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education and training</title> <meta name="description" content="Search results for: vocational education and training"> <meta name="keywords" content="vocational education and training"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="vocational education and training"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 10060</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: vocational education and training</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10060</span> Changes in Vocational Teacher Training in Hungary: Challenges and Possibilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anetta%20Bacsa-B%C3%A1n">Anetta Bacsa-Bán</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The training of vocational education teachers in Hungary was a special training system before the Bologna system, but under the influence of the Bologna system, the structure and content of the training changed significantly. The training of vocational teachers, including engineering teachers and vocational trainers, is considerably different when compared to the training of public education teachers. This study aims to present these differences and peculiarities, problems and issues of the training as well as to outline the possibilities of further development. During the study, the following methods were implemented: empirical research among students and graduates of vocational teacher training, as well as analysis of the relevant literature. The study summarizes the research and theoretical results related to vocational education and training (VET) teacher training over the past 15 years, with the aim of developing the training and mapping new directions in the field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocational%20teacher" title="vocational teacher">vocational teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20instructors" title=" technical instructors"> technical instructors</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20vocational%20instructors" title=" technical vocational instructors"> technical vocational instructors</a>, <a href="https://publications.waset.org/abstracts/search?q=theoretical%20aspects" title=" theoretical aspects"> theoretical aspects</a> </p> <a href="https://publications.waset.org/abstracts/142608/changes-in-vocational-teacher-training-in-hungary-challenges-and-possibilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142608.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">258</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10059</span> The Effects of Vocational Training on Offender Rehabilitation in Nigerian Correctional Institutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hadi%20Mohammed">Hadi Mohammed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The introduction of vocational education and training (VET) in correctional institutions as part of prisoner rehabilitation program is to help offenders develop marketable job skills and reduce re-offending thereby increasing the likely hood of successful reintegration back to their community. Offenders who participate in vocational education and training are significantly less likely to return to prison after released and are more likely to find employment after released than offenders who do not received such training. Those who participated in vocational training were 28% more likely to be employed after released from prison than those who did not received such training. This paper examined the effects of vocational training on offender rehabilitation as well as the effects of vocational training on the relationship between reformation and reintegration in Nigerian correctional institution. To address this two research question were formulated to guide the research. A survey research was employed. The participants were 200 offenders in Nigerian correctional institutions. Questionnaire items were administered. Mean, standard deviation and Partial Correlation were used for the data analysis. The findings revealed that vocational training has helped in offender rehabilitation in Nigerian correctional institutions. Similarly there was a moderate significant positive partial correlation between reformation and reintegration, controlling for vocational training, r=0.461, n=221, p<0.005 with moderate level of reformation and being associated with moderate level of reintegration. Based on the findings of the study, it was recommended that Nigerian Correctional Institutions should strengthen their vocational training program for offenders to be properly rehabilitated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=correctional%20institutions" title="correctional institutions">correctional institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education%20and%20training" title=" vocational education and training"> vocational education and training</a>, <a href="https://publications.waset.org/abstracts/search?q=offender%20rehabilitation" title=" offender rehabilitation"> offender rehabilitation</a> </p> <a href="https://publications.waset.org/abstracts/124203/the-effects-of-vocational-training-on-offender-rehabilitation-in-nigerian-correctional-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124203.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">168</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10058</span> Development of a Distance Training Package on Production of Handbook and Report Writing for Innovative Learning and Teaching for Vocational Teachers of Office of the Vocational Education Commission</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Petchpong%20Mayukhachot">Petchpong Mayukhachot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research were (1) to develop a distance training package on topic of Production of Handbook and Report writing for innovative learning and teaching for Vocational Teachers of Office of The Vocational Education Commission; (2) to study the effects of using the distance training package on topic Production of Handbook and Report writing for innovative learning and teaching for Vocational Teachers of Office of The Vocational Education Commission. and (3) to study the samples’ opinion on the distance training package on topic Production of Handbook and Report writing for innovative learning and teaching for Vocational Teachers of Office of The Vocational Education Commission Research and Development was used in this research. The purposive sampling group of this research was 39 Vocational Teachers of Office of The Vocational Education Commission. Instruments were; (1) the distance training package, (2) achievement tests on understanding of Production of Handbook and Report writing for innovative learning and teaching and learning activities to develop practical skills, and (3) a questionnaire for sample’s opinion on the distance training package. Percent, Mean, Standard Deviation, the E1/E2 efficiency index and t-test were used for data analysis. The findings of the research were as follows: (1) The efficiency of the distance training package was established as 80.90 / 81.90. The distance training package composed of the distance training package document and a manual for the distance training package. The distance training package document consisted of the name of the distance training package, direction for studying the distance training package, content’s structure, concepts, objectives, and activities after studying the distance training package. The manual for the distance training package consisted of the explanation of the distance training package and objectives, direction for using the distance training package, training schedule, documents as a manual of speech, and evaluations. (2) The effects of using the distance training package on topic Production of Handbook and Report writing for innovative learning and teaching for Vocational Teachers of Office of The Vocational Education Commission were the posttest average scores of achievement on understanding of Technology and Occupations teaching for development of critical thinking of the sample group were higher than the pretest average scores. (3) The most appropriate of trainees’ opinion were contents of the distance training package is beneficial to performance. That can be utilized in Teaching or operations. Due to the content of the two units is consistent and activities assigned to the appropriate content. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20training%20package" title="distance training package">distance training package</a>, <a href="https://publications.waset.org/abstracts/search?q=handbook%20writing%20for%20innovative%20learning" title=" handbook writing for innovative learning"> handbook writing for innovative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20report%20writing%20for%20innovative%20learning" title=" teaching report writing for innovative learning"> teaching report writing for innovative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/28681/development-of-a-distance-training-package-on-production-of-handbook-and-report-writing-for-innovative-learning-and-teaching-for-vocational-teachers-of-office-of-the-vocational-education-commission" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28681.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">435</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10057</span> Vocational and Technical Education in Nigeria: Issues and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maikudi%20Umar">Maikudi Umar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper conceived Vocational and Technical Education as those aspects of educational process, in addition to general education leading to acquisition of practical skills, attitudes as well as basic scientific knowledge as it relates to occupations in various sectors of the economic and social life. The paper therefore viewed Vocational and Technical education as those aspects of educational training designed to provide the recipient with the skills abilities and understanding needed for efficient performance in chosen occupational carrier for self reliance. The paper also examined some major inhibitions to the attainment of self reliance through VTE. The paper also recommended a change of attitudes by governments in Nigeria by providing adequate equipment so as to meet up with the challenges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title="vocational education">vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20education" title=" technical education"> technical education</a>, <a href="https://publications.waset.org/abstracts/search?q=skills%20and%20self%20reliance" title=" skills and self reliance"> skills and self reliance</a>, <a href="https://publications.waset.org/abstracts/search?q=issues%20and%20challenges" title=" issues and challenges "> issues and challenges </a> </p> <a href="https://publications.waset.org/abstracts/22946/vocational-and-technical-education-in-nigeria-issues-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22946.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">479</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10056</span> Rubric in Vocational Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azmanirah%20Ab%20Rahman">Azmanirah Ab Rahman</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamil%20Ahmad"> Jamil Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruhizan%20Muhammad%20Yasin"> Ruhizan Muhammad Yasin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rubric is a very important tool for teachers and students for a variety of purposes. Teachers use the rubric for evaluating student work while students use rubrics for self-assessment. Therefore, this paper was emphasized scoring rubric as a scoring tool for teachers in an environment of Competency Based Education and Training (CBET) in Malaysia Vocational College. A total of three teachers in the fields of electrical and electronics engineering were interviewed to identify how the use of rubrics practiced since vocational transformation implemented in 2012. Overall holistic rubric used to determine the performance of students in the skills area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=rubric" title="rubric">rubric</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=CBET" title=" CBET"> CBET</a> </p> <a href="https://publications.waset.org/abstracts/4101/rubric-in-vocational-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4101.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">506</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10055</span> Design of Intelligent Scaffolding Learning Management System for Vocational Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seree%20Chadcham">Seree Chadcham</a>, <a href="https://publications.waset.org/abstracts/search?q=Niphon%20Sukvilai"> Niphon Sukvilai </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is the research and development which is intended to: 1) design of the Intelligent Scaffolding Learning Management System (ISLMS) for vocational education, 2) assess the suitability of the Design of Intelligent Scaffolding Learning Management System for Vocational Education. Its methods are divided into 2 phases. Phase 1 is the design of the ISLMS for Vocational Education and phase 2 is the assessment of the suitability of the design. The samples used in this study are work done by 15 professionals in the field of Intelligent Scaffolding, Learning Management System, Vocational Education, and Information and Communication Technology in education selected using the purposive sampling method. Data analyzed by arithmetic mean and standard deviation. The results showed that the ISLMS for vocational education consists of 2 main components which are: 1) the Intelligent Learning Management System for Vocational Education, 2) the Intelligent Scaffolding Management System. The result of the system suitability assessment from the professionals is in the highest range. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent" title="intelligent">intelligent</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title=" scaffolding"> scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20management%20system" title=" learning management system"> learning management system</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a> </p> <a href="https://publications.waset.org/abstracts/30616/design-of-intelligent-scaffolding-learning-management-system-for-vocational-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30616.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">795</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10054</span> Examines the Proportionality between the Needs of Industry and Technical and Vocational Training of Male and Female Vocational Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khalil%20Aryanfar">Khalil Aryanfar</a>, <a href="https://publications.waset.org/abstracts/search?q=Pariya%20Gholipor"> Pariya Gholipor</a>, <a href="https://publications.waset.org/abstracts/search?q=Elmira%20Hafez"> Elmira Hafez </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the proportionality between the needs of industry and technical and vocational training of male and female vocational schools. The research method was descriptive that was conducted in two parts: documentary analysis and needs assessment and Delphi method was used in the need assessment. The statistical population of the study included 312 individuals from the industry sector employers and 52 of them were selected through stratified random sampling. Methods of data collection in this study, upstream documents include: document of the development of technical and vocational training, Statistical Yearbook 1393 in Tehran, the available documents in Isfahan Planning Department, the findings indicate that there is an almost proportionality between the needs of industry and Vocational training of male and female vocational schools in fields of welding, industrial electronics, electro technique, industrial drawing, auto mechanics, design, packaging, machine tool, metalworking, construction, accounting, computer graphics and the Administrative Affairs. The findings indicate that there is no proportionality between the needs of industry and Vocational training of male and female vocational schools in fields of Thermal - cooling systems, building electricity, building drawing, interior architecture, car electricity and motor repair. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=needs%20assessment" title="needs assessment">needs assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20and%20vocational%20training" title=" technical and vocational training"> technical and vocational training</a>, <a href="https://publications.waset.org/abstracts/search?q=industry" title=" industry "> industry </a> </p> <a href="https://publications.waset.org/abstracts/14212/examines-the-proportionality-between-the-needs-of-industry-and-technical-and-vocational-training-of-male-and-female-vocational-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14212.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">454</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10053</span> Enhancing Entrepreneurial Skills, Vocational, and Technical Education in Nigeria Schools: The Challenges and Way Forward</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stella%20Chioma%20Nwizu">Stella Chioma Nwizu</a>, <a href="https://publications.waset.org/abstracts/search?q=Emmanuel%20Nwangwu"> Emmanuel Nwangwu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Entrepreneurship, Vocational, and Technical education is an education that prepares one for effective adaptation to the world of work. It equally makes individuals self-reliant, self-sufficient and contributes to the development of society. It is, therefore, imperative that this type of education should be a priority in the development of any nation and should be given the utmost political support because of its importance and increasing demand on a global scale. This paper qualitatively explores three research questions on the policy status of Entrepreneurial, Vocational, and Technical Education (EVTE) in Nigeria, challenges hindering the enhancement of Entrepreneurial skills, Vocational and Technical Education in Nigeria, and strategies for the way forward. The major sources of data are secondary, interview and observation. Findings revealed the need to revise the policy of ETVE to meet the needs of the changing world of work. Challenges identified include corruption, inadequate funding, inadequate equipment, unqualified TVET Teachers/Instructors, poor documentation, policy implementation, poor conditions of service, and poor supervision of TVET programmes. Finally, the study identified policy revision, improvement in budgetary allocation, collaboration, sensitization, Public-Private Partnership, and training and retraining of instructors as the way forward toward the amelioration of the issues raised. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title="entrepreneurship">entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20skills" title=" entrepreneurial skills"> entrepreneurial skills</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20and%20technical%20education" title=" vocational and technical education"> vocational and technical education</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20and%20vocational%20education%20and%20training" title=" technical and vocational education and training"> technical and vocational education and training</a>, <a href="https://publications.waset.org/abstracts/search?q=VTE%20policy" title=" VTE policy"> VTE policy</a> </p> <a href="https://publications.waset.org/abstracts/179231/enhancing-entrepreneurial-skills-vocational-and-technical-education-in-nigeria-schools-the-challenges-and-way-forward" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179231.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10052</span> The Politics and Consequences of Decentralized Vocational Education: The Modified System of Vocational Studies in Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nkrumak%20Micheal%20Atta%20Ofori">Nkrumak Micheal Atta Ofori</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Vocational System is a decentralized Studies System implemented in Ghana as vocation studies strategy for grassroot that focuses on providing individuals with the specific skills, knowledge, and training necessary for a particular trade, craft, profession, or occupation. This article asks how devolution of vocational studies to local level authorities produces responsive and accountable representation and sustainable vocational learning under the vocational Studies System. It focuses on two case studies: Asokore Mampong and Atwima kwanwoma Municipal. Then, the paper asks how senior high school are developing new material and social practices around the vocational studies System to rebuild their livelihoods and socio-economic wellbeing. Here, the article focusses on Kumasi District, drawing lessons for the two other cases. The article shows how the creation of representative groups under the Vocational Studies System provides the democratic space necessary for effective representation of community aspirations. However, due to elite capture, the interests of privilege few people are promoted. The state vocational training fails to devolve relevant and discretionary resources to local teachers and do not follow the prescribed policy processes of the Vocational Studies System. Hence, local teachers are unable to promote responsive and accountable representation. Rural communities continue to show great interest in the Vocational Studies System, but the interest is bias towards gaining access to vocational training schools for advancing studies. There is no active engagement of the locals in vocational training, and hence, the Vocational Studies System exists only to promote individual interest of communities. This article shows how ‘failed’ interventions can gain popular support for rhetoric and individual gains. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocational%20studies%20system" title="vocational studies system">vocational studies system</a>, <a href="https://publications.waset.org/abstracts/search?q=devolution%20of%20vocational%20studies" title=" devolution of vocational studies"> devolution of vocational studies</a>, <a href="https://publications.waset.org/abstracts/search?q=local-level%20authorities" title=" local-level authorities"> local-level authorities</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20schools%20and%20vocational%20learning" title=" senior high schools and vocational learning"> senior high schools and vocational learning</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20aspirations%20and%20representation" title=" community aspirations and representation"> community aspirations and representation</a> </p> <a href="https://publications.waset.org/abstracts/174471/the-politics-and-consequences-of-decentralized-vocational-education-the-modified-system-of-vocational-studies-in-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174471.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10051</span> Empowering Teachers to Bolster Vocational Education in Cameroon</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ambissah%20Asah%20Brigitte">Ambissah Asah Brigitte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is guided by observations in the types of education offered at the secondary level in Cameroon. The secondary education system in Cameroon comprises two types of education, including General Education and Technical and Vocational Education. Although General Education and, Technical and Vocational Education are given equal importance by public authorities, General Education remains on the thriving trend, enjoying the greatest enrolment. In the meantime, Technical and Vocational Education is still to reach the adequate momentum expected to fostering the country’s full-fledged development, as specified in the National Development Strategy, which is the blue print of State policies in Cameroon for the 2020-2030 decade. Vocational Education is credited for its ability to foster a country’s development, since it teaches students the precise skills and knowledge needed to carry out a specific craft, technical skill or trade. Yet, formal training on Vocational Education for teachers offers a pale face in secondary education. This limits the ability of the educational system to nurture vocations and provide the country’s economy with the manpower necessary to achieving development goals. This article seeks to analyse how concretely does the institutional framework spur vocational skills in secondary school teachers. It overviews the instruments instituting Vocational Education at the secondary level in Cameroon, then assesses their effective implementation on the ground. Questionnaires addressed to both active teachers and vocational education policy-makers serve to collect data which are analysed using descriptive statistics. The final objective is to contribute in the debate urging to rethink the role of teachers in bolstering Vocational Education, which is the cornerstone of industrial development. This is true everywhere in the world. In Cameroon and in Africa in general, teachers must be empowered in this field with specific sets of competencies they will need to pass on to learners. They equally need to be given opportunities to acquire and adapt their knowledge and teaching skills accordingly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title="vocational education">vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=cameroon" title=" cameroon"> cameroon</a>, <a href="https://publications.waset.org/abstracts/search?q=institutional%20framework" title=" institutional framework"> institutional framework</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20development" title=" national development"> national development</a>, <a href="https://publications.waset.org/abstracts/search?q=competencies%20and%20skills" title=" competencies and skills"> competencies and skills</a> </p> <a href="https://publications.waset.org/abstracts/171719/empowering-teachers-to-bolster-vocational-education-in-cameroon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171719.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">73</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10050</span> Digital Learning Repositories for Vocational Teaching and Knowledge Sharing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prachyanun%20Nilsook">Prachyanun Nilsook</a>, <a href="https://publications.waset.org/abstracts/search?q=Panita%20Wannapiroon"> Panita Wannapiroon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to study a Digital Learning Repository System (DLRS) on vocational teachers and teaching in Thailand. The innobpcd.net is a DLRS being utilized by the Office of Vocational Education Commission and operationalized by the Bureau of Personnel Competency Development for vocational education teachers. The aim of the system is to support and enhance the process of vocational teaching and to improve staff development by providing teachers with a variety of network connections and information. The system provides centralized hosting and access to content, and the ability to share digital objects or files, to set permissions and controls for access to content that can be used vocational education teachers for their teaching and for their own development. The elements of DLRS include; Digital learning system, Media Library, Knowledge-based system and Mobile Application. The system aims to link vocational teachers to the most effective emerging technologies available for learning, so they are better resourced to support their vocational students. The initial results from this evaluation indicate that there is a range of services provided by the system being used by vocational teachers and this paper indicates which facilities have the greatest usage and impact on vocational teaching in Thailand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20learning%20repositories" title="digital learning repositories">digital learning repositories</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20objects" title=" learning objects"> learning objects</a> </p> <a href="https://publications.waset.org/abstracts/30652/digital-learning-repositories-for-vocational-teaching-and-knowledge-sharing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30652.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">466</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10049</span> Role of Vocational Education and Training in Economic Excellence and Social Inclusion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Ali%20Asadullah">Muhammad Ali Asadullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Zafarullah%20Amir"> Zafarullah Amir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, Vocational Education and Training (VET) has been under discussion by the academic researchers and remained in focus in the political grounds. Due to potential contribution of VET, the World Bank and United Nations Educational, Scientific and Cultural Organization (UNESCO) support vocational education to reduce poverty, enhance economic growth and increase competitiveness. This paper examines the impact of Vocational Education and Training on the Economic Growth and Social Inclusion with direct and mediation effect of Social Inclusion. The basic purpose of this study is to assess economic pay-offs as a result of long term investments in VET. Based on the review of Anderson Nilsson, initially we explored the increasing or decreasing trend in investment on VET. Further, the study explores that the countries which invest more on VET, tend to get more economic growth and are socially more ‘inclusive’. It is a longitudinal / panel data study with 12 years of registered data which involves 24 OECD countries. The results of the study indicate the VET has positive association with Social Inclusion and Economic Growth. Further, there is also a positive association of VET and Economic Growth through mediation of Social Inclusion. The current study considers not only issue and challenges in developing VET systems but also contributes to develop the theoretical framework for considering how VET can directly and indirectly improve economic growth and social inclusion. A wider appreciation of how VET’s benefits operate may influence a country’s decisions to invest in it. If policy makers increase investment on VET, the result would be positive in Economic Growth and Social Inclusion. It is also recommended that the same OECD model may be implemented in developing countries like Pakistan. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vocational%20Education%20and%20Training%20%28VET%29" title="Vocational Education and Training (VET)">Vocational Education and Training (VET)</a>, <a href="https://publications.waset.org/abstracts/search?q=Social%20Inclusion" title=" Social Inclusion"> Social Inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=Economic%20Growth" title=" Economic Growth"> Economic Growth</a>, <a href="https://publications.waset.org/abstracts/search?q=OECD%20countries" title=" OECD countries"> OECD countries</a> </p> <a href="https://publications.waset.org/abstracts/45479/role-of-vocational-education-and-training-in-economic-excellence-and-social-inclusion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45479.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">310</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10048</span> The Professionalization of Teachers in the Context of the Development of a Future-Oriented Technical and Vocational Education and Training System in Egypt</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sherin%20Ahmed%20El-Badry%20Sadek">Sherin Ahmed El-Badry Sadek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this research, it is scientifically examined what contribution the professionalization of teachers can make to the development of a future-oriented vocational education and training system in Egypt. For this purpose, a needs assessment of the Egyptian vocational training system with the central actors and prevailing structures forms the foundation of the study, which theoretically underpinned with the attempt to resolve to some extent the tension between Luhmann's systems theory approach and the actor-centered theory of professional teacher competence. The vocational education system, in particular, must be adaptable and flexible due to the rapidly changing qualification requirements. In view of the pace of technological progress and the associated market changes, vocational training is no longer to be understood only as an educational tool aimed at those who achieve poorer academic performance or are not motivated to take up a degree. Rather, it is to be understood as a cornerstone for the development of society, and international experience shows that it is the core of lifelong learning. But to what extent have the education systems been able to react to these changes in their political, social, and technological systems? And how effective and sustainable are these changes actually? The vocational training system, in particular, has a particular impact on other social systems, which is why the appropriate parameters with the greatest leverage must be identified and adapted. Even if systems and structures are highly relevant, teachers must not hide behind them and must instead strive to develop further and to constantly learn. Despite numerous initiatives and programs to reform vocational training in Egypt, including the EU-funded Technical and Vocational Education and Training (TVET) reform phase I and phase II, the fit of the skilled workers to the needs of the labor market is still insufficient. Surveys show that the majority of employers are very dissatisfied with the graduates that the vocational training system produces. The data was collected through guideline-based interviews with experts from the education system and relevant neighboring systems, which allowed me to reconstruct central in-depth structures, as well as patterns of action and interpretation, in order to subsequently feed these into a matrix of recommendations for action. These recommendations are addressed to different decision-makers and stakeholders and are intended to serve as an impetus for the sustainable improvement of the Egyptian vocational training system. The research findings have shown that education, and in particular vocational training, is a political field that is characterized by a high degree of complexity and which is embedded in a barely manageable, highly branched landscape of structures and actors. At the same time, the vocational training system is not only determined by endogenous factors but also increasingly shaped by the dynamics of the environment and the neighboring social subsystems, with a mutual dependency relationship becoming apparent. These interactions must be taken into account in all decisions, even if prioritization of measures and thus a clear sequence and process orientation are of great urgency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competence%20orientation" title="competence orientation">competence orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20policies" title=" educational policies"> educational policies</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20systems" title=" education systems"> education systems</a>, <a href="https://publications.waset.org/abstracts/search?q=expert%20interviews" title=" expert interviews"> expert interviews</a>, <a href="https://publications.waset.org/abstracts/search?q=globalization" title=" globalization"> globalization</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20development" title=" organizational development"> organizational development</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalization" title=" professionalization"> professionalization</a>, <a href="https://publications.waset.org/abstracts/search?q=systems%20theory" title=" systems theory"> systems theory</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=TVET%20system" title=" TVET system"> TVET system</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20training" title=" vocational training"> vocational training</a> </p> <a href="https://publications.waset.org/abstracts/132761/the-professionalization-of-teachers-in-the-context-of-the-development-of-a-future-oriented-technical-and-vocational-education-and-training-system-in-egypt" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132761.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10047</span> Status of Vocational Education and Training in India: Policies and Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vineeta%20Sirohi">Vineeta Sirohi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of critical skills and competencies becomes imperative for young people to cope with the unpredicted challenges of the time and prepare for work and life. Recognizing that education has a critical role in reaching sustainability goals as emphasized by 2030 agenda for sustainability development, educating youth in global competence, meta-cognitive competencies, and skills from the initial stages of formal education are vital. Further, educating for global competence would help in developing work readiness and boost employability. Vocational education and training in India as envisaged in various policy documents remain marginalized in practice as compared to general education. The country is still far away from the national policy goal of tracking 25% of the secondary students at grade eleven and twelve under the vocational stream. In recent years, the importance of skill development has been recognized in the present context of globalization and change in the demographic structure of the Indian population. As a result, it has become a national policy priority and taken up with renewed focus by the government, which has set the target of skilling 500 million people by 2022. This paper provides an overview of the policies, practices, and current status of vocational education and training in India supported by statistics from the National Sample Survey, the official statistics of India. The national policy documents and annual reports of the organizations actively involved in vocational education and training have also been examined to capture relevant data and information. It has also highlighted major initiatives taken by the government to promote skill development. The data indicates that in the age group 15-59 years, only 2.2 percent reported having received formal vocational training, and 8.6 percent have received non-formal vocational training, whereas 88.3 percent did not receive any vocational training. At present, the coverage of vocational education is abysmal as less than 5 percent of the students are covered by the vocational education programme. Besides, launching various schemes to address the mismatch of skills supply and demand, the government through its National Policy on Skill Development and Entrepreneurship 2015 proposes to bring about inclusivity by bridging the gender, social and sectoral divide, ensuring that the skilling needs of socially disadvantaged and marginalized groups are appropriately addressed. It is fundamental that the curriculum is aligned with the demands of the labor market, incorporating more of the entrepreneur skills. Creating nonfarm employment opportunities for educated youth will be a challenge for the country in the near future. Hence, there is a need to formulate specific skill development programs for this sector and also programs for upgrading their skills to enhance their employability. There is a need to promote female participation in work and in non-traditional courses. Moreover, rigorous research and development of a robust information base for skills are required to inform policy decisions on vocational education and training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=policy" title="policy">policy</a>, <a href="https://publications.waset.org/abstracts/search?q=skill" title=" skill"> skill</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education "> vocational education </a> </p> <a href="https://publications.waset.org/abstracts/112518/status-of-vocational-education-and-training-in-india-policies-and-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112518.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10046</span> Assessing the Impacts of Vocational Training System in the Sudan: A Dynamic CGE Application</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zuhal%20Mohammed">Zuhal Mohammed</a>, <a href="https://publications.waset.org/abstracts/search?q=Khalid%20Siddig"> Khalid Siddig</a>, <a href="https://publications.waset.org/abstracts/search?q=Harald%20Grethe"> Harald Grethe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vocational training (VT) has been identified as a potential engine for achieving economic and social development, particularly in developing countries, while during the last two decades it is deemed as an essential determinant of human capital accumulation. Furthermore, it has a crucial role in reducing inequality, wage gaps and unemployment and in promoting skill decomposition. Government plays an important role in the human capital formulation by providing finance for education. In some countries, a large portion of the public educational investment is devoted to academic education (primary, secondary and tertiary). This is reflected in disproportionately increasing investment in various education sectors other than vocational education and VT. Nevertheless, the finance of VT system is not likely to increase or even remain at its existing level. This paper conducts an in-depth analysis to quantify the impacts of various options for expanding the public expenditure on education as well as vocational training in the Sudan. The study uses a recursive dynamic CGE modelling framework that accommodates VT and allows depicting the impact of various policies targeting the vocational training system with special focus on the agricultural sector. This allows for depicting the potential effects of various resource allocation policies not only among education versus non-education sectors, but also between the various types of education and training. Moreover, the study assesses the role of VT system in the economy through its influence on workers’ skill improvement and their movement across sectors. The results show that an increase in the public educational investment will lead to decrease the supply of low and high educated workers as results of increasing the school participation of the students in the short run. While in the medium to long run, this measure guides to increase the productivity of the labour and thus the growth rate of the gross domestic product (GDP). Therefore, the findings of the study provide Sudanese policymakers with needed information to help to adopt measures to reduce unemployment, enhance workers’ skill and ultimately improve livelihoods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocational%20training" title="vocational training">vocational training</a>, <a href="https://publications.waset.org/abstracts/search?q=recursive%20dynamic%20CGE" title=" recursive dynamic CGE"> recursive dynamic CGE</a>, <a href="https://publications.waset.org/abstracts/search?q=skill%20level" title=" skill level"> skill level</a>, <a href="https://publications.waset.org/abstracts/search?q=labour%20market" title=" labour market"> labour market</a>, <a href="https://publications.waset.org/abstracts/search?q=economic%20growth" title=" economic growth"> economic growth</a>, <a href="https://publications.waset.org/abstracts/search?q=Sudan" title=" Sudan"> Sudan</a> </p> <a href="https://publications.waset.org/abstracts/75082/assessing-the-impacts-of-vocational-training-system-in-the-sudan-a-dynamic-cge-application" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75082.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">197</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10045</span> Challenges in the Use of Information and Communication Technology in Agricultural Education and Training in Colleges of Education in Adamawa State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Harrison%20Gideon%20Maghra">Harrison Gideon Maghra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was conducted on the challenges in the use of ICT in Agricultural Education and Training in Colleges of Education in Adamawa State. Three objectives guided the study, and the objectives were translated into three research questions and the research questions translated into two null hypotheses. Frequency and percentage were used to answer research question one, mean and standard deviation were used to answer research questions two and three, and t-test statistic was used to test the null hypotheses at 0.05 level of significance. The study was descriptive research and a questionnaire was used to solicit responses from the respondent. The instrument for data collection was subjected to face and content validity by 1 expert in the Department of Vocational Education, Modibbo Adama University, Yola and 3 experts from the Department of Vocational and Technical Education, Adamawa State University, Mubi. Pearson Product Moment Correlation Coefficient was used to test the reliability of the instrument and a reliability coefficient of 0.76 was obtained through the test re-test test method. Results from the study revealed that ICT facilities are not available in state-owned colleges of education. Agricultural Education lecturers have a positive attitude toward the use of ICT in teaching agricultural education and training. Based on the findings of the study, recommendations were made, among which: Colleges of Education in the state should organize training on the use of ICT for all lecturers, including those in the Agricultural Education program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=challenges" title="challenges">challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=agricultural%20education" title=" agricultural education"> agricultural education</a>, <a href="https://publications.waset.org/abstracts/search?q=colleges%20of%20education" title=" colleges of education"> colleges of education</a> </p> <a href="https://publications.waset.org/abstracts/161823/challenges-in-the-use-of-information-and-communication-technology-in-agricultural-education-and-training-in-colleges-of-education-in-adamawa-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161823.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10044</span> Transforming Higher Education in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samir%20Sarfraj%20Terdalkar">Samir Sarfraj Terdalkar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> India needs to step into affordable higher education with more focus on skill development and employability. The general scenario of higher education in India revolves around two major branches of higher education ie., Engineering and Medical Sciences. These two branches still cannot be considered as affordable. Hence, skill development of each and every student beginning from the school education should emphasize on learning skills with special focus on physics and mathematics. In India, the Central Government initiated a survey based process of all higher Educational Institutes/ Universities and colleges in India. This survey/ process was – All India Survey On Higher Education (AISHE). The focus of this process was understand and Though the increase is significant, it is necessary to propagate skill and vocational education which would add to the employability factor. Similarly, there has been a significant increase in number of higher education institutes, there is need to rethink on the type of education/ curriculum offered by these institutions. In this regard, vocational education has helped to build skill sets to certain extent. There is need to bring in this vocational educational in main stream education which could be complementary for undergraduate / post graduate education. The paper focuses on different policies to bring in vocational/ skill education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=skill" title=" skill"> skill</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational" title=" vocational"> vocational</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a> </p> <a href="https://publications.waset.org/abstracts/166335/transforming-higher-education-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166335.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">108</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10043</span> The Influence of the Vocational Teachers Empowerment toward the Vocational High Schools’ Performance Based on the Education National Standards of Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Haris%20Setiawan">Abdul Haris Setiawan </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers empowerment is one of the important factors considered to contribute significantly to the achievement of the national education goals. This study was conducted to determine the influence on the vocational teachers empowerment toward the performance of the vocational high schools based on the Education National Standards of Indonesia. The population of the study was all vocational teachers at the State Vocational High schools in Surakarta, Central Java Province, Indonesia. The sampling technique used proportional random sampling technique. This study used a quantitative descriptive statistical analysis techniques. The data was collected using questionnaires. The data has been collected and then tested using analysis requirements test. Having tested using the requirements analysis and then the data processed using regression analysis between the independent and dependent variables to determine the effect and the regression equation. The results of the study found that the level of vocational high schools’ performance based on the Education National Standards of Indonesia was 74.29%, including in the high category; the level of vocational teachers empowerment was 76.20%, including in the high category; there was a positive influence of vocational teachers empowerment toward the vocational high schools’ performance based on the Education National Standards of Indonesia with a correlation coefficient of 0,886, and a contribution of 78.50% with the regression equation Y = 79.431 +0.534 X. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocational%20teachers" title="vocational teachers">vocational teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment" title=" empowerment"> empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20high%20school" title=" vocational high school"> vocational high school</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20education%20national%20standards" title=" the education national standards"> the education national standards</a> </p> <a href="https://publications.waset.org/abstracts/11858/the-influence-of-the-vocational-teachers-empowerment-toward-the-vocational-high-schools-performance-based-on-the-education-national-standards-of-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11858.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">394</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10042</span> Vocational Education: A Synergy for Skills Acquisition and Global Learning in Colleges of Education in Ogun State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raimi">Raimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kehinde%20Olawuyi"> Kehinde Olawuyi</a>, <a href="https://publications.waset.org/abstracts/search?q=Omoare%20Ayodeji%20Motunrayo"> Omoare Ayodeji Motunrayo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last two decades, there has been rising youth unemployment, restiveness, and social vices in Nigeria. The relevance of Vocational Education for skills acquisition, global learning, and national development to address these problems cannot be underestimated. Thus, the need to economically empower Nigerian youths to be able to develop the nation and meet up in the ever-changing global learning and economy led to the assessment of Vocational Education as Synergy for the Skills Acquisition and Global Learning in Ogun State, Nigeria. One hundred and twenty out of 1,500 students were randomly selected for this study. Data were obtained through a questionnaire and were analyzed with descriptive statistics and Chi-square. The results of the study showed that 59.2% of the respondents were between 20 – 24 years of age, 60.8% were male, and 65.8% had a keen interest in Vocational Education. Also, 90% of the respondents acquired skills in extension/advisory, 78.3% acquired skills in poultry production, and 69.1% acquired skills in fisheries/aquaculture. The major constraints to Vocational Education are inadequate resource personnel (χ² = 10.25, p = 0.02), inadequate training facilities (x̅ = 2.46) and unstable power supply (x̅ = 2.38). Results of Chi-square showed significance association between constraints and Skills Acquisition (χ² = 12.54, p = 0.00) at p < 0.05 level of significance. It was established that Vocational Education significantly contributed to students’ skills acquisition and global learning. This study, therefore, recommends that inadequate personnel should be looked into by the school authority in order not to over-stretch the available staff of the institution while the provision of alternative stable power supply (solar power) is also essential for effective teaching and learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title="vocational education">vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=skills%20acquisition" title=" skills acquisition"> skills acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20development" title=" national development"> national development</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20learning" title=" global learning"> global learning</a> </p> <a href="https://publications.waset.org/abstracts/113434/vocational-education-a-synergy-for-skills-acquisition-and-global-learning-in-colleges-of-education-in-ogun-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113434.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10041</span> The Reasons and the Practical Benefits Behind the Motivation of Businesses to Participate in the Dual Education System (DLS)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ainur%20Bulasheva">Ainur Bulasheva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the last decade, the dual learning system (DLS) has been actively introduced in various industries in Kazakhstan, including both vocational, post-secondary, and higher education levels. It is a relatively new practice-oriented approach to training qualified personnel in Kazakhstan, officially introduced in 2012. Dual learning was integrated from the German vocational education and training system, combining practical training with part-time work in production and training in an educational institution. The policy of DLS has increasingly focused on decreasing youth unemployment and the shortage of mid-level professionals by providing incentives for employers to involve in this system. By participating directly in the educational process, the enterprise strives to train its future personnel to meet fast-changing market demands. This study examines the effectiveness of DLS from the perspective of employers to understand the motivations of businesses to participate (invest) in this program. The human capital theory of Backer, which predicts that employers will invest in training their workers (in our case, dual students) when they expect that the return on investment will be greater than the cost - acts as a starting point. Further extensionists of this theory will be considered to understand investing intentions of businesses. By comparing perceptions of DLS employers and non-dual practices, this study determines the efficiency of promoted training approach for enterprises in the Kazakhstan agri-food industry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocational%20and%20technical%20education" title="vocational and technical education">vocational and technical education</a>, <a href="https://publications.waset.org/abstracts/search?q=dualeducation" title=" dualeducation"> dualeducation</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20capital%20theory" title=" human capital theory"> human capital theory</a>, <a href="https://publications.waset.org/abstracts/search?q=argi-food%20industry" title=" argi-food industry"> argi-food industry</a> </p> <a href="https://publications.waset.org/abstracts/162382/the-reasons-and-the-practical-benefits-behind-the-motivation-of-businesses-to-participate-in-the-dual-education-system-dls" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162382.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10040</span> Industry Practitioners Involvement in Taiwan Vocational Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hsiao%20Tseng%20Lin">Hsiao Tseng Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Szu%20Mei%20Hsiao"> Szu Mei Hsiao</a>, <a href="https://publications.waset.org/abstracts/search?q=Mei%20Chun%20Yuan"> Mei Chun Yuan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today's rapid development of industrial pulsation, how to reduce the gap between the academics and industry need become an important issue in vocational education. Beginning in 2015, a two-year program for teaching excellence, funded by the Ministry of Education Taiwan, is implemented by Meiho University, with a total project funding of $ 1.5 million USD. One of the innovated highlights of this program is to invite 188 industry practitioners to participate in collaborative teaching for 175 classes and 28 industry practitioners to be as mentors too. 56 industry practitioners are also invited to participate in curriculum planning and design. Students' overall satisfaction with the program was more than 4.5 (out of 5.0). This paper aims to evaluate the effectiveness and discusses the limit of the practitioners program. This study has revealed and provided some valuable perspectives how to best ensure the ongoing involvement of industry practitioners in vocational education. The findings of this study are valuable to those involved in designing collaborative teaching curriculum and delivering a course for vocational education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20teaching" title="collaborative teaching">collaborative teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%20practitioners" title=" industry practitioners"> industry practitioners</a>, <a href="https://publications.waset.org/abstracts/search?q=mentor" title=" mentor"> mentor</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a> </p> <a href="https://publications.waset.org/abstracts/68411/industry-practitioners-involvement-in-taiwan-vocational-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68411.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">434</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10039</span> Perspectives of Pre-service Teachers on Vocational Pedagogy in Technical and Vocational Education and Training Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siphokazi%20Vimbelo">Siphokazi Vimbelo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Abstract - TVET colleges were established to equip students with the necessary skills for careers in a variety of fields such as business, tourism, engineering, and hospitality. TVET teachers are responsible for preparing students and for ensuring that students acquire these necessary skills. This calls for the pedagogies currently utilized in the TVET classroom. Occupational programmes that are being introduced in TVET colleges in South Africa will necessitate vocational pedagogy, which focuses on how individuals learn effectively in skill-oriented knowledge areas. Furthermore, limited research exists on the obstacles encountered by pre-service TVET educators as they develop vocational pedagogy-based lessons. Hence, this research will specifically examine the difficulties encountered by pre-service teachers in creating lesson plans rooted in vocational teaching methods. The preservice teachers are the students in the first year of the Advanced Diploma in Technical and Vocational Teaching (ADTVT). After brainstorming vocational pedagogy, the preservice teachers will develop lessons rooted in vocational pedagogy. Following that, the preservice teachers will participate in interviews to reflect on their lesson preparation process and discuss the challenges they encountered during the preparation. Thematic analysis will be used to analyse the data. It would be fascinating to discover the obstacles and exchange thoughts with academics from other Higher Education Institutions (HEIs) that also provide the same course, since it is a new program. Furthermore, the results will assist Cape Peninsula University of Technology (CPUT) academics in partnering with other academics to create various strategies for tackling challenges and determining priorities in implementing vocational education for a new student population. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title="preservice teachers">preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=TVET" title=" TVET"> TVET</a>, <a href="https://publications.waset.org/abstracts/search?q=TVET%20teaching" title=" TVET teaching"> TVET teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20pedagogy" title=" vocational pedagogy"> vocational pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/182913/perspectives-of-pre-service-teachers-on-vocational-pedagogy-in-technical-and-vocational-education-and-training-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182913.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">72</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10038</span> Developing a Complete Profile: Vocational Assessment, Rehabilitation, and Management for Adults with Intellectual Disability in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Virakti%20Dhaval%20Shah">Virakti Dhaval Shah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Advances in technology and the changes in lifestyle and work expectations amid the COVID-19 pandemic are requiring changes to vocational assessment, provision of vocational training, and identification of job matches for individuals with intellectual disability. Vocational assessment involves the assessment of interests, skills, abilities, and strengths/weaknesses, as well as a detailed understanding of healthcare, familial, social, community, workplace-related and policy-level protective and risk factors impacting the individual. In India, vocational assessment procedures such as interviews play a major role in vocational placement today. Unfortunately, many of the most widely used vocational assessment instruments in India were developed in the 1970s to 2000s and have not been revised since. Hence, there is a dire need to update existing tools and prepare a structured approach for vocational service providers to meet the unique employment needs of individuals with intellectual disabilities. To address this need, this project designed a multi-domain assessment toolkit for a structured approach to vocational assessment, training, and job placement for individuals with intellectual disabilities in India. Methods included conducting an empirical review of the available tools currently in use in India for the vocational assessment of persons with intellectual disabilities. Domains addressed in the instrument review were organized into a structured system, and additional items related to contemporary technology, pandemic-related experiences of persons with disabilities, and changes in lifestyle and work expectations due to the pandemic were added. Items assessing behaviors, provision of vocational training, and identification of job matches for individuals with intellectual disabilities were developed. The proposed tool has the potential to benefit organizations working with and preparing individuals with intellectual disabilities to find successful employment by undertaking a structured approach to vocational assessment, rehabilitation, training, and placement. It can be particularly useful for guiding new professionals doing vocational rehabilitation in India. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disability" title="intellectual disability">intellectual disability</a>, <a href="https://publications.waset.org/abstracts/search?q=rehabilitation" title=" rehabilitation"> rehabilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20assessment" title=" vocational assessment"> vocational assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20rehabilitation" title=" vocational rehabilitation"> vocational rehabilitation</a> </p> <a href="https://publications.waset.org/abstracts/157613/developing-a-complete-profile-vocational-assessment-rehabilitation-and-management-for-adults-with-intellectual-disability-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157613.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10037</span> Leading with Skill Development: A Collaborative and Community Based Approach to Ending Open Defecation in Rural India via Computerized Technical Vocational Education and Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Srividya%20Sheshadri">Srividya Sheshadri</a>, <a href="https://publications.waset.org/abstracts/search?q=Christopher%20Coley"> Christopher Coley</a>, <a href="https://publications.waset.org/abstracts/search?q=Roa.%20R.%20Bhavani"> Roa. R. Bhavani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> India currently accounts for 60 percent of the open defecation that is practiced globally. While research in the domain of sanitation development makes it apparent that girls and women living in rural India are disproportionately affected, interventions to address this dilemma are lacking. An important but relatively unexplored connection with poor sanitation is that women living in rural India are not only the largest marginalized group without access to adequate sanitation facilities, they also represent a majority of India’s unskilled workers. By training women to build their own toilets, through an approach that has demonstrated success in empowering marginalized communities through technical and vocational education and training (TVET), a collaborative dynamic emerges that can engage entire communities in the movement towards total sanitation. Designed and implemented by Amrita University, this technology-enhanced, community-based approach to skill development, known as Amrita computerized Vocational Education and Training (or Amrita cVET), has begun to show promise in addressing the struggle to end open defecation, and raise sanitation awareness, as well as strengthen personal and community development among women living in rural India. While Amrita cVET project, known as Women Empowerment: Sanitation, is currently in implementation in seven states throughout India, this paper will discuss early stages of the intervention in rural villages within the Indian states of: Karnataka and Goa, where previous sanitation efforts have failed to take hold. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20based%20development" title="community based development">community based development</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment%20studies" title=" empowerment studies"> empowerment studies</a>, <a href="https://publications.waset.org/abstracts/search?q=sanitation%20in%20India" title=" sanitation in India"> sanitation in India</a>, <a href="https://publications.waset.org/abstracts/search?q=computerized%20vocational%20training" title=" computerized vocational training"> computerized vocational training</a> </p> <a href="https://publications.waset.org/abstracts/34710/leading-with-skill-development-a-collaborative-and-community-based-approach-to-ending-open-defecation-in-rural-india-via-computerized-technical-vocational-education-and-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34710.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">388</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10036</span> Requirements for the Development of Competencies to Mentor Trainee Teachers: A Case Study of Vocational Education Cooperating Teachers in Quebec</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nathalie%20Gagnon">Nathalie Gagnon</a>, <a href="https://publications.waset.org/abstracts/search?q=Andr%C3%A9anne%20Gagn%C3%A9"> Andréanne Gagné</a>, <a href="https://publications.waset.org/abstracts/search?q=Julie%20Courcy"> Julie Courcy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Quebec's vocational education teachers experience an atypical induction process into the workplace and thus face unique challenges. In contrast to elementary and high school teachers, who must undergo initial teacher training in order to access the profession, vocational education teachers, in most cases, are hired based on their professional expertise in the trade they are teaching, without prior pedagogical training. In addition to creating significant stress, which does not foster the acquisition of teaching roles and skills, this approach also forces recruits into a particular posture during their practical training: that of juggling their dual identities as teacher and trainee simultaneously. Recruits are supported by Cooperating Teachers (CPs) who, as experienced educators, take a critical and constructive look at their practices, observe them in the classroom, give them constructive feedback, and encourage them in their reflective practice. Thus, the vocational setting CP also assumes a distinctive posture and role due to the characteristics of the trainees they support. Although it is recognized that preparation, training, and supervision of CPs are essential factors in improving the support provided to trainees, there is little research about how CPs develop their support skills, and very little research focuses on the distinct posture they occupy. However, in order for them to be properly equipped for the important role they play in recruits’ practical training, it is vital to know more about their experience. An individual’s competencies cannot be studied without first examining what characterizes their experience, how they experience any given situation on cognitive, emotional, and motivational levels, in addition to how they act and react in situ. Depending on its nature, the experience will or will not promote the development of a specific competency. The research from which this communication originates focuses on describing the overall experience of vocational education CP in an effort to better understand the mechanisms linked to the development of their mentoring competencies. Experience and competence were, therefore, the two main theoretical concepts leading the research. As per methodology choices, case study methods were used since it proves to be adequate to describe in a rich and detailed way contemporary phenomena within contexts of life. The set of data used was collected from semi-structured interviews conducted with 15 vocational education CP in Quebec (Canada), followed by the use of a data-driven semi-inductive analysis approach to let the categories emerge organically. Focusing on the development needs of vocational education CP to improve their mentoring skills, this paper presents the results of our research, namely the importance of adequate training, better support offered by university supervisors, greater recognition of their role, and specific time slots dedicated to trainee support. The knowledge resulting from this research could improve the quality of support for trainee teachers in vocational education settings and to a more successful induction into the workplace. This communication also presents recommendations regarding the development of training systems that meet the specific needs of vocational education CP. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development%20of%20competencies" title="development of competencies">development of competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperating%20teacher" title=" cooperating teacher"> cooperating teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring%20trainee%20teacher" title=" mentoring trainee teacher"> mentoring trainee teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20training" title=" practical training"> practical training</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a> </p> <a href="https://publications.waset.org/abstracts/152094/requirements-for-the-development-of-competencies-to-mentor-trainee-teachers-a-case-study-of-vocational-education-cooperating-teachers-in-quebec" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152094.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10035</span> Vocational Education for Sustainable Development: Teaching Methods and Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyilnan%20Hannah%20Wadak">Seyilnan Hannah Wadak</a>, <a href="https://publications.waset.org/abstracts/search?q=Dangway%20Monica%20Clement"> Dangway Monica Clement</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This theoretical study explores distinct teaching methods and practices for integrating sustainable development principles into vocational education. It examines how vocational institutions can prepare students for a sustainability-oriented workforce while addressing environmental and social challenges. The research analyzes current literature, case studies, and emerging trends to identify effective strategies for incorporating sustainability across various vocational disciplines. Key approaches discussed include experiential learning, green skills training, and interdisciplinary projects that simulate real-world sustainability challenges. The study also investigates the role of technology, such as virtual reality and online collaboration tools, in enhancing sustainability education. Additionally, it addresses the importance of industry partnerships and community engagement in creating relevant, practical learning experiences. The paper highlights potential barriers to implementation and proposes solutions for overcoming them, including professional development for educators and curriculum redesign. Findings suggest that integrating sustainability into vocational education not only enhances students’ employability but also contributes to broader societal goals of sustainable development. This research provides a comprehensive framework for educational institutions and policymakers to transform vocational programs, ensuring they meet the evolving demands of a sustainable future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title="vocational education">vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methods" title=" teaching methods"> teaching methods</a>, <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title=" experiential learning"> experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=green%20skills" title=" green skills"> green skills</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20integration" title=" curriculum integration"> curriculum integration</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%20partnerships" title=" industry partnerships"> industry partnerships</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a> </p> <a href="https://publications.waset.org/abstracts/190111/vocational-education-for-sustainable-development-teaching-methods-and-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190111.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">30</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10034</span> Exploring the Knowledge from the Public on Technical and Vocational Education Training (TVET) in Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abubakar-Zagoon%20Adams">Abubakar-Zagoon Adams</a>, <a href="https://publications.waset.org/abstracts/search?q=Emmanuel%20Intsiful"> Emmanuel Intsiful</a>, <a href="https://publications.waset.org/abstracts/search?q=Haruna%20Zagoon-Sayeed"> Haruna Zagoon-Sayeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Within the Ghanaian context, the promotion of Technical and Vocational Education and Training (TVET) has been faced with many obstacles which are of great concern to national development. One of the obstacles that have been identified as having some negative impact on TVET promotion is the poor public perception of TVET. Poor public perception, as identified in the sub-sectors report in a number of Ghana Education Service reports, has received little attention in both research and the government’s effort to address the poor performance of the TVET sub-sector. This study investigated TVET stakeholders in the Ayawaso-West Municipality in the Greater Accra Region of Ghana to ascertain knowledge of technical and vocational education in Ghana. This study explored parents’ and students’ views and knowledge about technical and vocational education. The study adopted an exploratory research design and a qualitative research approach. Thirty-six (36) participants were selected by employing a purposive sampling technique. Twelve (ten parents and two school personnel) out of the total sample were engaged in key informant interviews, whereas three focus group discussions were conducted with students, eight in each group. The study found that the public has fair knowledge (positive) about TVET, and the other side of the coin knows that TVET is only meant for school dropouts, underprivileged students, and weak academic students. The study recommended that the government should intensify public education on TVET, deliberate investment should be made in TVET infrastructure, as well as proper regulation of the sub-sector. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=public%20perception" title="public perception">public perception</a>, <a href="https://publications.waset.org/abstracts/search?q=TVET%20promotion" title=" TVET promotion"> TVET promotion</a>, <a href="https://publications.waset.org/abstracts/search?q=socioeconomic" title=" socioeconomic"> socioeconomic</a>, <a href="https://publications.waset.org/abstracts/search?q=self-employment" title=" self-employment"> self-employment</a> </p> <a href="https://publications.waset.org/abstracts/165492/exploring-the-knowledge-from-the-public-on-technical-and-vocational-education-training-tvet-in-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165492.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">103</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10033</span> Impact of Digitized Monitoring & Evaluation System in Technical Vocational Education and Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Ghani%20Rajput">Abdul Ghani Rajput</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although monitoring and evaluation concept adopted by Technical Vocational Education and Training (TVET) organization to track the progress over the continuous interval of time based on planned interventions and subsequently, evaluating it for the impact, quality assurance and sustainability. In digital world, TVET providers are giving preference to have real time information to do monitoring of training activities. Identifying the benefits and challenges of digitized monitoring & evaluation real time information system has not been sufficiently tackled in this date. This research paper looks at the impact of digitized M&E in TVET sector by analyzing two case studies and describe the benefits and challenges of using digitized M&E system. Finally, digitized M&E have been identified as carriers for high potential of TVET sector. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digitized%20M%26E" title="digitized M&E">digitized M&E</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20assurance" title=" quality assurance"> quality assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=TVET" title=" TVET"> TVET</a> </p> <a href="https://publications.waset.org/abstracts/123222/impact-of-digitized-monitoring-evaluation-system-in-technical-vocational-education-and-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123222.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">230</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10032</span> Vocational Education and Gender Equality in Nigeria: Challenges and Opportunities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Josephine%20Emebiziogo%20Anene-Okeakwa">Josephine Emebiziogo Anene-Okeakwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the challenges and opportunities for gender equality in vocational education in Awka South, Anambra State, Nigeria. Recognizing the critical role of vocational education in economic development, the research aims to evaluate the current state of gender equality, identify key barriers faced by female students, assess the impact of government policies, and explore opportunities for enhancing gender equality in this sector. Ten vocational schools within Awka South were randomly selected, and a total of 1,000 questionnaires were distributed among students, with 991 completed and returned, yielding a high response rate of 99.1%, and the retrieved data were analyzed using SPSS. The findings indicate significant gender disparities in vocational education enrollment and participation, with male students overwhelmingly outnumbering female students in most technical and engineering-related programs. Key barriers identified include cultural norms discouraging females from pursuing technical fields, economic constraints, lack of female role models, and social stereotypes regarding gender roles. Despite various government policies aimed at promoting gender equality, their implementation and effectiveness remain inadequate, as reflected in persistent gender disparities. However, opportunities for improving gender equality were identified, such as implementing gender-sensitive curricula, expanding mentorship programs for female students, and adopting best practices from other countries. The study recommends enhancing access to vocational training resources, implementing gender-sensitive curricula, expanding mentorship programs, and strengthening the implementation and monitoring of government policies. Addressing these challenges through targeted interventions is essential for achieving gender parity in vocational education, thereby empowering female students and contributing to Nigeria's socio-economic development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title="vocational education">vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20equality" title=" gender equality"> gender equality</a>, <a href="https://publications.waset.org/abstracts/search?q=barriers" title=" barriers"> barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=government%20policies" title=" government policies"> government policies</a> </p> <a href="https://publications.waset.org/abstracts/188410/vocational-education-and-gender-equality-in-nigeria-challenges-and-opportunities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188410.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">33</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10031</span> A Social Cognitive Investigation in the Context of Vocational Training Performance of People with Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Majid%20A.%20AlSayari">Majid A. AlSayari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study reported here investigated social cognitive theory (SCT) in the context of Vocational Rehab (VR) for people with disabilities. The prime purpose was to increase knowledge of VR phenomena and make recommendations for improving VR services. The sample consisted of 242 persons with Spinal Cord Injuries (SCI) who completed questionnaires. A further 32 participants were Trainers. Analysis of questionnaire data was carried out using factor analysis, multiple regression analysis, and thematic analysis. The analysis suggested that, in motivational terms, and consistent with research carried out in other academic contexts, self-efficacy was the best predictor of VR performance. The author concludes that that VR self-efficacy predicted VR training performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=people%20with%20physical%20disabilities" title="people with physical disabilities">people with physical disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20cognitive%20theory" title=" social cognitive theory"> social cognitive theory</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20training" title=" vocational training"> vocational training</a> </p> <a href="https://publications.waset.org/abstracts/91533/a-social-cognitive-investigation-in-the-context-of-vocational-training-performance-of-people-with-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91533.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">314</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=vocational%20education%20and%20training&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=vocational%20education%20and%20training&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=vocational%20education%20and%20training&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=vocational%20education%20and%20training&page=5">5</a></li> <li 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