The report of AROMA project (AROMA project consortium, 2018) summarizes a detailed study performed within project partner countries (Belgium, Czech Republic, Greece, Malta, Romania, Spain and Sweden) aimed at identifying the training needs connected with augmented reality technology (AR) and entrepreneurial skills and mapping an awareness about the AR technology. For the project, the research also serves as a first step to identify gaps that need to be addressed to offer a holistic syllabus integrating AR with selected skills and competencies. Keywords: augmented reality, competencies for entrepreneurship, vocational education and training.
Today, no issue is as important to a global community's continued prosperity as education. Research has illustrated those societies who invest in a 21st century education benefits immediately by transforming an outdated system to a more sustainable approach. As the primary consumer of the world's education system, the business community needs capable, enterprising employees to compete in a global economy. Technical and Vocational Education and Training (TVET) educators worldwide must develop challenging and relevant learning environments to prepare the future workforce of tomorrow. This strategy must incorporate workforce and economic development policies in K-12 education to be sustainable. The intent of this paper is to highlight challenges that are facing the future of the global workforce and provide guidance for a more sustainable TVET system. Twenty first century pedagogy and employability skills, universally accepted certifications, public-private partnerships, and program outcomes which have the potential to significantly increase a workforce prepared to thrive in rapidly changing times will be emphasized.
This paper examines the Coalition Government's plans for vocational education and training for 14- to 19-year-olds in England. It argues that new types of educational institutions will enable the emergence of new forms of segmentation in which the vocational track is likely to become
split into 'technical education' and lower level 'practical learning'. Whilst the new government has increased funding for apprenticeship, it has so far failed to address the systemic problems which have kept this as a minority track for 16- to 18-year-olds. The paper argues that the government-commissioned
Wolf Review of 14–19 Vocational Education in England provides support for segmentation.
Insights Into the Factors Influencing Student Motivation in Augmented Reality Learning Experiences in Vocational Education and Training