scholarly journals Involvement of Orang Asli Youth in Vocational Education and Training in Malaysia: Aspirations and Outcomes

2020 ◽  
Vol 10 (2) ◽  
pp. 18-26
Author(s):  
Norwaliza Abdul Wahab ◽  
Ridzuan Jaafar ◽  
Sunarti Sunarti
Keyword(s):  
Vocational Education ◽  
Economic Status ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Structured Interviews ◽  
Orang Asli ◽  
The Government ◽  
Study Participants ◽  
Brighter Future ◽  
And Training

Skilled human capital is highly important in economic development. This career aspiration is to create a skilled workforce in a country. A lack of Orang Asli involvement in vocational fields is worrisome for many parties, especially the government. Thus, this study aims to explore the participation and involvement of Orang Asli youths in Vocational Education and Training (VET). Qualitative research methods were used in this study to provide in-depth knowledge of the involvement of Orang Asli youths in VET. Ten Orang Asli youths from various ethnics groups, aged 17¬–18, were selected as study participants. Data were obtained from semi-structured interviews and document analysis. From the analysed data, themes were pointed out and a triangulation technique was performed to determine the validity. The findings showed that awareness about VET among the Orang Asli youth is satisfactory. This paper also will discuss the involvement of Orang Asli youth in VET courses nationally and the unemployment among the Orang Asli youth because of their lack of skills and training required by employers. This paper also presents conclusions and recommendations to improve the participation of Orang Asli youth, especially in employment prospects and to enhance their socio-economic status among the communities for a brighter future.

scholarly journals Health Literacy is Associated with Health Behaviors in Students from Vocational Education and Training Schools: A Danish Population-Based Survey

2020 ◽  
Vol 17 (2) ◽  
pp. 671 ◽  
Author(s):  
Charlotte Demant Klinker ◽  
Anna Aaby ◽  
Lene Winther Ringgaard ◽  
Anneke Vang Hjort ◽  
Melanie Hawkins ◽  
...  
Keyword(s):  
Health Literacy ◽  
Health Behavior ◽  
Vocational Education ◽  
Economic Status ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Scale Scores ◽  
And Training

Health literacy has been identified as an important and changeable intermediary determinant of health equity. Vocational education and training (VET) schools are a relevant setting for health behavior interventions seeking to diminish health inequities because many VET students come from low socio-economic status backgrounds. This study examines VET students’ health literacy and its association with health behavior based on a cross-sectional survey among 6119 students from 58 VET schools in Denmark in 2019. Two scales from the Health Literacy Questionnaire was used to assess domains of health literacy. Data were analyzed using Anova and logistic regression. The study population consisted of 43.4% female, and mean age was 24.2 years (range 15.8–64.0). The health literacy domain ‘Actively managing my health’ mean was 2.51, SD 0.66, and ‘Appraisal of health information’ mean was 2.37, SD 0.65. For both domains, being female, older age, attending the VET educational program Care-health-pedagogy, and higher self-rated health were associated with higher scale scores. In the adjusted analyses, lower scale scores were associated with less frequent breakfast, daily smoking, high-risk alcohol behavior and moderate-to-low physical activity. Our results show that low health literacy is associated with unhealthy behaviors in this population. Our results support and inform health literacy research and practice in educational institutions and services.

scholarly journals Achieving Youth Empowerment in UAE through Incorporating Entrepreneurial Skills in Technical Vocational Education and Training

2021 ◽  
Vol 14 (4) ◽  
pp. 101
Author(s):  
Ghanim Alhajeri
Keyword(s):  
Vocational Education ◽  
New Technologies ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Abu Dhabi ◽  
Vocational Education And Training ◽  
Specific Reference ◽  
Technical And Vocational Education ◽  
The Government ◽  
And Training

UAE government can stimulate the development of innovations by giving due emphasis on the promotion of entrepreneurship education in youth. Technical and Vocational Education and Training (TVET) would only succeed in UAE, when young individuals devise new technologies by using available resources, recruit and train the locals and manufactures products for both domestic and international consumption. This study emphasizes on the efforts made by the UAE government, particularly the government of Abu Dhabi for upgrading and expanding vocational education in collaboration with the private sector. An explorative study design is employed to review the need of the growth of vocational education in UAE with specific reference to Abu Dhabi. It also examines the recent efforts, undertaken in the vocational education sector in UAE and Abu Dhabi. Apparently, there is minimal evidence that technical and vocational education and training interventions are effective to provide employment for young people. The perception behind support and benefits, shared concepts of significance to offer entrepreneurship education.

scholarly journals Role of Industry and International Organisations in Improving Technical Vocational Education and Training in Nigeria

1970 ◽  
Vol 10 (1) ◽  
pp. 61-72
Author(s):  
Ayonmike Shirley Chinyere
Keyword(s):  
Vocational Education ◽  
Survey Design ◽  
Education And Training ◽  
Vocational Education And Training ◽  
International Organisations ◽  
Technical Vocational Education ◽  
The Government ◽  
Level Of Significance ◽  
And Training

This paper reports the findings of a study that delved into the roles of industries and international organisations in improving Technical Vocational Education and Training (TVET) in Nigeria. A survey design was used. The 152 principals of the government technical colleges in the country comprised the population of the study. Seventy-six (representing 50 percent) of these principals were selected to participate in the study. These were selected using stratified random sampling. Data was collected using a 10-item questionnaire. The data was analysed using means and student-t test at the level of significance p = .05. The study revealed that industries and international organizations have great roles to play in improving TVET in the country. Hence, it is recommended that government makes policies that will promote collaboration between TVET institutions and these organisations.

scholarly journals Hacia un ecosistema de investigación sobre formación profesional en España

2021 ◽  
Vol 39 (1) ◽  
pp. 249-264
Author(s):  
Benito Echeverría Samanes ◽  
Pilar Martínez Clares
Keyword(s):  
Vocational Education ◽  
Continuous Process ◽  
Education And Training ◽  
Social Recognition ◽  
Vocational Education And Training ◽  
Research And Innovation ◽  
Toma De Decisiones ◽  
Sociedad Civil ◽  
The Government ◽  
And Training

La mejor forma de fomentar la Investigación sobre Formación Profesional en España (IFPE) es a través de un ecosistema que conecte el potencial tecnológico, investigador, innovador y de emprendimiento con las infraestructuras y talento de sus investigadores y agentes sociales y se refuerce con principios, políticas e inversiones de la estrategia a seguir. Un buen ecosistema de IFPE difícilmente se puede configurar, sin redes sólidas de conexión entre la ciencia, actores socio- económicos y la sociedad en general. Como en otros muchos campos de la actividad, las innovaciones en FP surgen de los intercambios y colaboraciones entre investigadores, centros de formación, universidades, empresas e inversores. Para alcanzar los objetivos, directa o indirectamente relacionados con la FP, ha de implicarse todos los actores /agentes: gobierno, sector privado, sociedad civil y personas particulares. Construir una cultura de investigación e innovación en FP supone un continuo proceso de reflexión-acción-reflexión, que ofrezca espacios reales de intercambio, participación y toma de decisiones sobre su importante función en el desarrollo de la FP. Probablemente éste sea la mejor vía para superar su deficiente reconocimiento social en España y lograr que se convierta en motor de las transformaciones, que necesita nuestra sociedad. Sin duda alguna, experimentar y hacer ciencia en el arte de la formación de aprendices contribuye a la capacitación del capital humano, generador de los cambios y estimula su desarrollo profesional.  The best way to promote Research about Vocational Education and Training in Spain (IFPE in Spanish) is through an ecosystem that connects the technological, investigative, innovative and entrepreneurial potential with the infrastructures and talent of its researchers and social agents and is reinforced by principles, policies and investments of the strategy to follow. A good IFPE ecosystem cannot be constructed without strong networks of connection between science, socioeconomic actors and society in general. As in many other fields of activity, innovation and research in vocational training arise from exchanges and collaborations between researchers, training centers, universities, companies and investors. To achieve the objectives, directly or indirectly related to vocational education and training (VET), all actors must be involved: the government, the private sector, civil society and individuals. Building a culture of research and innovation in VET involves a continuous process of reflection-action-reflection, which offers real spaces for exchange, participation and decision-making on its important role in the development of VET. This is probably the best way to overcome its poor social recognition in Spain and make it become the engine of the transformation that our society needs. Without a doubt, experimenting in the art of training apprentices contributes to the training of human capital, generation of change and stimulation their professional development.

The Influence of English Language Skills on Students’ Performance in Vocational Education

2020 ◽  
Vol 4 (1) ◽  
pp. 69-90
Author(s):  
Marilyn Cefai
Keyword(s):  
Vocational Education ◽  
English Language ◽  
Language Skills ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Structured Interviews ◽  
Post Secondary ◽  
Parsimonious Model ◽  
Vocational Studies ◽  
And Training

Post-secondary vocational education and training institutions such as MCAST, have contributed to the growth of the higher education sector. One of the reasons why students opt for vocational education, rather than a more academic path, is that they have not obtained the required qualifications to study at university level, one of these qualifications being English Language at Ordinary or Intermediate Level. Having weaker language skills might prove a challenge or a barrier to students’ performance in their vocational studies. This is particularly relevant in the Maltese context where students are expected to communicate adequately in the two official languages, Maltese and English. Maltese remains the mother language of the overwhelming majority of the population, yet English is predominantly used when it comes to lecturing, course notes, textbooks, research and assessment (Sciriha & Vassallo, 2001; Sciriha & Vassallo, 2006; European Commission, 2012). Thus, students who do not have a sufficient level of skills in the language, may be at a disadvantage. The objective of the present research is to discover whether there is any correlation between MCAST students’ level of ability in the English language and their performance in vocational subjects. An understanding is sought of how language skills can enhance and contribute positively towards the acquisition of technical knowledge, skills and competences of students in a Vocational Education and Training (VET) college setting. Grounded theory methodology is adopted as it lends itself well to a constructivist stance and due to its rigorous and systemic approach to data collection and analysis. Semi-structured interviews were conducted to probe into students’ perspectives on the importance of the English language and its influence on their academic achievement. A parsimonious model is presented following a process of constant comparison and analysis.

scholarly journals Appropriateness and Adequacy of Teaching and Learning Resources and Students’ Industrial Attachment in Public Colleges of Technical and Vocational Education in Zambia

2020 ◽  
Vol 1 (2) ◽  
pp. 30-42
Author(s):  
Innocent Mutale Mulenga ◽  
Edward King Chileshe
Keyword(s):  
Vocational Education ◽  
Teaching And Learning ◽  
Simple Random Sampling ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Research Approach ◽  
Learning Resources ◽  
Mixed Method Research ◽  
The Government ◽  
And Training

Zambia has the largest youthful population of below 15 and 18 years which constitute 45.5% and 52.5% of the total population respectively. This is expected to rise by 2030. However, this huge number of young persons, which should be a great resource for economic development, is mostly unemployed (UNESCO, 2016). For many years now the government of the Republic of Zambia has been running and introducing more Vocational Education and Training Institutions as a way of reducing unemployment amongst young people. Regardless of all these efforts, most youths in Zambia who have graduated from such institutions remain unemployed (TEVETA, 2015). In this study, the researchers investigated the appropriateness and adequacy of institution’s teaching and learning resources that the students were exposed to during trainings and how the industrial attachments were organized by the Technical Vocational Education and Training (TVET) institutions. The mixed method research approach was used to analyze this phenomenon. Six college principals were purposively sampled while stratified and simple random sampling were used to sample sixty lecturers, ten from each of the six colleges. Findings showed that TVET institutions in Zambia were plagued with a number of challenges ranging from lack of appropriate and modern workshop equipment, lack of reading material and ineffective industrial attachment. Researchers recommend that the Ministry of Higher Education and college managements should provide a conducive learning environment in these institutions if graduates were to acquire the required technical competencies.

Vocational education and training in the spotlight: back to the future for the UK's Coalition Government?

2011 ◽  
Author(s):  
Alison Fuller ◽  
Lorna Unwin
Keyword(s):  
Vocational Education ◽  
Technical Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Educational Institutions ◽  
Coalition Government ◽  
The Future ◽  
Systemic Problems ◽  
The Government ◽  
And Training

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.

scholarly journals TOWARDS PROGRAMME IMPROVEMENT IN NON-FORMAL VOCATIONAL EDUCATION AND TRAINING IN MOZAMBIQUE

2015 ◽  
Vol 67 (1) ◽  
pp. 61-71
Author(s):  
Alzira Manuel ◽  
Oleg Popov ◽  
Domingos Buque
Keyword(s):  
Vocational Education ◽  
Social Inclusion ◽  
Education And Training ◽  
Economic Life ◽  
Vocational Education And Training ◽  
Structured Interviews ◽  
The Social ◽  
Group Interviews ◽  
Unemployed Youth ◽  
And Training

The current situation of Mozambique, characterized by limited but highly needed Formal Vocational Education, demands the development and improvement of Non-formal Vocational Education and Training (NFVET). NFVET can provide relevant knowledge and skills, particularly for out of school and unemployed youth and adults to promote social inclusion and development. This is a qualitative case study with some elements of action research. Semi-structured interviews with six educators, classroom observations and two focus group interviews with former participants were implemented. The research aims to explore ways by which NFVET programmes can be improved in order to increase people’s chances, not only to get work, but also to be able to participate actively in their own process of development. The findings suggest some directions for the improvement of NFVET in Mozambique in order to empower people to actively participate in the social and economic life of their local communities and broader society. Key words: empowerment, life skills, non-formal vocational education, social inclusion.

scholarly journals Influence of Cognitive Factors on Self-Employment Intention Among Students in Technical, Vocational Education and Training in Kenya

2018 ◽  
Vol 9 (5) ◽  
pp. 21
Author(s):  
David Maina Kahando ◽  
Esther Nyambura Mungai
Keyword(s):  
Vocational Education ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
High Rate ◽  
Cognitive Factors ◽  
Vocational Education And Training ◽  
Self Employment ◽  
Geographical Regions ◽  
The Government ◽  
And Training

Entrepreneurship has been identified as a crucial activity for economic growth and employment generation worldwide. However, this has not been effective in most developing countries, Kenya as an example, has a high rate of unemployment among the young graduates emerging from universities and tertiary institutions. One of the government challenges is transforming the mindset of students to venture into business rather than seeking employments. This study thus examined the relationship between cognitive factors, entrepreneurship education and how these variables influence self-employment intentions among Technical and Vocational Education and Training in Kenya. The study objectives were to determine the influence of cognitive factors and the moderating effect of entrepreneurship education on students’ self-employment intentions. The study adopted a survey research design. Self-administered questionnaire was developed and administered to 400 diploma engineering finalist sampled from 41 public Institutions spread in five geographical regions in the country using multistage and simple random sampling approach. The data were analyzed using descriptive statistics and inferential statistics with the help of the Statistical Package for Social Sciences version 20. Pearson’s Coefficient Correlation was used to examine reliability of data. Factor analysis was conducted to investigate the internal structure among the set of variables. Multiple linear regressions analysis was used to examine the effect of independent variables on the dependent variable. The results of findings showed that there was a positive and significant relationship between cognitive factors and self-employment intention. The results also showed that entrepreneurship education enhances cognitive factors and thus strongly influence self-employment intentions.

scholarly journals Financing of Technical and Vocational Education and Training in Nepal

2020 ◽  
Vol 10 (1) ◽  
pp. 58-80
Author(s):  
Baikuntha Prasad Aryal
Keyword(s):  
Vocational Education ◽  
Group Discussion ◽  
Education And Training ◽  
Economic Transformation ◽  
Vocational Education And Training ◽  
National Budget ◽  
Technical And Vocational Education ◽  
The Government ◽  
Secondary Information ◽  
And Training

Considering Technical and Vocational Education and Training (TVET) sector as an enabler for the socio-economic transformation of the nation, preparing competitive, skilled human resources has become a global priority, which has ushered increased financing in TVET. Of late, TVET governance has become a greater policy concern in Nepal mainly to address the constitutionally designated functions between the three tiers of government as well as to establish a sustainable financing mechanism for better TVET service delivery. Mixed methods approach was applied using survey, questionnaire and focused group discussion, including secondary information to capture the current TVET financing domain from the federal line ministries. The study found that TVET financing has been influenced mainly by the national economy, equity and inclusion, inter-governmental coordination, global political context, external funding, private sector engagement, and mobilisation of the youth. This study reveals that though the trend of budget allocation for TVET is highly correlated to the total national budget and total education budget, the actual allocation still seems significantly low to achieve the Sustainable Development Goal 4 targets and the government policy of quality expansion of TVET. The study explores specific models on TVET financing and indicates the viability of integrating funds so that TEVT can serve as an avenue for national prosperity.

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