Search Results for
"Vocational education"

In vocational education, the role of general education (GE) is pivotal in cultivating a well-rounded skill set among students. As the demands of the job market evolve, it becomes imperative to assess and enhance the efficacy of GE in these specialized settings. vocational colleges (VC) and higher vocational institutions are essential in getting pupils ready for careers by offering specialized courses. However, the significance of GE cannot be overstated, as it provides a foundation for critical thinking, communication skills, and a broad intellectual perspective. This investigation aims to investigate the evaluation system of GE and related courses within VCs and higher vocational institutions. The study employs a descriptive mixed-methods approach. A purposive sampling technique was utilized to select participants. Using a questionnaire survey and interview method, the data for this paper was gathered from 157 teachers and 208 students. The data collected was analyzed using SPSS for statistical analysis. The findings identified that integrating technology-based evaluation methods enhances the effectiveness of GE programs in VCs. The result clarified that regular feedback and assessment in GE courses in higher VCs lead to better retention and understanding of the course content. The novelty of the study lies in assessing GE and courses in vocational and higher VCs, by exploring unique evaluation systems, it aims to enhance the quality of education, aligning curriculum with industry demands, and promoting well-rounded graduates in vocational settings. © De La Salle University 2024.

This chapter addresses three questions about Latin American vocational and training institutions in the twentieth and twenty-first centuries. First, why did traditional Latin American training institutions have so much in common with their Central European counterparts, including the collective designation and delivery of transferable skills, in the twentieth century? The author traces the answer to the influence of Teutonic immigrants and investors prior to the Second World War and German donors and diplomats afterward. Second, why didn't traditional Latin American training institutions bear an even closer resemblance to their European progenitors? The chapter traces the answer to the limited demand for apprentices among Latin America's low-productivity employers, the limited aptitude of graduates of the region's subpar schools, and corresponding adaptations undertaken by the region's training authorities themselves. Third, what accounts for the evolution of Latin American training institutions in the early twenty-first century, when the traditional model has proven more robust in Andean and Central American late adopters than in first movers like Argentina, Brazil, and Uruguay? The author traces the answer to the advantages of backwardness, holding that younger institutions were better-suited to the vagaries of the neoliberal era than older institutions that had been established during the highwater era of import-substitution industrialization. The results have implications not only for understanding education and training in Latin America but for understanding of policy and institutional change more generally. © Oxford University Press 2025. All rights reserved.

The Fourth Industrial Revolution has introduced intelligent digital technologies, such as virtual reality (VR) and augmented reality (AR), across various sectors, including education. The research aims to provide a comprehensive overview of the current research landscape and offer insights to guide future studies on AR and VR in vocational education. Bibliometric analysis is used to explore the performance analysis, science mapping, trend analysis, and application analysis of these technologies in vocational education. There are four key findings: First, VR research in vocational education has higher publication and citation rates than AR, with China, Spain, and the United States as leading contributors. Second, AR focuses on enhancing traditional education through “students” and “education,” while VR emphasizes immersive “learning en- vironments” and “outcomes.” Third, the growing trend centers on “education” and “students,” reflecting increased interest in online learning. Fourth, AR and VR applications in vocational education show that AR enhances student skills, learning performance, and motivation, while VR advances practical training, learning outcomes and technological and practical aspects. These findings provide valuable insights that can inform future research directions in vocational education, particularly in exploring how AR and VR technologies can be more effectively integrated into educational practices. © The Author(s) 2025.

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This paper analyzes the labor market effects of a Dual-VET Apprenticeship pilot in Nepal. The formal upper secondary education program usually lasts for two years. The program started in the end of 2019. It ended in spring 2022 after being heavily affected by COVID-19. We analyze labor market outcomes in 2023 and 2024 based on structured phone surveys among applicants of the program. We address endogeneity based on randomization of applicants and discontinuity in application test scores. A large share of non-apprentices enrolls in general upper secondary and tertiary education. Hence, our estimations contrast the program to a control group with relatively high educational attainment. OLS results suggest that the program tends to increase work propensity. Due to missing tertiary vocational education in Nepal, the enrollment of non-apprentices in general education further means that the program tends to decrease education propensity according to OLS results. However, these results do not hold in quasi-experimental estimates. © 2025 The Authors

This study conducts a comparative analysis of Survey-weighted Multinomial Logit (SW-MNLR) and Probit (MNP) models to evaluate their effectiveness in capturing the complexities of apprenticeship dynamics in the Ghanaian context. Our core aim is twofold: to assess the comparative performance of these two prominent statistical models and identify the key factors influencing young Ghanaians to choose apprenticeship in the informal sector. Utilizing simulation-based techniques, we explore how these models account for key determinants such as parental and teacher influence, financial constraints, educational attainment, and limitations to apprenticeship options. Our findings indicate that while both models offer valuable insights into these determinants, the SW-MNLR model provides a more nuanced understanding of the data, particularly in handling sampling biases and class imbalances. While the SW-MNLR is more accurate and precise in prediction, the MNP is rather more sensitive to the data. This research fills a significant gap in the literature by offering a robust methodological framework for analyzing apprenticeship decisions, with implications for policymakers aiming to optimize educational and vocational training programs. Leveraging SW-MNLR for Policy Analysis, its superior predictive accuracy suggests it's a more robust and reliable tool for analyzing apprenticeship decisions in Ghana. Policymakers should prioritize using survey-weighted logistic regression approaches when conducting research to inform apprenticeship decisions or workforce development policies, as it will likely yield more accurate predictions and a clearer understanding of potential outcomes. The study underscores the importance of selecting appropriate statistical tools to inform policy implementation and development, especially apprenticeship decisions in the informal sector, ultimately contributing to effective educational strategies and identifying key factors. © 2025

Background: Transitioning to adulthood is a demanding phase for youth and more challenging for youth with disabilities. Many transition interventions have been implemented to support transition preparedness for youth with disabilities. However, it is still unclear how these interventions work under different contexts. Objective: The aim of this realist review is to review the literature on different interventions aimed to support adolescents transitioning to adulthood. The research question was: How (Mechanism) and in what circumstances (Context) transition to adulthood interventions work to improve education, employment, and community integration skills outcomes for youth with disabilities (Outcome)? Methods: This review adhered to the essential steps for realist reviews, employing Context-Mechanism-Outcome Configurations (CMOCs) heuristic tools to formulate realist causal explanations. Results: Of the 32 documents that met the inclusion criteria, vocational and educational skills were the most frequently reported outcomes. The review found that transition interventions with inclusive real-life environments that cater specifically to the needs of youth without stigmatization are instrumental in empowering youth's self-advocacy, confidence, and self-determination and enabling active participation and engagement. Conclusions: While this review provides actionable insights, future research should explore the long-term sustainability and scalability of transition interventions. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

This volume looks at the recontextualization that results from the international transfer of dual modes of vocational education and training (VET), typically focused on apprenticeships, in their countries' new nation-specific and local context, highlighting the absorptive capacities and the different modes of duality in VET. Combining perspectives and data from a truly international set of contributors, the book identifies diverse translations and enactments of dual modes of vocational education and training. Using a case study approach to understand why and how education policies travel across different world regions, and how they mutate in such processes, the book ultimately provides empirical insights into the dynamics involved in the dissemination and recontextualization of global education policies. Chapters discuss local enactments, such as the views of apprentices in two states in Mexico, and an in-depth look at the Industrial Training Institute (based on the Dual System of Training) located in Gujarat, India. Further case studies stretch across the globe from contexts as diverse as China, Spain and Canada, and refer to countries such as Nigeria, Kenya, Botswana and Namibia. This book will be of use to scholars, postgraduate students and researchers in the fields of international and comparative education, vocational education and training, and adult education and lifelong learning more broadly. Policy makers working in international policy transfer may also benefit from this volume. © 2026, Oscar Valiente, Srabani Maitra, Philipp Gonon and Matthias Pilz. All rights reserved.