Higher Education, Vocational Training and Performance of Firms

2021 ◽  
Vol 15 (1) ◽  
pp. 122-148
Author(s):  
Seema Sangita
Keyword(s):  
Higher Education ◽  
Vocational Training ◽  
Technical Education ◽  
Positive Impact ◽  
Manufacturing Sector ◽  
Jel Codes ◽  
Variable Approach ◽  
And Performance ◽  
Instrumental Variable Approach ◽  
And Training

This article contributes to the debate on the efficacy of traditional forms of education versus vocational training. The effects of technical education (leading to an engineering degree or diploma) and vocational training in engineering on the performance of Indian firms are analysed using regression models based on the Cobb–Douglas production function, enhanced to incorporate education and training. Instrumental variable approach is used to establish the direction of causality. It is found that that when a larger share of workers in a particular sector has a college or university-level technical education or vocational education in technical fields, there is a positive impact on firm performance in those sectors. Further, higher education in a general field seems to consistently benefit the organised manufacturing sector, while some levels of school education appear to benefit the unorganised sectors. JEL codes: I-23; L-60; M-53

scholarly journals The impacts of pre-apprenticeship training for young people

2019 ◽  
Vol 4 (3) ◽  
Author(s):  
Richard Dorsett ◽  
Lucy Stokes
Keyword(s):  
Young People ◽  
Positive Impact ◽  
Youth Unemployment ◽  
Apprenticeship Training ◽  
Variable Approach ◽  
Average Impact ◽  
Unobserved Preferences ◽  
The Uk ◽  
The Impact ◽  
Instrumental Variable Approach

Apprenticeships are the key means by which the UK government aims to build skills and tackle the problem of youth unemployment. However, not all young people are able to secure an apprenticeship. Traineeships, a voluntary six-month programme of work placements and work preparation training, were introduced in England in 2013 to help equip young people with the skills and experience required to secure an apprenticeship or employment. The analysis in this paper uses linked administrative data on the population of trainees and a comparison sample of non-trainees to evaluate the impact of the programme on employment and apprenticeships. It uses a local instrumental variable approach, which allows selection into a traineeship to be influenced by unobserved preferences and for impacts to vary according to these preferences. The heterogeneous impacts can be aggregated to form an estimate of the average impact of treatment for all participants. The results show no overall impact on employment for younger trainees (16-18 year-olds) but an across-the-board positive impact on the probability of becoming an apprentice. For older trainees (19-23 year-olds), no significant impact on either employment or apprenticeships is evident among participants as a whole but the results suggest that, for those more resistant to participating, traineeships may actually reduce the probability of becoming an apprentice. These results confirm the effectiveness of traineeships as a means of facilitating apprenticeships among younger people. As such, they support the policy target of achieving 3 million apprenticeships by 2020.

Using E-Book for Learning

2011 ◽  
pp. 1120-1125
Author(s):  
K. C. Chu ◽  
Queendy Lam
Keyword(s):  
Hong Kong ◽  
Education Reform ◽  
Vocational Education ◽  
Education System ◽  
Vocational Training ◽  
Technical Education ◽  
Cost Effective ◽  
Education And Training ◽  
Vocational Education And Training ◽  
And Training

The vocational education system in Hong Kong is seen as changing in step with the development in industry (O & Chu, 2003). At the beginning of the ’50s until the late ’60s, Hong Kong was an entrepôt trade economy. However, skills and technology transferred from Shanghai, a steady immigration came from Guangdong, and increasing amounts of local investment had promoted Hong Kong‘s industrial foundation. By the early ’50s, the Education Department of Hong Kong began to recognize “the increasing importance of Hong Kong as a manufacturing and industrial center,” and time and effort were being devoted to the development of technical education. During this period of time, we witnessed the building of a vocational school (1953) and technical college (1957); they had aimed at providing vocational education and training for post-Form 3 and -Form 5 leavers. Successful textile manufacturing, followed by new international investments in other infant industries including electronics through the 1960s and 1970s contributed to the socialization of the workforce. By the early 1960s, there was a widely recognized link between industry and technical education. By the mid-1970s, education discourse and documents professed the need to increase the proportion of the curriculum devoted to “practical education” in general secondary schools (White Paper: Secondary Education in Hong Kong over the Next Decade, 1974). Government land sales, efficient infrastructure planning, and the setting up of the economic zones in China all had contributed to a growth rate averaging 10% each year throughout the 1980s and the early 1990s; these achievements had further improved the investment climate. During this period of time, Hong Kong further expanded technical education at the tertiary level. The link between vocational education and training, and the newer infrastructure and high-technology-related forms of industrialization were clearly outlined in the Report of the Advisory Committee on Diversification of the Economy in 1979. All these changes in the economic environment had been well served by the corresponding changes in the vocational education system as evidenced by the rapid and high economic growth in the ’70s, ’80s, and the early ’90s. The VTC (Vocational Training Council) was established in 1982 under the Vocational Training Council Ordinance to provide and promote a cost-effective and comprehensive system of vocational education and training to meet the needs of the economy. Under VTC, preemployment and in-service education and training are provided by the Hong Kong Institute of Vocational Education (IVE), VTC School of Business and Information Systems (SBI) and its training and development centers. The mission of VTC is to provide cost-effective alternative routes and flexible pathways for school leavers and adult learners to acquire skills and knowledge for lifelong learning and enhanced employability (VTC, 2004). Since the late ’90s, the volatile employment market, declining industry, and desire to become a knowledge-based society have triggered yet another education reform. Two important documents have been published by the Hong Kong government to paint out the education reform and the blueprint for the education system in Hong Kong for the 21st century: Reform Proposals for the Education System in Hong Kong by the Education Commission (2000), and the Report on Higher Education in Hong Kong by Chairman Lord S. R. Sutherland (2002) of the University Grant Committee. In response to the Sutherland report (2002), the Vocational Training Council formulated a strategic plan for the change. The plan is to increase e-learning within the VTC to • promote an e-learning culture and to identify teaching staff who make effective use of the Web for teaching, • encourage staffs to build a learning community on their Web sites, • encourage staffs to provide students with an active Web site, and • encourage staffs to conduct virtual (online) tutorials and virtual help desks.

scholarly journals PROFESSIONAL EDUCATION AND TRAINING OF A SPECIALIST IN THE FIELD OF PUBLIC PROCUREMENT

2020 ◽  
pp. 158-166
Author(s):  
Анастасия Евгеньевна Метлина
Keyword(s):  
Higher Education ◽  
Vocational Training ◽  
Public Procurement ◽  
Education And Training ◽  
Professional Staff ◽  
Teaching Staff ◽  
Specialist Training ◽  
Modern Material ◽  
And Training

Введение. Профессиональная аттестация специалистов государственных закупок вскрывает ключевые вопросы их обучения и подготовки на основе актуальных образовательных стандартов. Цель – проанализировать квалификационные требования к специалисту в сфере государственных закупок. Материал и методы. Исследование построено на анализе информационных баз по запросу «Специалист в сфере государственных закупок». Выполнен анализ и систематизация требований к вакансиям и трудовым функциям, моделирование и систематизация процессов подготовки специалистов в системе среднего профессионального и высшего образования на основе современных образовательных и профессиональных стандартов. Результаты и обсуждение. Исследование вопросов подготовки специалиста в сфере государственных закупок представляется актуальным и востребованным. Сфера государственных закупок товаров, работ или услуг – обособленная область профессиональной деятельности по обеспечению нужд государственных и муниципальных учреждений, организаций, министерств и ведомств, а также нужд госкомпаний на основе и с соблюдением установленных процедур. В соответствии с законодательством РФ специалисты несут персональную ответственность за качество выполняемых ими должностных обязанностей и соблюдение установленных требований. Квалификационные требования (знания, умения и опыт профессиональной деятельности) к специалисту в сфере государственных закупок имеют жесткий характер регламентации и высокий уровень реализации. Специалист в сфере государственных закупок обязан обладать предметно-ориентированными знаниями в сфере экономики и юриспруденции, а также навыками организации и ведения переговоров, подготовки и размещения заявок, и прежде всего с использованием электронных ресурсов. Подготовка квалифицированного в сфере государственных закупок специалиста требует разработки профильной образовательной программы обучения и создания необходимого качества образовательной среды: современная материально-техническая база, новейшее учебно-методическое обеспечение, профессиональный кадровый состав преподавательских работников. Подготовка по профилю «Специалист в сфере государственных закупок» наиболее обоснована в системе высшего образования, уровень подготовки – магистратура, что соответствует седьмому и восьмому квалификационным уровням подготовки. Подготовку целесообразно осуществляться в рамках двух направлений: «Государственное и муниципальное управление» и «Профессиональное обучение (по отраслям)». Важность подготовки в рамках направления «Профессиональное обучение (по отраслям)» связана с необходимостью формирования профессиональных педагогических кадров, спрос на которые, как показал анализ запросов, как некоммерческих, так и коммерческих организаций, возрастает. Исследование построено на анализе информационных баз по запросам на специалиста в сфере государственных закупок, анализе и систематизации требований к вакансиям и трудовым функциям, моделировании и систематизации процессов подготовки специалистов разных уровней. Заключение. Основными результатами следует считать обоснование предложения о востребованности профиля подготовки «Специалист в сфере государственных закупок». Представлена характеристика требований и условий подготовки. Introduction. Professional certification of public procurement specialists reveals the key issues of their education and training based on current educational standards. Aim and objectives. The qualification requirements are researched for a specialist in public procurement in this article. Material and methods. This research is based on analysis of information base for the request: «Specialist in public procurement». Analysis and systematization of requirements are performed for vacancies and labor functions. Modeling and systematization of specialist training processes based on modern educational and professional standards in the system of secondary vocational and higher education. Results and discussion. A research of the issues of training a specialist in public procurement represents actual and relevant nowadays. The area of public procurement of goods, labor or services is a separate area of professional activity to supply the needs of state and municipal institutions, organizations, ministries and departments, as well as the needs of state-owned companies, based on and in observance with established procedures. Activities in the area of public procurement should be realized on a professional basis with the involvement of qualified specialists with theoretical knowledge and skills in the area of procurement. Specialists are personally responsible for the quality of their job duties and observance with established requirements. A specialist in public procurement has to possess subject-oriented knowledge in the field of economics and jurisprudence, also skills in organizing and negotiating; preparation and placement of applications, and above all using electronic resources. A qualified specialist training in the area of public procurement requires the development of a specialized educational program of training and the creation of the necessary quality of educational environment: a modern material and technical base, the latest educational and methodological support, and professional staff of teachers. A specialist training in public procurement is the most reasoned in the system of higher education, the level of education is a master degree, which corresponds to 7 and 8 qualification levels of training. Training is effectually to realize in two areas: State and municipal government and Vocational training (by branches). The importance of training in the area of vocational training (by branches) is associated with the need of forming professional teaching staff. Nowadays the demand shows us, that analysis of requests from both non-profit and commercial organizations is growing. The research is based on the analysis of information bases upon requests for a specialist in public procurement; analysis and systematization of requirements for vacancies and labor functions. The research is based on modeling and systematization of training processes for specialists of different levels. Conclusion. The main results should be considered the justification of the offer about the demand for the area of training a specialist in public procurement. The characteristics of the requirements and conditions of preparation are presented.

scholarly journals Factors that Increase Active Participation by Higher Education Students, and Predict the Acceptance and Use of Classroom Response Systems

2020 ◽  
Vol 9 (4) ◽  
pp. 84
Author(s):  
Mitja Dečman
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Technology Use ◽  
Positive Impact ◽  
Learning Performance ◽  
Classroom Response Systems ◽  
Use Of Technology ◽  
Response Systems ◽  
Classroom Response ◽  
And Performance

An increasing number of studies have addressed and proved the positive impact of classroom response systems (CRS) on learning performance in active learning environments but few focus on the parameters for the adoption and use of this technology in the classroom. This paper reviews research that has tested the parameters that influence the acceptance and use of CRS in the higher education context by utilizing the Unified Theory of Acceptance and Use of Technology (Venkatesh, Morris, Davis, & Davis, 2003). The research tested a set of hypotheses that predict the conditions under which CRS technology use was likely to emerge and persist in the active learning environment. The results highlight the importance of students' habit and performance expectancy on CRS use; the added construct of trust also indicates a significant influence on CRS use intention. The findings will better enable educators to effectively use CRS technology to support active learning.

scholarly journals The different patterns of the dropout according to the level and the field of education

2019 ◽  
Vol 9 (2) ◽  
pp. 257-269
Author(s):  
Dorina Anna Toth ◽  
Marianna Szemerszki ◽  
Timea Cegledi ◽  
Barbara Mate-Szabo
Keyword(s):  
Higher Education ◽  
Vocational Training ◽  
Large Scale ◽  
Background Variable ◽  
Degree Programs ◽  
Final Exam ◽  
Student Dropout ◽  
Time Changes ◽  
And Training ◽  
Informational System

Background and aims Our research is a part of a complex dropout research, whose main aim is to examine the time changes, social and regional inequalities, and constitutional differentiation of student dropout, appearing on a large scale and causing individual and institutional loss. As a part of this, the aim of our research on one hand is to identify the training fields and training levels with high dropout risk, furthermore to draw the patterns of dropout based on the available countrywide data. Methods We analyzed the database of the Hungarian Higher Education Informational System for our research, especially considering the students starting their training, based on final exam. We examined the most important features of advancements in studies, furthermore the occurring recoils. Considering our data, the measure of dropout remarkable differs based on the training fields and schedule, training, finances and some demographically background variable as well, taking the measure of dropout and its reasons into account. During our analysis, we separated three main types of the dropout’s reasons: financial reasons, study inefficiency, and dropout caused by other reasons. Results In this study, we examine these types and their characteristics in three different training levels: Bachelor degree programs, undivided, long-cycle Master courses, and short-cycle higher education vocational training. Discussion Almost one third of the students end up joining the group of dropout in all kind of training type, especially critical period is from the second to the fifth semester. The most endangered are males, correspondent students, fee-paying students, participants of higher education vocational training, furthermore the students of science and students of IT fields.

scholarly journals The Pedagogy of Higher Education: How to Evaluate the Quality of Training in Morocco to Improve it

2018 ◽  
Vol 8 (1) ◽  
pp. 92 ◽  
Author(s):  
Sara Riahi ◽  
Azzeddine Riahi
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Detailed Analysis ◽  
Education System ◽  
Vocational Training ◽  
Teaching Profession ◽  
The State ◽  
Primary And Secondary Education ◽  
And Training

This paper is devoted to the profession of higher education. It aims to characterize the profession of teaching and objectively draw the portrait of the Moroccan teacher to identify the business improvement routes, so the education system. This paper deals with the teaching profession in all cycles of education and training: a detailed analysis of the state of the trade is proposed for primary and secondary education, supplemented by the results of the survey, opinion on these cycles; for higher education and vocational training, a brief description of the state of business is provided in this paper.

Pedagogy, Political Economy, and Training

2020 ◽  
pp. 58-86
Author(s):  
Hannah Cobb ◽  
Karina Croucher
Keyword(s):  
Higher Education ◽  
Political Economy ◽  
Online Learning ◽  
Vocational Training ◽  
Online Courses ◽  
Good Practice ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Multiple Material ◽  
And Training

This chapter outlines how political economy—particularly neoliberalism and marketization—has impacted on pedagogy within higher education globally, and specifically on archaeological pedagogy. This is most explicitly seen in debates on vocational training, where concerns with speed, efficiency, and market forces frame training in banking instrumentalist terms. In contrast, the chapter argues that taking an assemblage approach foregrounds the multivocality of the archaeological process and recognizes that learning assemblages are comprised of multiple material elements, which also substantially affect learning. It considers online learning and massive open online courses (MOOCs), examining how a technology which should democratize can marginalize the individuals who need it most. Ways forward are presented, drawing on examples of good practice such as Framework Archaeology, Catalhöyük, and the Ardnamurchan Transitions Project (ATP), including technology and the Archaeological Skills Passport as tools for reflection. The ‘training versus education’ dichotomy is challenged, arguing that these are components of the same learning assemblages.

scholarly journals HIGHER EDUCATION AND TRAINING TOWARDS GLOBAL COMPETITIVENESS AND HUMAN DEVELOPMENT IN INDONESIA

2021 ◽  
Vol 38 (4) ◽  
pp. 1280-1288
Author(s):  
Ifan DEFFINIKA ◽  
◽  
Inanditya Widiana PUTRI ◽  
Khairunnisa Boru ANGIN ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Human Resources ◽  
Human Development ◽  
Positive Impact ◽  
Education And Training ◽  
Global Competitiveness ◽  
Coefficient Corrélation ◽  
Inferential Analysis ◽  
And Training

This research explains about Indonesian labor competitiveness from perspective of the 5th pillar GCI (education and training). The purpose is to (1) measure the readiness of Indonesian labor at the ASEAN level and (2) ana-lyzed relationship between GCI and HDI. This research was using descriptive and inferential analysis. The re-sults show Indonesia is in fourth place in ASEAN. Coefficient correlation between the 5th pillar of CGI and HDI is 0.874. This explain the quality of human development is strongly related to global competitiveness. It can be interpreted that increasing human resources will also have positive impact on global competitiveness trough improving education.

scholarly journals Rural-Urban Migration and Unemployment Tendency

2020 ◽  
Vol 5 (1) ◽  
pp. 16
Author(s):  
Mbu Daniel Tambi ◽  
Chuo Joshua Njuh
Keyword(s):  
Instrumental Variable ◽  
Labour Force ◽  
Urban Migration ◽  
Job Seekers ◽  
Variable Approach ◽  
Rural Urban Migration ◽  
The Government ◽  
The Relationship ◽  
Instrumental Variable Approach ◽  
And Training

<p><em>The study examined the effect of rural-urban migration on unemployment tendency, while controlling for other variables. We make use of the instrumental variable approach and probit controlling for endogeneity to determine the relationship between rural-urban migration and unemployment. Cameroon labour force survey is used to estimate our results. Results shows that the likelihood of unemployment decreases among rural-urban migrates compared to their rural counterparts who do not migrate. By the same token, holders of primary, secondary and tertiary levels of are less likely to be unemployed relative to their counterparts with no education, respectively. </em><em>These findings have a number of policy implementations: the government could create an enabling environment for labour markets to work better for the youths seeking employment and could invest rationally on education to enable the youth become self-reliant instead of job seekers through skill development and training.</em></p>

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