Science topics: Vocational EducationVocation
Vocation - Science topic
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Questions related to Vocation
According to a Harvard-backed study the apprenticeship system used in Swiss' VET, is held up as the “gold standard” in vocational training internationally and it is the number one choice for school leavers.
Vocational qualifications is a pillar of the Swiss educational system, but the problem is- it suffers from a lack of recognition abroad, especially in countries where a university education still predominates.
But this could change if Switzerland introduces Bachelor’s and Master’s titles for professionals.... How can we counter this?
Have a look at this article:
while searching literature about well being and state of stress in work conditions and workers, you may face different words adopted to name this field of study. up to now i have faced these three and i'm confused about it. is there any difference between them? if yes, what are they? so i decided to ask about it from researchers in researchgate.
I am looking for literature on the effectiveness of using the Script Concordance Test (SCT) in vocational education on a nursing education. Does anyone have suggestions for that?
My work is on correctional education. The research is qualitative in nature. I will be seeking information on the perceptions and experiences of the inmates about the secondary education or vocational education they are enrolled in at the prison.
Of the 4 skills/pillars of language ( Reading, Listening, Speaking, and Writing) Which one is the most important to be applied and mastered, especially for vocational School students in Indonesia?
In developing countries，which way will choose to go for Engineering vocational education ?
In China, vocational education is becoming more and more important. Especially vocational training programs that for industrial needs, job skills requirement are very popular.
As a vocational education teacher teaching in Mechatronics technology, new product design, process management. I keep concerning about the design of training programs, curriculum settings, practical project arrangements, etc. So how to integrate the concept of innovative education better? Or how to cooperate with other peers in worldwide projects? That is a difficult problem.
At the same time, we look forward to the cooperation and discussion of peers in vocational education.
In general, credit courses are designed for students who are interested in earning college units towards a degree or certificate. Students who take credit courses receive a letter grade (A, B, C, D or F) at the end of the semester.
Noncredit courses are classes offered through the Continuing Education Division. They are intended for students who want to gain general knowledge, learn a new skill, upgrade existing skills, or enrich their understanding about a wide range of topics. Upon completion of a course, students will receive a grade of pass or no pass. Noncredit classes are NOT applicable toward a degree. Upon completion of a series of required classes, students can earn a noncredit vocational certificate.
Together with colleagues I have been experimenting with serious play / game based learning. This started as a direct consequence of COVID-19 lockdowns and restrictions, where we found it difficult to get employers to allow us into their workplaces to deliver much needed vocational training and assessment. The game based activities have been popular and we are developing the next version of this, we also look to share our findings.
Does anyone have knowledge of game based vocational learning research papers? I have lots of papers on serious play and gamification, but none specifically for vocational learning, for employed learners.
Do you know of any specialised education and training for the European expansion of battery manufacturing? There are now 27 gigafactories planned, but this field is new for Europe. I am interested in both vocational and university programmes as well as courses and teaching material, as I am coordinating this project: https://project-albatts.eu. Thanks in advance.
I would like some help from an expert in qualitative analysis that is specifically used for education theories. I personally mean Maieutic Method!
I am building an Intelligent Career Counseling chatbot. Which will provide guidance to college graduates in choosing their career path based on their background, Interest Inventories, values Inventories, and aptitude assessment.
Will be happy to work with a volunteer.
In an over populated country, which education is much more important vocational or general education?
In Norway it is possible to move from a vocational education to higher education. In some cases you will be qualified for higher education directly. In other cases, a one year extra upper secondary education will make you qualified for higher education. Is this possible in your country at all? If so, how?
Rapid development in technology brought about a new trend in technical, vocational' and engineering education, new jobs are expected to emerge as a result of this technological advancement, though some researchers viewed the industrial revolution 4.0 as a threat that will kill many jobs in the fields.
Which tools / questionnaire do you implement?
How old are your Students?
When teaching vocational subjects we have to balance between theory and practical skills for students to progress to next level.
Human capital theory studies usually assume that experiences are translated into knowledge and skills. Vocational education is more experiential and experimental.
The outstanding experience to be in a remote place is really nice. Especially, when you have the possibility to see wild animals in their natural environment. Here, I would like to show and know your experiences about the virtual educational case of use.
Here you are,
Mainly, it is focus on the vocational learning process but of course you can share any other experiences, papers and so on. In this case using 360º images and/or videos.
For our incoming new group of students ( https://www.researchgate.net/lab/VR-AR-at-Education-Lab-Ivan-Otero-Gonzalez ) it would be strongly interesting be aware of other virtual and augmented experiences.
Let me know more about your works & research projects!!
Thanks in advance.
There are Cognitive , non cognitive and vocational skills
By what type of question do industry toss to weigh a prospective employee and what deficiencies do they found while hiring and also suggest how to reduce this difference
Much has been discussed about the policy that best contributes to the incorporation into the labor market of young workers. In this discussion, I liked to focus the question on three points of view, higher education, vocational or professional training or the promotion by the governments of entrepreneurship and self-employment of young people. Regarding university education, during the last half century it has been seen as a tool for social mobility. However, many countries with high rates of university graduates have high levels of youth unemployment and important percentages of graduates work below their qualifications, while inequalities in the labor market grow. I thank you in advance for your opinions.
Currently, I am working on a plan for action reserach within vocational education. It will be participatory AR on a framework or guidelines for teachers when working with students within a hybrid learning environment. I struggle somewhat with finding the right amount of detail in my plan: enough to get going and not too much (otherwise there is no room left for AR).
So, what are some do & dont's on a plan, regarding:
- research question (a general one or several or ..)
- detail of the research instruments
- documentation of the plan (one version, multiple, ongoing...)
What are your toughts?
I am using stress and self esteem as two mediators to study the relationship between parenting styles and vocational identity statuses.
Which recent articles support the claim that increasing literacy will significantly help ESL vocational students ?
Besides teaching and learning tasks in the department, starting at early 2019, my project is in vocational mathematics. That means a technological literacy based on working place. And, the teaching must be suited to the competencies. My framework starts from a thinking design, drawing a model, making a prototype, and testing the result technologically or assessing the learning experiences to every day life. May I have an exploration due to your project. Thanks.
how does Student Financing lead to increased Enrollment of students in Technical and vocational institutions?
how can this correlation effect be studied?
I am using chi-sq to find out the relationship between the nominal variable gender and key variables family environment and vocational identity measured on 5 point likert scale. Should i select the raw scores or recoded values(1, 2, 3 low medium high resp) while running chi square in SPSS.
The academic and vocational divide (article)
I really need further training about how to develop a good curriculum for tourism vocational education. Is there any training or workshop provided to study about it??
Please inform me if there's any information about it.
I want to find some tools to assess the comprehensive rehabilitation needs of children/adults wtih disability, including educational needs, vocational needs, medical needs and social needs.
Currently I work for SENA (National Apprenticeship Service) in Colombia and I made a thesis work for my masters degree about vocational education and training in Colombia. In this country VET processes are having a huge transformation, since the colombian government is turning this public institution as part of tertiary education or even higher education. As a result, we are having lots of questions about the nature of VET institutions and how we can evolve in this technological advance.
i need the trends so as to carry out research on the most current ones.
This question focuses on the strategies implemented on the curriculum design, and how the teaching methods and learning content help to meet the vocational goals of students.
However, if you know of specific strategies implemented outside of curriculum design, for example, a Careers Office where students can have vocaltional advice throughout the career, please contribute to the conversation.
Including the examples of institutions that implement the strategy you mention will be truly appreciated.
Would you recommend to your grandchildren who are attending university in 2030 a vocational program to teach a profession or a bachelor's degree in scientific disciplines?
We are conducting a study looking at how engagement in and enjoyment of hobbies/leisure interests mediates the relationship between personality and health...
However, finding clear definition and measurement of hobbies/leisure interests/etc is proving difficult
Nonaka’s SECI and Ba are two of the most widely cited KM models which makes it difficult to search for specific interests. Hence, I would like to ask for hints and sources of suggested modifications (not on a ‘big’ scale like Boisot’s I-Space or the Nakamori ‘seven-waterfall’ Model), but ‘sustaining’ changes as in the number of Bas or their connections. Examples, I am aware of, are the ‘vocation ba’(Kaiser & Fordinal 2010), the ‘futurising and imagination ba’ (Uotila & Melkas 2008), and the Framework for emerging Collective Self-transcending Knowledge (Feldhusen 2014). Thanks for your assistance. Ulli
I am going to do a research on improving students' grammatical competence through the use of Grammar Consciousness-raising Tasks (GCRT) in a vocational high school. I want to implement these tasks within a Task-based Instruction framework. I have considered to use Willis' framework (Pre-task, Task Cycle, Language Focus) and steps in designing the tasks proposed by Ellis which has been modified by some researchers (Attending Task, Noticing Task, Analysis Task, Checking Task, Production Task) but then I face a difficulty in dividing these tasks into the framework, especially on the part of Task Cycle and Language Focus, because GCRT are tasks that are focusing on forms. So, based on the problem, should I ...
1. implement the tasks proposed by Ellis in Pre-task, Task Cycle, and Language Focus with full considerations?
2. implement the tasks proposed by Ellis in Willis' framework but omitting the Language Focus part?
3. just use tasks proposed by Ellis because they ARE basically also considered as a framework to Task-based Instruction (which is specially designed for GCRT)?
Want to know if there are different prospects in today's vocational and technical education from the olden days.
I am using short form of family environment scale(2 point) and two 5 point scales for measuring life skills and vocational identity
Hello research experts,
I'm currently working on a project that involves assessing the validity/reliability of a four-option MCQ designed to assess trainee performance as well as a training tool. Each assessment will be vocation specific. In other words, we would be collectng a few assessments from a wide variety of fields of employment.
I was thinking of starting with calculating districtor efficiency, discrimination/difficulty indices, p-values, means, etc...
However I was wondering whether there could be any other analyses (supplemental or primary) that could be used to assess a trainee training/performance review MCQ, something I may be overlooking. I feel as though I have a basic starting point, but feel as though there are other analyses I could be implementing. I also realize the sample size might be a limitation, as we could potentially be analyzing data from 3 or 30 assessments from a given industry.
Any suggestions would be greatly appreciated.
Colleagues and I have undertaken a recent project looking at the use made of school farms in Tasmania, Australia. I was surprised to find out that there were 30 different kinds of school farm across a small State (population 500,000). These school farms often went back to the 1930s and 1940s. They had increasingly become 'shoestring' operations in recent times with their value questioned....And yet there may be a renaissance with the arrival of more flexible vocational curricula and shifts back to respecting community voices in educational provision. It would be great if colleagues with interesting/worthwhile/innovative examples of educational practice around school farms could share here.
I used two of your papers to contrast vocational calling. Although both theories address basically the same variables, the context is different. I would love to use your article whether it is in press or an unfinished manuscript, abstract, or any other notes which might help. If you have any suggestions for other articles shoring up my contrast I would appreciate it. Sincerely, Aaron Michael Herman M.Ed., D.Ed. candidate
PS Money is no problem if the article does not fall in with the databases afforded me.
I am looking for accessible references to full text scientific papers or copies of scientific articles on the physiology of beeswax digestion by Galleria mellonella (as recent as possible). I use this information in technical reviews and lectures for beekeepers in the course of my activity as vocational trainer in the beekeeping business. Thank you.
I am interested in teaching experiences of circular economy and/or Cradle to Cradle sustainability frameworks at university or vocational school level. Also I am putting together an article on my own experiences in teaching circular economy and would like to include other colleagues' experiences (possibly co-authorship).
Does anyone know any vocation questionnaire to measure pedagogy or pedagogy skills to previously used?
Explanation and/ or description of the terms With relevant literature?
Do you know studies that indicate an influence of workplace characteristics (e.g. tasks employed to apprentices, company size, personal instruction and guidance, social integration, etc.) on vocational competence development?
I wish to collect such studies for a potential meta analysis or - if not available - for developing a coherent instrument.
If any one has done this process, could you please assist by providing any insights or documents related to this. My role is to give guidance and technical expertise throughout the curriculum review process to make sure that it is inclusive of persons with disabilities.
I am going to conduct a prospective observational study on the attribution of dispositional factors and rehab interventions to the vocational outcomes of people with mental illness. From literature review, there are about 3 to 4 contributing factors and 2 to 3 dispositional factors (confounders). I've read about the "10 cases for each predictor" rule on the internet. Is it valid? Any software or program can help in calculating the minimal sample size?
Doing research on 'callings' in the workplace