGOs related to VET. © 2025 Jagdish N. Sheth and Samik Shome. All rights reserved.

Purpose: This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach: This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings: Work-based learning only continues to become more valuable as industries and markets continue to develop and grow. In the article by Bilderback (2025), the author identifies both the benefits of work-based learning as well as areas of opportunity for further growth. Work-based learning provides the training, mindset, skills, and values for employees to transform their firms, and create the products and services of the future with high resilience, dynamicism, and quality. Research limitations/implications: The research implications of this article suggest that integrating work-based learning initiatives into educational and organizational frameworks can significantly enhance leadership development and workforce readiness in Tennessee. Policymakers and educators are encouraged to collaborate closely with industry stakeholders to design programs that meet evolving labor market demands while fostering inclusivity and equity in vocational training. Additionally, ongoing evaluation and adaptation of these initiatives are essential to ensure their effectiveness and sustainability, thereby contributing to long-term economic growth and organizational success. Practical implications: Managers should ensure they provide work-based learning and mentorship opportunities for their employees to cultivate essential skills. Firms should ensure the work-based learning they provide aligns with the strategies, needs, and values of the firm. Firms should work to collaborate with educational institutions to provide practical learning and find new talent from these students. Firms should create a culture of knowledge-sharing and innovation within work-based learning. Managers should implement feedback systems of the learning programs to ensure they can continue to improve. Originality/value: The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format. © 2025, Emerald Publishing Limited.

Integrating Artificial Intelligence (AI) and sustainability into Technical and vocational education and Training (TVET) is essential for preparing a future- ready workforce. This paper explores the convergence of AI and sustainability in TVET, examining emerging trends, challenges, and strategic approaches. AI technologies, such as machine learning and intelligent tutoring systems, enable personalized learning, while sustainability- driven curricula foster environmental stewardship. Key challenges include the digital divide, curriculum restructuring, and ethical considerations. A strategic framework focusing on curriculum development, technological integration, capacity building, and stakeholder collaboration is proposed to address these challenges. By fostering innovation and promoting lifelong learning, TVET institutions can build a technologically advanced, environmentally responsible global workforce. © 2025, IGI Global Scientific Publishing. All rights reserved.

AI-driven pedagogy and assessment in Technical and vocational education and Training (TVET) are transforming traditional educational practices by introducing adaptive learning, immersive experiences, and intelligent tutoring systems. These technologies personalize learning paths, enhance student engagement, and provide real- time feedback, ensuring competency- based education. Immersive tools like VR and AR offer hands- on training, while digital credentialing validates skills transparently. Despite challenges like data privacy, algorithmic bias, and digital equity, ethical AI integration promises inclusive and effective education. By leveraging AI, TVET can enhance lifelong learning, global collaboration, and workforce readiness, aligning education with evolving industry needs. © 2025, IGI Global Scientific Publishing. All rights reserved.