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Vocational Training - Science topic

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Are Project (or Challenge) Based Learning (PBL/CBL) specially indicated for vocational training students? Any other methodologies suggested for this type of education?
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An integrated approach that harmonizes individual and group, theoretical and practical, assignments and projects, and that also includes local education/organizational and community vocational context can work well. The instructional design usually involves a teaching/training distinction, with educational institutional staff, for example, teachers, doctors, engineers, psychologists, nurses, becoming more theory orientated the longer they are employed.
Concerning vocational training methodologies, as in all educational contexts, many dynamic systemic, contextual factors will need consideration. These include student numbers, instruction level, e.g. graduate or postgraduate, instructional design, teaching resources, etc. Other factors needing consideration include state, region, local stakeholder, and community needs. Initial consultation with important community stakeholders should establish vocational training needs and methods at the outset. Particularly as concerns vocation, students should be doing what they love and where they feel they can make the most contribution, so student and project selection by teachers, as well as student selection of projects becomes important.
As in all education, staff-student relationships are crucial. In adult vocational education, by definition andragogic companionship concerns responsible, moral support and guidance by mature adult teachers, guides and mentors. Willing, motivated and committed community members, not employed full time by the particular educational institution, are a great resource in the provision of special knowledge, experience, skill and expertise in vocational/project fields. They add practical realistic instruction, especially if students have part-time practicum placement in the community before graduation. In this way, there is mutual feedback between educational organizations/institutions and the surrounding community, as well as the creation of placement opportunities for graduates. Some sort of intermediate internship program assessed by community stakeholders as well as staff of the education/organization can provide a valuable bridge during vocational training.
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What are the determinants of the development of vocational education, training of people working professionally and e-learning?
In my opinion, education, including adult education, university and vocational training, will develop mainly due to the fact that the economies of individual countries are changing faster and changing, the structure and meaning of particular sectors, branches and fields of activity in national economies, in In highly developed countries, industrial branches of the economy are transferred to countries with lower labor costs, in developed countries information, IT and ICT technologies are intensively developing, as well as Internet information services, etc.
As a result, labor markets are changing, new branches of services are emerging, new vocational professions are created in the field of Internet information services and advanced data processing in information systems.
People are increasingly changing their jobs and profession. A small part of the society throughout their lives work in one company, in one profession, in one area of ​​the host activity, in one profession. People are increasingly moving towards faster and faster changing national economies, changing jobs, businesses, cities, etc.
Therefore, people have to retrain and become more and more educated. Increasingly, adults use training and post-graduate studies to obtain a new profession, a new profession and a new interesting job.
On the other hand, universities and schools of continuing education and vocational education adapt their educational offers to the changing labor market, to the changing demand of employees employed in specific companies, at specific positions. Universities and schools, observing the rapid development of Internet information services, create study and training offers conducted via the Internet in the e-learning system. It is a convenient form of training for people primarily adults, working and often living outside a large urban agglomeration, in another city, town, village, etc., than a university city.
Do you agree with my opinion?
In view of the above, I am asking you the following question:
What are the determinants of the development of vocational education, training of people working professionally and e-learning?
Please reply
I invite you to discussion and scientific cooperation
Best wishes
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Dear Debra,
Thank you very much for your contribution to our discussion. You pointed out important issues regarding Education 4.0. Yes, the SARS-CoV-2 (Covid-19) coronavirus pandemic has greatly influenced the development of Education 4.0. Thanks for the link to your publication on the subject: Infusing Education 4.0. Characteristics in TVET Delivery: Responding to Industry 4.0. in a Higher Education Caribbean Context.
Thank you very much,
Best regards,
Dariusz Prokopowicz
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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.
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By the policy, all vocational programs at the Senior High School are practical oriented programs. Therefore, students who after going through such programs should be able to acquire the prerequisite skills and knowledge that would help them secure some basic jobs. On the order hand, we don't see that in our SHS graduates. The question now is, does the problem come
from the curriculum or that of teachers?
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The opportunities for graphic design are few compared to other opportunities and may be further curtailed now due to developments in society and in the Corona Covid-19 pandemic
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I am currently developing an investigation about the processes that connect job training with labor insertion in the industrial sector of Ecuador and Colombia. And I have found in my literature that there are many productions both about vocational training and labor insertion, but as separate fields, and I would like to know if perhaps I am omitting some reviews or research that has connected both poles of the process of access to the labor world in the industrial sectors. I am interested in reviews at the level of Latin America mainly, but if there were analyses of this connection in other places I would be interested also at the analytical level. Thank you very much, colleagues.
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Alexander Amézquita Ochoa your request is very precise and we hardly find adequate answers. There are interesting insights in these articles:
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I wish to make the technical educational experience of my students richer. I also wish to empower my teaching staff, made up of tradesmen, more effective in the classroom.
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I am very late to this but wonder if this report might be helpful if you are pursuing this question:
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Hi everyone, in the field fo virtual reality the interaction is strongly different to another well-known situations, for example in web. As you can imagin the immersive environments needs a change of perspective so the point of view is totally challenging.
Could you help me with this?
I mean, did you read some other interesting contribution in the field of interactivity?
In vocational training is crucial to have intaction with tools and with the machinery. Especially learners feel more confortable with practical exercises.
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It seems to me that there is no direct answer to your question. However, you can see the papers that describe the performance in virtual reality, as well as the embodiment.
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I found literature of and about J. O. Crites' Career Maturity Inventory. I cannot find the inventory tool /items.
May someone shares their experiences and ideas on this topic with me? Which measuring instrument would you recommend? Where can I find the tools?
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Thanks for sharing your literature tips!
I have read the career assessment journal diligently.
I have not yet found the questionnaire itself. :(
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I'm looking for theories or models regarding the enhancement of employment opprtunities of rural women.
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As per my knowledge, there are Prosser’s Sixteen Theorems on Vocational Education, you may get help from these theorems.
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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.
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Dear colleague, thank you very much for this question! I am not personally working with South America. Yet, as one of the founders of the IRNVET network (and as a co-initiator of this ResearchGate project) I would like to draw the attention of my colleagues to your concerns and questions. I have in mind Michael Gessler who has just carried out an evaluation project in South America and Lazaro Moreno Herrera who is starting a new project. And they might have other colleagues in mind.
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What will be the relevance of the educational programs given by the polytechnic institutes called "Junior College"; "Higher Technical Education"; "Higher Vocational Training"; "Associate Degree"; "Higher Technological Course" and similar for the training of professionals in the 21st century?
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Dear Sergio,
In countries where the population is ageing, where years at work are lengthening and where work content and working conditions are changing (see introduction of automation and AI), vocational training is essential to both meet the performance and health challenges for workers, companies and countries (see European directives: lifelong learning and the knowledge society). This is as important for young people discovering the world of work as it is for older people.
See for example: Delgoulet, C., & Vidal-Gomel, C.(2015). The development of skills: a condition for the construction of health and performance at work. In, P. Falzon (Ed), Constructive Ergonomics (pp. 3-17), New-York: CRC Press, Francis & Taylor.
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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.
Thank you!
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Hi Marko, In France, to do this type of validation we use the psychometric method. This method is described in many books. One of our reference books is "Introduction aux théories des tests en psychologie et sciences de l'éducation" (Laveault et Grégoire, 2014 - http://www.deboecksuperieur.com/ouvrage/9782804170752-introduction-aux-theories-de-tests-en-psychologie-et-sciences-de-leducation ) But I don't know if you have the equivalent in English. Fabien
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We are working on the effect of games and formal physical education classes on different aspects of motor proficiency in children.
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Thank you very much.
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This applies mainly vocational training.
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Many thanks for your suggestion
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Please provide me with concrete answers/strategies.
Thanks
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Dear Rakesh,
Thank you so much.
Do you have any idea about any schemes for grants/aids by agencies like world bank, ADB etc for TVET ( Technical and Vocational Education and training) institutions especially in the Asia Pacific Region. Please enlighten.
Best regards,
Suresh
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I'm looking for qualitative and quantitative research documenting the impact of service or service learning on vocational/calling development in undergraduates.
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Thanks, all! You gave me rich resources!
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Does the present model for secondary school education provide an effective fit with the aptitude of primary school students?
Kids between 11 and 17 year old are quite a mixed bag with huge variations and individual differences.  Despite this wide variation, unitary structures  are typicaliy erected to deliver learnings to this group.  Has this proven effective?
Unlike the unitary structures that are typicaliy erected to deliver learnings to 11 - 17 year olds, the German Secondary School System streams kids into four possible paths which are intended to provide a better fit with the aptitude, potential and interest of the kids over the secondary years  (see attached and below).  Has this model proven to be more effective?
German Secondary School System
1. Hauptschule
Students at the Hauptschule attend from grade five until grade nine or ten. At the Hauptschule, students take the same courses as at other secondary schools, but the focus is more on vocational training and hands-on learning. The courses are also taught at a slightly slower pace. The education often concludes with enrollment at a part-time vocational school, along with an apprenticeship, lasting until the age of 18.
2. Realschule
Realschule typically runs from grade five to grade ten and concludes in part-time or full-time vocational school. Students may also go on to higher vocational training at a Berufschule. Some very high achieving students can now also switch to the Gymnasium, Germany's most academically challenging secondary school, when they are in the tenth grade.
3. Gymnasium
For those students who plan to continue on to university or who want to receive a dual academic and vocational degree, the Gymnasium is the best choice. Students typically attend Gymnasium from grade five until grade 13, though same states have shortened the length of study to end at grade 12. Gymansium curriculum is different school to school but most offer a variety of classes including chemistry, biology, physics, history, philosophy, computer science, German, mathematics, social studies and foreign languages. Gymansium students receive a final degree called an Abitur, or Abi. The Abi is necessary for university admission.
4. Gesamtschule
Another type of secondary school available in some German states is called the Gesamtschule, or comprehensive school. The Gesamtschule accepts students of all academic abilities and awards those students who finish in the ninth grade a Haputchule degree and those who finish in the tenth grade a Realschule degree.
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German education is one of the brightest in the world.I'm for the humanistic education-I'm against injustice in the education at all(it must be free of charge and free to all, taking into consideration,that our students are not very healthy,but they are Indigo).This problem should be common for all educators from all over the world.Inge Unt  (Estonia) is for individualization and differentiation, Deborah Meier (America) is against USE as a unified one,without alternatives.International humanists (Soloveichik,Likhachov,Yamburg,Korczak,Amonoshvily,Ushinsky,Pestalozzi,Sukhomlinsky,Leontyev,Dewey,Rerikhs...) are and were against bureaucratic violence to students and teachers.To me,the most terrible thing is to form an inferiority complex in a child.Every human being must be sure in his/her uniquiness, talents and freedom.For that there must be balance between the external and internal worlds. Nowadays humanistic principles come into collision to the laws of the corrupt society."To what will you prepare your son?-To be a human being."I'm sure,"Every baby comes into the world with the good news,that God has not been disappointed with people".My humanistic conception "The City of Masters"-World art Assembly (the second place in Russia) http://www.russiancup.net/index.php/fotos/119-2012spring/nauka4/4170-pechjonkina-irina-mikhajlovna
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Here I refer to European understanding on Vocational Education, Vocational Training or Vocational Education and Training (VET). I use these as umbrella concepts that include both initial VET (for young people) as well continuing VET (for adults).
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A popular forum is UNESCO-UNEVOC e-Forum <e-Forum@unevoc.unesco.org>. It is not research focused, but it often lists research questions that receive multiple answers.
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How to enable the organization suing the 70-20-10 training framework
to accelerate the implementation of the 70% On Job Training to achieve the desired Proficiency level? any research supporting the topic
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I don't know about research on the subject; I do knkow about practice that I follow. I resort to the skilled ones to tell and show (from the knowledge of which they they have proven results) to the newcomers of less experienced. First, I train them on how to teach and design some exercises to structure part of the teaching. The process closes the cycle when the "students" prove that they can do on their own the exercises imparted.
The whole process becomes "interaction learning" for the new ones. The "teachers" will feel that they are carrying a formal educational responsibility.
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I am attempting to pinpoint any perceived gaps in the literature in the field of Autism studies, and my focus is on the self-efficacy of vocational learners within an organizational change context. It would help to know if there is a correlation between the use of video games and higher levels of self-efficacy within this population.
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Yes. There are a number of videogames that seem to help with autism, and even some studies have shown that kids with ASDs respond better to video modeling (for teaching social skills) works better than in vivo modeling. There are a series of studies by Parsons and colleagues that looks particularly at virtual environments and social skills training. I'll add some citations below.
There's also a game called "Let's Face It" developed by Tanaka and colleagues (2005) that teaches accurate emotion recognition in facial expressions. There is also a game called TeachTown (Whalen et al, 2006), which teaches receptive language, social understanding, attention, memory, and other early skills for kids with ASDs.
There is lots more as well, but this should get you started nicely.
Parsons, S., Leonard, A. & Mitchell, P. (2006) Virtual environments for social skills training: Comments from two adolescents with autistic spectrum disorder. Computers and Education, 47, 186–206.
Parsons, S., Mitchell, P. & Leonard, A. (2004) The use and understanding of virtual environments by adolescents with autistic spectrum disorders. Journal of Autism and Developmental Disorders, 34, 449–466.
Parsons, S., Mitchell, P. & Leonard, A. (2005) Do adolescents with autistic spectrum disorders adhere to social conventions in virtual environments? Autism, 9, 95–117.
Whalen, C., Liden, L., Ingersoll, B., Dallaire, E. & Liden, S. (2006) Behavioral improvements associated with computer-assisted instruction for children with developmental disabilities. Journal of Speech and Language Pathology – Applied Behavior Analysis, 1, 11–26.
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Are there any paper suggestions for this context?
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Perhaps these articles may give you some other perspectives too.
(Language Courses, Transversal Skills and Transdisciplinary Education:
A Case Study in the Malaysian University)
(Teachers perception on their readiness in integrating soft skills in the teaching and learning Ilangko Subramaniam. Ph.D)
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Please, see attached document.
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You might want to look into the work that is done by some of my colleagues. In our group we have developed a model to assess competence-based education in Dutch VET. This model is grounded in constructivist learning theories such as cognitive apprenticeship, and is also validated by teachers and experts. For more information see the work of Renate Wesselink and Lidwien Sturing. The same model is also used in Uganda (research by George W. Kasule) and Indonesia (research by Zainun Misbah). I hope this will help you further.
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Are you doing research on the post-secondary vocational trying system in your county?  Is your system deregulated or centrally managed?  How responsive is it to business and industry demands? Is training well regarded? Are teachers respected and retained? I am interested in having a conversation with anyone who can comment on questions such as these, and more. Cheers Anne
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I researched career development in Germany. That was the topic of my Ph.D. thesis. But I work in Ukraine and familiar with the Ukrainian system of career counceling 
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Hi! We are working in a Project trying to define standards for training to employment, vocational training for people with disabilities.
We are looking for different standards based on types of disability, and related to Methodology, Resources and Equipment and Infrastructure reviews or articles were welcomed if anybody knows.
Thanks in advance!!!
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Hi Francisco,
I really have not come across too many academic papers in this area, but have found a number of working papers and proceedings which might be of interest. In particular, there are a number of documents published by The International Labour Organisation. Find below links to some of these materials.
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Enterprise customers are increasingly demanding methodologies that integrate technology (new devices) with didactics. So how can I use tablets and smartphones in the classrooms of vocational training?
Any suggestions?
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I suggest using tablets and smartphones in a blended learning configuration  for study of concepts and definitions that can be understood without the direct intervention of an insrtuctor or tutor.
In addition assignments and exercizes can be set by instructors and communicated in distance learning format to students' tablets and snartphones. Audio and video learning material can easily be communicated synchronously or asynchronously as well as in a audio or video on demand format.
Yaacov Katz.
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Many trainings focus on aspects of the personality and personal development of the participants. Especially psychosocial trainings (e.g. coach trainings, courses for counselling and psychotherapy) also want to form a personality, which meets the needs of such a profession. Typical necessary skills are self-reflexion, empathy, emotional stability, openness, extraversion and others more.
My question is how to measure such developments in an appropriate design for vocational trainings and courses? And also which methods (despite the questionnaires filled with subjective self-descriptions) are able to describe such changes in personality.  Therefore I am not interested in the processes during the courses but in the outcome and the evaluation of the personality changes.
I appreciate any creative methodological ideas :-)
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You could of course use pre-post measures by means of scales such as The Empathy (E) scale which has been proposed as a theoretically and psychometrically more satisfying alternative to existing self-report measures of empathy.
Personal Growth Initiative (PGI) as an active, intentional engagement in the process of personal growth for self-improvement of life experiences.
Methods have been used such as ;: 25 final year students were required to reflect individually on the covenant that exists between society and the practice of medicine based on their daily interactions with health care workers and patients for three of the five rotations in a one page document. A retrospective, descriptive case study employed qualitative methods to group emerging themes from 71 portfolios. . ....As the students reflected on feeling like 'guinea pigs' (n=25) migrating through periods of uncertainity to become 'teachable learners', they made ethical judgements that demonstrated the development of their moral integrity. A few students felt vulnerable in instances where they were pressured into 'pushing the line'.
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This is the subject of my research and I would be interested to know of similar research being undertaken. Mine is focussing specifically on the English Vocational Education system and how aspects of it might be replaced by an Edtech model but I am also doing fieldwork in India.
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I am interested in expanding the conventional association of technology as tools, hence incorporating the three functions of computers [tools, media, and social actors] from Fogg’s (Fogg, Cuellar, & Danielson, 2002; Fogg, 1998) triadic taxonomy, and by compounding these three technological roles with Chi’s (2009) three types of learning activities [active, constructive, and interactive]. https://www.researchgate.net/publication/259942338_Learning_With_From__Through_Technology_Re-Designing_TPACK_as_TPACK9
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I am a Ph.D student.
Employability as our main variable is to measured by 5 component (career development skills, emotional intelligence, general skills, experience, and discipline knowledge).
students constitute the statistical population so we can not choose some variables like job satisfaction as the consequence.
What we can do for the potential overlap between our main variable (employabilty) and consequences and antecedents. because employabilty itself is a extensive concept and components.
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SES would seem to be both an antecedent and a consequence, because of the virtuous circle that exists between education and salary.
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Survey will be of those assisted by government policies
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Efforts are made in India to empower them through advocacy and legislative assistance. Even though there is still a long way to go, the disabled do get lot of assistance from different Government policies and NGO, CBO support