scholarly journals Workplace Skills and Teacher Competency from Culinary Arts Students’ Perspectives

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Hanis Mohamed ◽  
Mohd Hazwan Mohd Puad ◽  
Abdullah Mat Rashid ◽  
Rahimah Jamaluddin
Keyword(s):  
Economic Status ◽  
Active Role ◽  
Vocational Education And Training ◽  
Culinary Arts ◽  
Workplace Skills ◽  
Teacher Competency ◽  
Arts Programs ◽  
Competency Based ◽  
The Relationship ◽  
And Training

Workplace skills are essential skills needed by graduates today to fulfill the demands of employers. Employers in the hospitality industry are looking for well-prepared Culinary Arts graduates that possess adequate training and are equipped with workplace skills to fill up positions in the job market. Apart from skills, teacher competency impacts the acquisition of knowledge and workplace skills among Culinary Arts students and contributes to the issue of unemployment. This study aims to differentiate workplace skills and teacher competency based on gender, socio-economic status, as well as academic and vocational achievements of Culinary Arts students. Furthermore, the relationship between workplace skills and teacher competency is assessed. This correlational study was conducted at Malaysian vocational colleges offering 2-year Culinary Arts programs involving 198 final year students. A 5-point Likert-scale questionnaire was used for data collection. The findings demonstrated that the students’ workplace skills and perception of teacher competency were at a moderate level. No significant differences were noted based on gender, socioeconomic status, as well as academic and vocational achievements. Teacher competency and workplace skills were correlated moderately and positively. This study provides a basis and serves as a reference to the Technical and Vocational Education and Training practitioners to design a curriculum for vocational college students in improving the acquisition of students’ workplace skills. Teachers are recommended to play an active role in efficiently integrating workplace skills in the learning process to enhance their competencies.

An Exploration of How Competency-Based Education Can Support Self-Directed Learners and Learning

2022 ◽  
pp. 193-208
Author(s):  
Naomi Rose Boyer ◽  
Jessica Mason ◽  
Michelle Navarre Cleary ◽  
Julie A. Telkamp
Keyword(s):  
Future Research ◽  
Strong Impact ◽  
Continuous Learning ◽  
Self Directed Learning ◽  
Workplace Skills ◽  
Competency Based Education ◽  
Directed Learning ◽  
Competency Based ◽  
The Relationship

At a time when workplace skills are rapidly evolving, continuous learning is increasingly important, and the responsibility for learning has shifted from others (parents, schools, teachers, employers) to individuals. Self-directed learning (SDL) can help learner-earners thrive in a skills-based economy. Competency-based education (CBE) is well suited to appeal to self-directed learners and to scaffold learner self-direction; however, existing research on the relationship between SDL and CBE programs is limited. This chapter uses case studies of the experiences of two self-directed learners in a CBE program to explore the role of self-direction in their learning journeys. The key takeaways are that (1) self-direction can have a strong impact on learner success and (2) CBE programs are uniquely positioned to support self-directed learners. The chapter concludes with a discussion of considerations for future research.

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.

Reformed and reduced: Vocational education and structural oppression

2020 ◽  
Vol 12 (3) ◽  
pp. 276-291
Author(s):  
Teressa Schmidt
Keyword(s):  
Vocational Education ◽  
Social Mobility ◽  
Social Theory ◽  
Education And Training ◽  
Critical Social Theory ◽  
Vocational Education And Training ◽  
Competency Based Education ◽  
Competency Based ◽  
The Impact ◽  
And Training

Internationally, vocational education and training (VET) is intended to fulfil important economic and social objectives. There is, however, a concerning discourse relating to funding, esteem, reputation and quality, and questions have been raised about whether social mobility aspirations of the sector’s students are achieved or achievable. This paper argues that rather than resulting from deficiency or fault of VET, these issues are, instead, manifestations of the sector’s structural oppression. Further, unless this oppression is recognised and addressed as an underlying cause, VET’s troubles will remain. While acknowledging the claim may be contentious, the paper applies Freirean philosophy and contemporary critical social theory to examine the case of Australian VET, identifying the oppressive structures and policies which have progressively rendered the sector powerless and lacking the autonomy needed to enact positive and necessary change. It expounds upon Australian VET’s vulnerability to neoliberal educational reform along with the impact of competency based education and training (CBE/T), its reductionist curriculum, and the de-professionalisation of VET, its teachers and the vocations it serves, before proposing that any further reforms must be led from within the sector itself. While the paper focuses on Australian VET, its examination will likely hold meaning elsewhere.

Accreditation and Assessment in Vocational Education and Training

2017 ◽  
Author(s):  
Gordon Stanley
Keyword(s):  
General Education ◽  
Vocational Education ◽  
Compulsory Education ◽  
Education And Training ◽  
Assessment Model ◽  
Vocational Education And Training ◽  
Traditional Assessment ◽  
Assessment Approach ◽  
Competency Based ◽  
And Training

Vocational education and training has emerged from traditional industry and technical training into a vigorous post-compulsory education sector focused on satisfying the ever-changing demands of today’s employers. This chapter considers issues around the accreditation and regulation of providers and the assessment and certification of outcomes. Quality and comparability of outcomes has been a common concern for regulatory regimes. The front-end emphasis of training assessors and the requirement for workplace assessment contexts is designed to align with employer needs. However there are legitimate concerns about the consistency of judgments. Competency based assessment (CBA) has been the dominant assessment model and contrasts with the traditional assessment approach in general education. However the more recent standards-referenced assessment movement in the latter sector suggests ways in which assessment approaches are converging. Employability and 21st century skills reinforce the interest in developing generic skills in all sectors of education.

scholarly journals Technical and Vocational Education and Training in the UAE

2020 ◽  
Vol 15 (13) ◽  
pp. 264
Author(s):  
Amjad Kamal Owais ◽  
Suzan Mahmoud Alabidi ◽  
Zaydoon Mohammad Hatamleh ◽  
Elham T. Hussein
Keyword(s):  
Vocational Education ◽  
United Arab Emirates ◽  
Structural Equation ◽  
Vocational Education And Training ◽  
The United Kingdom ◽  
Equation Modelling ◽  
Technical And Vocational Education ◽  
Training Programmes ◽  
The Relationship ◽  
And Training

This study is of three-fold. The first provides a general overview of the history and importance of “Technical and Vocational Education and Train-ing” (TVET); the second compares TVET in The United Arab Emirates (UAE) and the United Kingdom (as a pioneer country in the field) in order to explore points of similarity and differences and to make recommendations for TVET im-provement in UAE; and the third analyses the relationship between teacher train-ing programmes, accessibility to technical resources, teachers’ technology inte-gration, and the mission and vision of technical and vocational institutes in UAE. Data were collected from 175 teachers and administrators of Technical Vocational Colleges (TVCs) in the UAE. To ensure a comprehensive exploration of the top-ic, three separate research models were developed and tested. All models were analysed using covariance-based structural equation modelling (SEM) through AMOS version 24. Results showed that there is a positive and significant rela-tionship between teachers’ technology integration, teacher training programmes and accessibility to technical resources/equipment, and the mission and vision of the technical and vocational institutes.

scholarly journals Australian prison vocational education and training and returns to custody among male and female ex-prisoners: A cross-jurisdictional study

2018 ◽  
Vol 52 (1) ◽  
pp. 129-147 ◽  
Author(s):  
Jesse Cale ◽  
Andrew Day ◽  
Sharon Casey ◽  
David Bright ◽  
Jo Wodak ◽  
...  
Keyword(s):  
Vocational Education ◽  
Behavioural Change ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Risk Level ◽  
Male And Female ◽  
Female Prisoners ◽  
The Impact ◽  
The Relationship ◽  
And Training

The current study examined the impact of vocational education and training in the custody setting on returns to custody among Australian adult prisoners from selected jurisdictions. Vocational education and training, education, and behavioural change programme participation in custody and demographic and risk assessment data were provided by correctional services in four Australian states for 10,834 Australian prisoners released from custody in 2010–2011. This information was used to predict returns to custody by 2015–2016. Overall, the results showed that participating in vocational education and training in custody contributed to the likelihood of remaining custody free at two and five years post-release for both male and female prisoners. However, for males the relationship was moderated by risk level. These findings are discussed in the context of developing vocational education and training in prison settings to address the specific needs of individuals and expectation of the wider community.

Vocational Education and Training: Researching the Relationship between School and Work

2015 ◽  
Vol 50 (4) ◽  
pp. 497-512 ◽  
Author(s):  
Regina H. Mulder ◽  
Gerhard Messmann ◽  
Christoph König
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
The Relationship ◽  
And Training
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