EUROPEAN AUGMENTED REALITY TRAINING NEEDS

2019 ◽  
Author(s):  
Lukáš Richterek ◽  
◽  
Jan Říha ◽  
Keyword(s):  
Czech Republic ◽  
Augmented Reality ◽  
Vocational Education ◽  
Education And Training ◽  
Training Needs ◽  
Vocational Education And Training ◽  
Entrepreneurial Skills ◽  
Augmented Reality Technology ◽  
And Training ◽  
Project Partner

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.

scholarly journals Mobile Augmented Reality in Vocational Education and Training

2015 ◽  
Vol 75 ◽  
pp. 49-58 ◽  
Author(s):  
Jorge Bacca ◽  
Silvia Baldiris ◽  
Ramon Fabregat ◽  
Kinshuk ◽  
Sabine Graf
Keyword(s):  
Augmented Reality ◽  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Mobile Augmented Reality ◽  
And Training

scholarly journals Sustainability of Entrepreneurship and Innovation among TVET Graduates in Namibia

2019 ◽  
Vol 7 (5) ◽  
pp. 133-145
Author(s):  
Elock Emvula Shikalepo
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Social Progress ◽  
Vocational Education And Training ◽  
Future Market ◽  
Entrepreneurial Education ◽  
Sustainable Entrepreneurship ◽  
Entrepreneurial Skills ◽  
Business Opportunities ◽  
And Training

Sustainable entrepreneurial skills are vital for the promotion of economic and social progress for both developed and developing societies. Hence, Technical, Vocational Education and Training (TVET) trainees needs adequate entrepreneurial exposure to become artisans who can satisfy the current and future market demands. Traditionally, TVET curricula has been preparing trainees to answer the question: where can I get employed after my training? However, contemporary curricula should now seek to prepare trainees who can equally answer the question: how can I become an innovator of business opportunities after my training? The former is proficient with occupational skills, but deficient of entrepreneurial ambitions, and should thus be consolidated with the latter to promote entrepreneurship and innovation. TVET curricula should not only seek to equip trainees with occupational skills and attitudes for seeking employment, but also with entrepreneurial capabilities for turning their occupational skills into feasible, viable and sustainable industrial entities. Therefore, TVET stakeholders should map out an appropriate model for ensuring successful integration of entrepreneurial education at every stage of the vocational education and training, to subsequently graduate committed and skilled artisans who are business-minded. This concept paper explained a model whose implementation could realise sustainable entrepreneurship and innovation among TVET graduates in Namibia.

The impact of digital technologies on vocational education and training needs

2019 ◽  
Vol 61 (2) ◽  
pp. 222-233 ◽  
Author(s):  
Claudia Achtenhagen ◽  
Leona Achtenhagen
Keyword(s):  
Vocational Education ◽  
Business Models ◽  
Digital Technologies ◽  
Education And Training ◽  
Training Needs ◽  
Vocational Education And Training ◽  
Content Type ◽  
Plant Operator ◽  
The Impact ◽  
And Training

Purpose Currently, the hype surrounding digitalization proclaims that the way in which companies create and capture value will change dramatically. Companies that adjust their business models to embrace digital technologies will need different skill sets and competences. Current research tends to focus on the impact of digital technologies on corporations or more generally the labor market, but the authors lack detailed insights into how companies perceive this development to influence their needs regarding employee qualifications. Therefore, the purpose of this paper is to explore how companies perceive the impact of digital technologies on the education and training needs of current and future employees. Design/methodology/approach This study draws on eight case studies from the food industry. It focuses on one occupation certified within the German “dual system” of vocational education and training (VET), the machine and plant operator with focus on food technology. Findings The findings suggest that the impact of different digital technologies on employees’ job positions, working tasks and training needs is carefully considered in decisions regarding the implementation of digital technologies. Despite some company-specific contingencies, the perceived implications for VET needs are largely similar across the sample. Originality/value This study draws attention to the importance of reviewing VET needs in relation to the decision of implementing digital technologies.

scholarly journals Framework for designing motivational augmented reality applications in vocational education and training

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Jorge Luis Bacca Acosta ◽  
Silvia Margarita Baldiris Navarro ◽  
Ramon Fabregat Gesa ◽  
Kinshuk Kinshuk
Keyword(s):  
Augmented Reality ◽  
Vocational Education ◽  
Student Motivation ◽  
Universal Design For Learning ◽  
Evaluation Study ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Four Dimensions ◽  
Design For Learning ◽  
And Training

One of the greatest advantages of augmented reality (AR) in education is that AR increases student motivation. Nevertheless, there is a gap between the research on student motivation in AR and the definition of frameworks to inform and guide the design and development of AR applications that effectively support student motivation. In this paper, we attempt to bridge that gap as we introduce and evaluate a framework for designing motivational AR applications. Our framework has been built upon three theoretical foundations: motivational design, universal design for learning and co-creation. The evaluation study was conducted with 58 chemistry students enrolled in the vocational education and training (VET) program for Laboratory Operations, and we found that the framework not only effectively supports the four dimensions of Keller's (2010) ARCS (attention, relevance, confidence and satisfaction) model of motivation, but also demonstrates exceptional results in the Attention and Confidence dimensions of motivation.

Dual study possibilities in selected EU countries

2019 ◽  
Vol 107 ◽  
pp. 45-53
Author(s):  
BEATA FABISIAK ◽  
ANNA JANKOWKSA ◽  
ROBERT KŁOS
Keyword(s):  
Czech Republic ◽  
Vocational Education ◽  
Vocational Training ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Eu Countries ◽  
Continuing Vocational Training ◽  
And Training ◽  
Power Standard ◽  
The Eu

Dual study possibilities in selected EU countries. The idea of dual study courses is more and more common in the EU due to the raising problem of the lack of qualified employees. Although the dual studies are very similar in their form such as internships in companies, case studies etc., their scope differs significantly among the analyzed countries. It was observed that, on average, about 70% of students take part in the vocational education and training in Austria, Croatia, Czech Republic, Finland, Netherlands, Slovakia and Slovenia but only 20% in Cyprus and Hungary. In countries such as: Germany, Netherlands and Austria over 40% of companies employ vocational education and training participants while the average costs of continuing vocational training for the EU-28 is calculated at the level of around 1500 Purchasing Power Standard per participant. The research was based on the data obtained from the EUROSTAT.

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