Search Results for
"human"

In the contemporary epoch of novel productive forces, the cultivation of high-quality, application-oriented talent is imperative for the advancement of the new chemical materials industry. The proposed model is a “three joints and five collaborations” university-enterprise collaborative talent training model. The “three joints” refer to joint team building, joint talent training, and joint science and industry, whereas the “five cooperations” include cooperation in the establishment of training programs, teaching of quality management, cultivation of high-level students, promotion of industrial scientific research, and sharing of achievements. This model addresses the challenges faced by traditional talent cultivation modes in meeting the demands of new productive forces. The Applied Chemistry Program at Putian University, in collaboration with several leading enterprises in Fujian Province, has established internship bases, restructured the curriculum system, and strengthened practical teaching. These efforts have yielded substantial advancements in students’ application and innovation abilities. Notable outcomes include a 99% employment rate, with 25% of graduates pursuing further education, and 83% of employed graduates adapting “seamlessly” to technical roles. Furthermore, students have published over 100 papers and obtained more than 10 patents. The model has also facilitated the transformation of scientific research achievements into productive forces, generating significant economic benefits for the enterprises involved. This model offers a promising approach for local universities to cultivate high-quality talent that meets the demands of new productive forces. This study provides a valuable reference for the transformation, upgrading, and high-quality development of China’s new chemical materials industry and broader manufacturing sector. © The Author(s) 2025

The paper points to future trends in skills needed for individuals in order to successfully find employment in the labor market among competitors. The aim of the paper is to give, if possible, an overview of the basic development areas of education, which have been published by experts in important studies and surveys published so far and which can facilitate the entry of graduates into the labor market. The skills and abilities of students needed for practice help develop activities such as graduate internships and team projects organized in cooperation between universities and businesses. The basics of project and process management give students valuable experience and skills to practice within a safe academic space what they will use in their future lives. Working on projects requires teamwork, analytical thinking and a sense of innovation, a comprehensive assessment of the issue, analysis and critical thinking, creativity and originality, knowledge of the use of technology, reasoning, problem-solving and imagination, as well as resilience, stress tolerance and flexibility, empathy. These are all qualities that employers require from employees not only today, but also in the foreseeable future. © 2025 The Author(s).

This study contributes to the comprehensive understanding of technology integration quality within Swiss upper secondary schools by comparing different technology-enhanced learning activities across school programs and subject areas. We investigated differences between vocational and general programs, as well as between humanities and scientific subjects, regarding four different types of learning activities (as defined by the interactive constructive active passive framework) enhanced by technology. Results based on a survey of 1725 teachers revealed that teachers in vocational programs reported a higher frequency of technology-enhanced learning activity implementation in comparison to teachers in general education programs. Employing multilevel analyses, we found that less sophisticated learning activities (i.e., passive and active) were more prevalent in scientific subjects than in humanities, whereas constructive and interactive activities were more frequently proposed by teachers teaching humanities. This subject-related difference was significantly more pronounced among teachers in general education programs. Our study highlights the importance of considering the quality of technology integration, revealing differences across passive, active, constructive, and interactive technology-enhanced learning activities. The findings are interpreted with consideration for the specificities of school curricula and subject content. This study represents an ongoing progression in the exploration of technology integration quality in educational practices and calls for further research in this area. © The Author(s) 2025.

Residential childcare workers provide critical support to vulnerable children around the world. Building and maintaining a qualified residential childcare workforce is challenged by myriad forces, the foremost of which is recruiting and retaining staff for valuable work often misaligned with available compensation; making individual qualifications at hiring; ongoing training; supervision; and data support systems to monitor performance critical for quality care. This study explored the similarities and differences among these essential elements of staffing across distinct programs: Youth Education Centers (YEC) in Poland, CiudadEscuela Muchachos (CEMU) in Spain, and the Boys Town Family Home Program (BTFHP) in the United States. Using an autoethnographic approach, the authors, who are a diverse team of practitioners and researchers, provide insights guided by personal experience about the programs as they compared and contrasted program training and evaluation manuals and materials, job descriptions, etc. The focal programs shared several similarities, most notably prioritizing children’s dignity. However, notable differences also offer possible solutions for region-specific challenges in building and sustaining a qualified residential childcare workforce. Future implications for ongoing international collaboration to establish training standards are discussed. © 2025 Taylor & Francis Group, LLC.

In Ethiopia, technical and vocational education and training is predominantly a post-secondary program aimed at producing a competent middle-level workforce. Despite its steady expansion in recent years, both anecdotal and empirical sources criticize it for failing to effectively address the needs of trainees and the labor market. Above all, graduates often face unemployment, regardless of their competence. This study, therefore, aims to explore the underlying factors contributing to the mismatch between graduates’ competence and their wage employment opportunities. In particular, it focuses on participants’ perceptions of the competence of agro-food processing graduates and the reasons behind the inverse association between their competence and wage employment opportunities. The study employed a phenomenological research design, purposefully selecting 83 employed and unemployed graduates, along with 16 training providers and employers. Data were collected through focus group discussions and key informant interviews. Findings revealed that most graduates lacked competence due to a shortage of both human and material resources in training delivery as well as weak cooperative training practices. Additionally, issues such as nepotism, cronyism, and bribery significantly affected competent graduates’ access to wage employment. These corrupt practices also contributed to the observed negative relationship between competence and wage employment opportunities. The combination of poor graduate competence and corrupt employment practices has undermined the utility of the agro-food processing occupation, potentially posing far-reaching implications for the relevance and value of occupational competence and causing obstructive spillover effects across the broader labor market. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Introduction: Research on educational change consistently shows that the success of any implementation process depends on the involvement of stakeholders. The Change Laboratory (CL) is a method that involves stakeholders in co-creating their work practice. Its application in medical education has been proven to result in improvement of learning environments. The aim of this study is to explore participants' perceptions on how the use of the CL impacts their commitment to change. Methods: We conducted a qualitative study to explore participants' experiences with a CL intervention focused on redesigning a workplace-based assessment program in postgraduate medical training in Oman. Semi-structured interviews with nine participants (residents, faculty and administrators) were conducted to examine how the CL process influenced their commitment to change, focusing on learning and agency. Data collection and analysis followed an iterative process. We used a reflexive thematic analysis approach and constructed a model of how the CL intervention resulted in transformative changes at the individual, team and organization levels. Results: Participants' intrinsic motivation to actively engage in assessment re-design was driven by perceptions of a shared understanding of tensions in the assessment system and the realization that, as a group, they would be able to initiate meaningful change. Three shifts experienced by participants while progressing through the CL were identified: from individual learning to collective competence; from individual responsibility to collective agency; and, from collective agency to organizational learning, reflecting engagement in change processes beyond participants' residency training program. Conclusion: By illustrating how a CL intervention fosters transformative shifts in learning and agency, at individual, collective and organizational levels, this study extends prior work on participatory design in medical education. It provides empirical evidence that co-creation supports both personal and professional development, fostering stakeholders' competencies to collaboratively navigate and lead educational change processes. © 2025 The Author(s). Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd.

Introduction: vocational students often struggle to diagnose EFI systems due to the abstract nature of the concepts and limited digital skills. Conventional teaching methods fall short in fostering creativity for solving complex technical problems. This study aimed to develop and evaluate a Problem-Based Learning model integrated with Digital Literacy (PBL-DL) to enhance students’ creativity in diagnosing EFI systems. Method: using an adapted Borg and Gall development model, the study involved 176 participants, including teachers, students, and media/material experts. The research proceeded through four stages: preliminary study, design and development, user response testing, and effectiveness testing. Data collection instruments included questionnaires, expert validation checklists, and creativity observation sheets. Analyses used descriptive statistics, paired t-tests, and independent t-tests. Results: the PBL-DL model significantly improved students’ creativity in diagnosing EFI systems. Indicators such as fluency, originality, and elaboration showed statistically significant increases. The integration of digital tools also enhanced students’ access to and engagement with learning materials. The model shows potential for broader application in other complex vocational learning contexts. Conclusions: integrating digital literacy into problem-based learning strengthens students’ creative problem-solving and classroom engagement. The PBL-DL framework contributes to more effective vocational education while supporting the development of essential 21st-century skills. © 2025; Los autores.

Employability skills of vocational high school students are needed to prepare for a reliable, professional, and globally competitive world of work. The poor work skills of vocational high school students are influenced by many factors. This study analyzes the research trends and factors that influence vocational high employability. Type of literature study using a Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Data collection for 2020-2024 Work skills based on a search of Google Scholar, Scopus, Science Direct, and Web of Science databases was conducted from October 25 to 31, 2024. VOSviewer application to analyze research trends. Search using keyword employability skills and vocational high school students. The selection process was conducted by inviting three authors to review articles. If an article does not meet the criteria, the solution is to invite other reviewers or experts to help complete it. Data analysis techniques include an identification stage with records from the database and continued filtering of data that meets the criteria and does not. Filtering stage with feasibility assessment Study Stage in Article Review. The results of the study identified 1016 articles, 311 articles, 39 articles, and 96 factors influencing work skills. Six dominant factors determine work skills: creativity (FI_1), communication skills (FI_2), adaptability (FI_3), problem-solving (FI_4), critical thinking (FI_5), and self-confidence (FI_6). The determining factors of work skills internationally are more dominant in self-confidence, adaptability, and communication skills, while in Indonesia, they are communication skills and creativity. A limitation of the data search process is the use of incomplete keywords. The contribution of this study is that six determining factors were used as considerations for the qualifications of student graduates in contextual and meaningful vocational learning. ©: © 2025 Puji Hartini QA et al.

This paper explores the role of Technical and Vocational Education & Training (TVET) relative to academic education in the transition of youths to the labor market in Kenya. Kenya’s education system has experienced tremendous changes and diversification over the years, from replacing the old curriculum with the 8-4-4 system, and later transitioning to a competency-based curriculum, not to mention an overhaul of TVET via the Technical and Vocational Education and Training Act No. 29 of 2013. Due to these reforms, enrolment in TVET institutions has progressed upward over the past five years. The growth of the TVET sector has been promoted to help curb the rising rates of youth unemployment, but the evidence of the effectiveness of reforms to date has been sparse. The study provides evidence on two issues: (i) the effect of TVET on youth employment relative to academic education and (ii) the structure and status of the TVET sector in Kenya. We used quantitative and qualitative methodologies to generate the evidence. Findings demonstrate that youth with a TVET background have strong prospects of securing employment than those without TVET skills. However, the data from KIIs reveal gaps in the TVET sector that hinder graduates from competing effectively with their university counterparts in the labor market. The study recommends a review of the curriculum to promote holistic TVET training and match it with current technological innovations. ©: © 2025 Mujuri B and Kathomi I.

Introduction: teaching automotive electrical systems in vocational education presents several challenges, including the abstract nature of the concepts covered and the conventional, non-interactive teaching methods. Objective: this study aims to describe analytical skills by introducing the Diagnostic Trouble Box (DTB). The research objective focuses on assessing the learning outcomes of the DTB in comparison to traditional methods. Method: this study employed a quasi-experimental design with a pretest-posttest control group, involving 86 students in the 11th-grade automotive vocational class. Students were assigned to either an experimental group, which was taught using the DTB method, or a control group trained with conventional techniques. Data collection included analytical thinking tests, with data analyzed through paired and independent sample t-tests. Results: learning with DTB significantly enhanced analytical thinking skills, especially off-set active electrical components based on diagnostics. The post-test mean score of the experimental group was 79,26 while the control group scored 68,41, resulting in a mean difference of 10,85 (p = 0,000). Improvement was most notable in the components of decision-making, systematic reasoning, and diagnostic accuracy. These findings demonstrate the reliability of DTBs for electrical diagnostics and suggest that the model may also be useful for developing other technical competencies based on data-driven problem-solving strategies. Conclusion: the study highlights the vocational relevance of the DTB model for fostering critical and evaluative competencies in advanced automotive education. It enhances diagnostic preparedness by academically justifying the integration of simulation-based learning into vocational education. © 2025; Los autores.