Search Results for
"Vocational education"

To support a complex health system, students are expected to be competent leaders as well as competent clinicians. Intentional student leadership development is needed in health professional education programs. Student-led experiences such as student-run clinics and interprofessional training wards, are practice-based learning opportunities where learners provide leadership to clinical services and/or address a gap in the system. Given the absence of leadership definitions and concepts, this scoping review explored how student leadership is conceptualized and developed in student-led experiences. The review was conducted in accordance with best practices in scoping review methodology within the scope of relevant practice-based student-led experiences for health professional students. The research team screened 4659 abstracts, identified 315 articles for full-text review and selected 75 articles for data extraction and analysis. A thematic analysis produced themes related to leadership concepts/theories/models, objectives, facilitation/supervision, assessment and evaluation of curriculum. While responding to system gaps within health professional care, student-led experiences need to align explicit leadership theory/concepts/models with curricular objectives, pedagogy, and assessments to support health professional education. To support future student-led experiences, authors mapped five leadership student role profiles that were associated with student-led models and could be constructively aligned with theory and concepts. In addition to leveraging a student workforce to address system needs, student-led experiences must also be a force for learning through a reciprocal model of leadership and service to develop future health professionals and leaders. © The Author(s) 2024.

Introduction: While occupational health and safety (OHS) education is important for all new workers, it appears critical for youth in dual vocational training programs. To develop prevention tools adapted to their situation, the first stage of an action-research study was to question their perceptions and experiences of OHS. Objective: This study examines the perceptions of OHS among young students with disabilities enrolled in the Work-Oriented Training Path (WOTP) in Québec. Method: A mixed-methods study based on questionnaires given to 131 (38 women, 93 men) WOTP students and Ministry documents. Descriptive and comparative quantitative analyses were conducted with a qualitative analysis of open-ended questions and documents. A gender-sensitive analysis was carried out since it is a recognized influencing factor to consider in OHS. Results: Men and women worked in different environments (p = 0.002). Men seem to be more aware of the presence of hazards (yes = 79.6 %) than women (yes = 50 %) (p = 0.001), and collectively named 15 risk categories, compared to 9 for women. A modest proportion of men (yes = 44.1 %) and women (yes = 31.6 %) reported having received OHS training in their traineeship. Men had a slightly less marked interest in OHS (p = 0.047). A large proportion of students reported having experienced an occupational injury (43.5 %). Conclusions: Targeted interventions are needed to ensure safe learning environments and equitable OHS training for youth with disabilities. Women might be confronted with unrecognized or invisible hazards, and all could benefit from a training that addresses those. © 2025 The Author(s)

Lateral entry into the VET system can be considered a highly promising prospect for the socio-economic integration of young refugees in Germany. With this in mind, multiple active labor market programs (ALMPs) for refugees have been launched and expanded, the best known being the ESF-BAMF program and various measures provided by the Federal Employment Agency (FEA). Using data from the IAB-BAMF-SOEP Survey of Refugees (2016–2021) (Brücker et al. 2016), this article applies a discrete-time hazard rate model (N = 6004) to examine whether participation in either of these ALMPs is associated with increased chances of refugees aged 18–30 transitioning to VET. The multivariate analyses indicate that participation in neither the ESF-BAMF program nor the FEA measures is associated with a significant change in the transition chances for refugees aged 18–24, yet both are associated with a significant increase in these chances for refugees aged 25–30. In view of the comparative disadvantage of older refugees in the German VET market, this result can be interpreted as a considerable success in terms of the effectiveness of the respective programs. © The Author(s) 2025.

Purpose: This study aims to identify and explore the critical components of Industry 4.0 (IR4.0) talent domains needed by Technical and vocational education and Training (TVET) students through work-based learning (WBL) programs in Malaysia. Design/methodology/approach: A qualitative research design was employed, involving semi-structured interviews with 11 experts from academia and industry. Document analysis was employed to complement expert interviews, offering an enriched understanding of the IR4.0 talent domains. Data were analysed using thematic analysis and reliability analysis through Fleiss’s Kappa. Findings: The study reveals a consensus between academic and industry experts on the importance of cognitive abilities and professionalism for IR4.0 talent. However, significant discrepancies were noted in the domain of operational work skills, with academic experts agreeing on 12 out of 14 components, while industry experts agreed on only four. This highlights a potential misalignment between academic curricula and industry needs, particularly in operational skills. Research limitations/implications: This research only involves academics and industry experts in the field of IR4.0. The focus of this research is on the undergraduate WBL programmes at Malaysia’s Polytechnic. Practical implications: The findings can guide curriculum development in TVET programs, ensuring that students are equipped with the necessary skills to meet industry expectations. Originality/value: This research contributes to the ongoing discourse on IR4.0 talent development, offering valuable insights into the essential talent domains for TVET students engaged in WBL programs. The findings underscore the need for closer collaboration between educational institutions and industry to ensure that TVET programs are better aligned with the demands of the IR4.0 workforce. © 2024, Emerald Publishing Limited.

Purpose: The study aimed to measure the perception of prospective vocational education (VE) students in Indonesia toward the sustainable development of VE. Additionally, it sought to evaluate the implications of these perceptions for improving the quality of VE and preparing superior human resources to meet future demands. Design/methodology/approach: This research employed a quantitative approach, utilizing descriptive statistical analysis, Top Two Boxes (T2B) and independent sample t-tests. Data were collected via an online questionnaire distributed through Google Forms to 394 prospective VE students from 23 provinces across Indonesia. The gender distribution of the respondents was 61% male and 39% female. Findings: The analysis revealed that prospective VE students had a high perception of the sustainable development of VE, with a T2B value of 92.2%. This perception was significantly influenced by the presence of appropriate government regulations. Furthermore, the study noted an increase in the community’s trust in VE, as reflected in the growing ratio of vocational to general education, which shifted from 30%:70% in 2008 to 52%:48% in 2023. Practical implications: Despite the positive perceptions, challenges persist in recruiting vocational teachers proportionally. Currently, only 5% of vocational teachers are appointed as government employees, which may affect the quality and relevance of vocational school graduates. To address this issue, the government must allocate adequate budgetary resources for recruiting and appointing vocational teachers. This step is essential to ensure sustainable growth and further enhance public trust in VE. Originality/value: This research provides valuable insights into the perceptions of prospective VE students in Indonesia regarding the sustainable development of VE. By identifying key factors influencing these perceptions, such as government regulations, and highlighting existing challenges, the study contributes to the ongoing discourse on improving VE quality and aligning it with future demands. © 2024, Emerald Publishing Limited.

Purpose: The status and attractiveness of vocational education and training (VET) is increasingly the focus of public debate internationally. A closer analysis of the literature on the topic makes it clear that many different terms are used, some with different understandings. What is hidden in the academic discussion behind terms such as status, standing or even attractiveness, image or esteem is diffuse in many respects. Design/methodology/approach: This article takes up this problem by first taking up the academic literature on the definition of the term and critically reviewing it. In a second step, a structural approach is presented which contextualises the various concepts from the perspective of different actors. The focus here is not to be tailored to single institutions or to individual countries or world regions. Findings: To achieve a structuring of the different approaches, the model design is thus to be made by means of an approach that is orientated towards an actor model and takes motivation-theoretical aspects into account. Consequently, this approach offers a link between individual behaviour and external factors. At the same time, it enables the localisation of various education policy instruments that influence VET in terms of attractiveness. Originality/value: The model might not fit into all different country-specific conditions and need a socio-cultural adaption in line with the local or regional framing. At the same time, it enables the localisation of various education policy instruments that influence VET in terms of attractiveness. © 2025, Matthias Pilz.

Purpose: The Technical education and vocational Training Authority (TEVTA) plays a crucial role in the socioeconomic development of a country. Still, it is often stigmatized as a secondary choice in the Global South. This study explored the interrelationships and impacts of factors such as family, school, and society on the perception and reputation of TEVTA. Design/methodology/approach: By employing quantitative methods, the analysis focused on how family, society, and school support influence these perceptions and reputations within TEVTA programs. Social Cognitive Theory is the theoretical underpinning of this study, in which 350 students from 13 TEVTA institutes participated by filling out questionnaires. The data was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) and IBM SPSS 28. Findings: This study indicates that family and societal influences significantly shape students' perceptions, confirming their pivotal role in enhancing the reputation of these programs. School support also emerged as a critical factor, significantly impacting students' perceptions but not directly influencing the programs' reputation. The analysis underscores the importance of understanding the sociocultural context to develop effective strategies for the TEVTA sector in Pakistan. This clear understanding is essential for developing effective strategies to improve the reputation of TEVTA programs in this setting. Moreover, this research offers policy suggestions to make vocational education more attractive and accessible to diverse students, ultimately contributing to the country's socioeconomic development. Originality/value: This study applied Social Cognitive Theory (SCT) to explore how individual thoughts, environmental influences (such as family, school, and society), and behaviors interact within the context of TEVTA programs. This approach fills gaps in current research and offers a clearer understanding of what affects TEVTA's perception and reputation. © 2024, Emerald Publishing Limited.

Purpose: This study investigates the level of Ghanaian youth's interest in Technical vocational education and Training (TVET) certification courses, using career outcome expectations and demographic characteristics such as age, gender and educational attainment, as framed by the Social Cognitive Career Theory (SCCT). Design/methodology/approach: Employing a descriptive cross-sectional survey design, the research engaged 691 youth selected through quota sampling. Data collection was conducted via computer-assisted personal interviews (CAPI), and chi-square tests were used to analyse the relationships between demographic variables and interest in TVET. Findings: The analysis revealed that 97% of respondents are interested in pursuing TVET courses. Interest levels were significantly associated with age, particularly among youth aged 10 -14 years and above 25 years but showed no significant differences based on gender or educational attainment. The results also show that a greater proportion (64%) of the respondents prefer self-employment careers to formal employment-seeking careers (36%) after completing TVET certification courses. Research limitations/implications: The study’s cross-sectional design and reliance on self-reported data from a specific geographical area limits the generalizability of findings to broader contexts. Practical implications: The high interest in TVET among the youth suggests a need to increase investment in TVET infrastructure and curriculum development to meet this demand. Social implications: The absence of significant gender differences in TVET interest suggests progress toward gender equality in vocational education, which could contribute to reducing occupational segregation. Originality/value: This study uniquely contributes to the literature by applying SCCT to explore how demographic characteristics and career outcome expectations converge to influence young people's interest in TVET in a non-Western context. It extends the applicability of SCCT, demonstrating its relevance in understanding the dynamics of TVET attractiveness among youth in Ghana. © 2024, Emerald Publishing Limited.

Technical and vocational education and Training (TVET) is essential for equipping students with industry-relevant skills and bridging the gap between vocational training and higher education. In Malaysia, the TVET matriculation program serves as a pathway for students transitioning into degree program. However, concerns persist regarding its effectiveness in preparing students for the academic and technical demands of higher degrees while meeting industry expectations. This study reviews previous research on TVET models, then the features of TVET models are extracted from different countries. The ideal TVET model is then proposed. The implementation plan of TVET model is executed to enhance the employability of students in TVET education program. Enabling the information technology in designing the TVET model, this paper discusses the effectiveness of executing the TVET model. Four main domains are discussed for effectiveness of TVET model. They are curriculum, implementation, feedback and review. This TVET model provides a structured framework for continuous curriculum improvement, ensuring better student preparedness and workforce alignment. © Little Lion Scientific.