scholarly journals Introduction of New Forms of Education in Modern Higher and Vocational Education and Training

2020 ◽  
Vol 9 (7) ◽  
pp. 107
Author(s):  
Liudmyla I. Berezovska ◽  
Galyna D. Kondratska ◽  
Anna A. Zarytska ◽  
Kateryna S. Volkova ◽  
Taras M. Matsevko
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Education System ◽  
Comparative Method ◽  
Developed Countries ◽  
Education And Training ◽  
Educational Process ◽  
Vocational Education And Training ◽  
National Education ◽  
And Training

This article sets sights on highlighting the effectiveness and efficiency of higher and vocational education and training, as well as exploring ways to address and implement the current reform agenda in the field. The research was conducted on the basis of a generalizing and comparative method, to identify the problems and development of vocational and higher education. Within the framework of the conducted research the current state of vocational and higher education has been characterized; the features of online learning at leading universities and its advantages has been clarified; the prospects of introduction of continuity of education have been studied, for the development of personality abilities, taking into account changes in society in the context of improvement of the system of vocational and higher education caused by the European integration process of education; directions for the development of vocational and higher education as part of the national education system and society in general have been outlined. It is determined, that at the present stage the domestic education system should be improved and transferred to an innovative way of development in accordance with developed countries. In the near future, such modern forms of education as: distance education, dual education, continuing vocational education and others, should be improved and implemented into the educational process.

scholarly journals Vietnamese Students’ Perception and Loyalty towards an Image of Vocational Education and Training

2014 ◽  
Vol 5 (4) ◽  
pp. 228-238
Author(s):  
Vi Hoang Dang
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Vocational Education ◽  
Industrial Development ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Vocational Students ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
And Training

Stakeholders’ perceptions towards a career in vocational education and training (VET) in Vietnam negate the country’s industrial development plan. During the last 15 years, the Vietnamese Governments investment in to the sector increased annually. However, parents and their children still pursue the goal of higher education via the mainstream rather than a career path way using the vocational education and training system. Although stereotypical views of vocational students are being challenged, Confucian ideology maintains some influence over stakeholders’ educational decisions leading to the sustained popularity of higher education. This study explores the perceptions of students on the image of and their loyalty towards vocational education and training. A sample of 300 lower secondary school, 300 upper secondary school, and 300 vocational students was drawn from across the Northern and Southern regions of Vietnam. A survey questionnaire was used to collect data and mean analysis conducted to explore the data. The findings indicate that agreement with statements about facilities and equipment, teacher’s ability, curriculum, and soft skills are the clearest indicators of enhanced perceptions about the image of vocational education and training. Encouragement from parents appears most influential to positively affecting lower secondary students’ loyalty. Unexpected was that vocational students had less interesting continuing in vocational education and training compared to lower and upper secondary school students inclination towards a career in VET. First-hand experience seemingly leads to diminished perceptions and loyalty towards vocational education.

scholarly journals The general technological competency model for vocational teachers in Kazakhstan

2021 ◽  
Vol 13 (4) ◽  
pp. 574-588
Author(s):  
Zaure Shagataeva ◽  
Yernazar Kaspaevich Sarbassov ◽  
Erkegul Seminar ◽  
Marianna Amangeldyevna Sydykbekova ◽  
Ardak Tolegenovna Kydyrbaeva
Keyword(s):  
Vocational Education ◽  
Online Survey ◽  
Numerical Data ◽  
Education And Training ◽  
Training System ◽  
Educational Process ◽  
Vocational Education And Training ◽  
Vocational Teachers ◽  
Technological Competency ◽  
And Training

Like in many Global South countries, the vocational education and training system in Kazakhstan has some weaknesses, including low-competent educators poorly applying digital technologies in their instructional repertoire, which highlights the need for motivating teachers towards incorporating technologies representing students' everyday life in the educational process. Meanwhile, there are no practically applicable competency frameworks for Kazakhstani vocational teachers to date. This paper aimed to gather students’ opinions on which skills are more or less important for vocational educators to outline a technological competency framework for Kazakhstani vocational teachers based on Digital Competency Profiler, with content validity tested by five experts. A set of nineteen items measured on a five-point Likert scale, organized into technical, communicational, informational, and epistemological domains, was uploaded to an online survey platform and distributed among Master degree students enrolled in vocational programs in Kazakhstan. Based on survey data, the construct validity of the model was assessed by confirmatory factor analysis, which yielded high entire reliability and internal consistency. The learners assigned importance to all the four domains. However, they estimated vocational teacher’s ability to utilize productivity tracking tools as almost futile, which allegedly indicates the surveyees’ insufficient awareness about those applications and their purposes. Generally, the participants tend to prioritize vocational educators’ capacities to process mathematical computations, visualize numerical data, and operate with electronic text files and projectors, as well as their readiness for effective communication through messengers and electronic mail. The framework that emerged from this research can be used as a blueprint for synchronizing and improving educational programs in Kazakhstan.   Keywords: education; survey; technology; ICT; vocational education and training.

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.

Technical Vocational Education and Training for Micro-Enterprise Development in Ethiopia

2010 ◽  
Vol 24 (5) ◽  
pp. 381-392
Author(s):  
Tendayi Gondo ◽  
Gift Dafuleya
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Enterprise Development ◽  
Policy Makers ◽  
Simple Expansion ◽  
Technical Vocational Education ◽  
Constrained Capacity ◽  
And Training

Technical vocational education and training (TVET) programmes have recently received increased attention as an area of priority for stimulating growth in developed and developing countries. This paper considers the situation in Ethiopia where the promotion of micro and small-sized enterprises (MSEs) has been central to the development and expansion of TVET centres throughout the country. The extent to which efforts relating to TVET made by Ethiopian policy makers, higher education institutions and MSEs have enhanced the development of the micro-enterprise sector is considered, using empirical evidence gathered from nine Ethiopian cities. It is argued that the existing relationship between TVET and micro-enterprise cannot be regarded only as one of constrained capacity, usage and transformation. The authors argue further that the development of micro and small-sized enterprises requires approaches extending beyond the simple expansion and development of TVET institutions.

scholarly journals Indonesia-Germany Cooperation in Vocational Education and Training

2019 ◽  
Vol 2 (2) ◽  
pp. 178
Author(s):  
Astrid Wiriadidjaja ◽  
Lelly Andriasanti ◽  
Andrea Jane
Keyword(s):  
Human Resources ◽  
Vocational Education ◽  
Education System ◽  
Research Question ◽  
Labor Demand ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Transfer Of Knowledge ◽  
Developed Country ◽  
And Training

To reduce the unemployment rate, Indonesia has focused since 2007 on the development of Vocational Education and Training (VET). VET is one of solutions that would enhance human resources quality in Indonesia, which has 262 million people. However, the number of unemployed graduates from vocational education is still high until 2019. It means there is something wrong in Indonesia’s current VET system. Meanwhile in Germany, VET is a pillar of national education which is based on a dual system. This system is successful in Germany. As one of the biggest donor countries in promoting VET, Germany tries to introduce a dual education system through bilateral relations with developing countries such as Indonesia. Indonesia seems to need to try to develop VET base on dual education system through cooperation with Germany. Thus, the research question of this article is “why does Indonesia need to make a co-operation with Germany in developing VET based on a dual education system?’ To answer the research question, this paper uses qualitative method which results in the following conclusion: Cooperation with Germany would open the opportunity for abundant human resources in Indonesia to fulfill a huge labor demand in Germany particularly and Europe in general. Moreover, the cooperation makes Indonesia gain support in developing the VET system in this country and get transfer of knowledge and technology from Germany as a developed country

scholarly journals Pre-Service Teacher Career Choice Motivation: A Comparison of Vocational Education and Training Teachers and Comprehensive School Teachers in Germany

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Anne Stellmacher ◽  
Svenja Ohlemann ◽  
Jan Pfetsch ◽  
Angela Ittel
Keyword(s):  
Teacher Training ◽  
Career Choice ◽  
Vocational Education ◽  
Education System ◽  
Education And Training ◽  
Comprehensive School ◽  
Vocational Education And Training ◽  
School Teachers ◽  
Career Choice Motivation ◽  
And Training

Context: The current shortage of teachers in Germany, especially in vocational schools, is of relevance to the education system and labour market policy. To recruit future teachers more effectively, it is of great importance to gain a better understanding of pre-service teachers’ career choice motivation. However, research has concentrated so far mainly on teachers in the general education system. The present study investigates the career choice motivation of students who will become vocational education and training (VET) teachers and compares it to the career choice motivation of future comprehensive school teachers. Approach: We surveyed N = 79 teacher training students in total, 30 pre-service VET teachers and 49 pre-service comprehensive school teachers at the beginning of their university-based teacher training. To measure career choice motivation, we used the standardized questionnaire Motivation for Choosing Teacher Education (FEMOLA) including six subscales (Pohlmann & Möller, 2010). In order to compare pre-service VET and comprehensive school teachers with regard to the six scales of career choice motivation, we performed a multivariate analysis of covariance (MANCOVA). Findings: We found the highest means for the motives subject-specific and educational interest for the future VET teachers. In comparison to the pre-service comprehensive school teachers, they rated their educational interest, social influences, and utility as significantly less relevant in terms of their career choice motivation. There are no significant differences on the other three motivational scales. Conclusion: The findings show that the two groups partially differ in their motivations to become a teacher. Therefore, we can conclude that the measures for attracting new students should also be individually adapted to the motives for their career choice. For example, in a counselling interview, the motives for choosing a profession should be discussed and compared with the requirements for studying and later working life.

scholarly journals Alternative Strategies for Higher Education Provision at TAFE Queensland

2020 ◽  
Author(s):  
Paul Wilson
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Policy Change ◽  
Tertiary Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
State Governments ◽  
The Past ◽  
Public Provider ◽  
And Training

Australia’s tertiary education and training sector consists of Higher Education, predominantly funded and controlled by the Federal Government, and Vocational Education and Training (VET) where both the Federal and State Governments have policy and funding responsibilities.  While there has been increasing funding and stable policy in Higher Education over the past decade there has been significant change in the Australian VET sector in policy and reduced funding at the Federal and State levels.  TAFE Queensland, the public VET provider in the state of Queensland, has undergone a huge transformation of its own over this period of extensive policy change. As a result of policy and organisational changes TAFE Queensland has had to seek alternatives to ensure that students who choose to study at this public provider are able to access higher education courses. This paper outlines various policy change impacts over the past decade and TAFE Queensland’s innovative approach to ensuring that quality applied degrees are available to interested students who prefer to study with this major public vocational education provider.

Sign in / Sign up

Export Citation Format

Share Document