Employability skills of state vocational high school students on welding engineering expertise competency

This study aims to: 1.) Describe the mastery level of employability; and 2.) Find out the order of mastery of the employability skills of vocational high school (VHS) students. This study was a survey research with quantitative approach. The research was conducted at a vocational high school in Madiun Regency with A accreditation. Data collection instrument was a questionnaire that had been tested for content validity by the experts. The construct validity test used the product-moment formula and was declared valid. The results that 56 items were declared valid and reliable. The questionnaire was given to 149 students of class XII of welding engineering expertise competency. Data were analyzed using descriptive statistical analysis technique. The results of the study are as follows: 1.) The mastery level of employability skills is in the high category with the mean score 168.61 greater than the ideal mean score of 132.5; and 2.) The order of mastery on aspects of employability skills, from the highest to the lowest achievement using technology skill, keeping occupational health and safety skill, learning skill, self-management skill, initiative and enterprise skill, planning and organizing skill, communication skill, and problem-solving skill

Opettajien näkemyksiä toisen asteen ammattiopiskelijoiden työelämävalmiuksista ja niiden kehittymisestä

Finnish initial vocational education and training aims for graduate employability by emphasising self-directed learning and workplace learning. However, little is known about what competencies teachers consider relevant for graduates, how teachers address competencies in their instruction and how they perceive the benefits of workplace learning. Therefore, this study aims to highlight teachers’ perceptions and their practices on these topics. This is a qualitative interview study conducted in cooperation with a large Finnish vocational education provider. Participants of the study were teachers in automotive engineering, electrical and automation engineering, mechanical and metal engineering, and building service technology. The data were collected with semi-structured qualitative interviews and analysed using qualitative, abductive content analysis. The research findings indicate that teachers consider fundamental domain-specific competencies and work-related attitudes paramount for graduates as these promote professional expertise and employability. Secondly, teachers prefer to teach domain-specific competencies. However, the emergence of self-directed learning demands that teachers be pedagogically competent. Thirdly, teachers deem workplace learning beneficial but also consider that school may offer more equal and versatile education opportunities for everyone. The research findings enrich the scientific discussion on vocational graduate competency needs and vocational teaching and support the development of vocational education systems.Peer reviewe

The job entry competencies of Stoughton High School graduates as perceived by local metal manufacturing industries and businesses

Includes bibliographical references

REFORMULATION OF SECONDARY VOCATIONAL EDUCATION SPECTRUM POST LEGALIZATION OF INDONESIAN QUALIFICATION FRAMEWORK

Secondary Vocational Education Spectrum (SVES) and Indonesian Qualification Framework (IQF) are two strategic government policies for vocational education development in Indonesia. To realize the quality of vocational education, SVES must be reformulated after legalization of IQF. SVES reformulation is intended to provide a clear policy towards the goals, objectives, and boundaries of the vocational education’s development at the Vocational High School (VHS). Practices in vocational education must based on the SVES, which correspond to four basic dimensions IQF namely: (1) grades or levels of education, (2)occupational pathways in industry or work place, (3) individual experience or self-learning; and (4) vocational and professional certification

Innovative Strategies in Technical and Vocational Education and Training for Accelerated Human Resource Development in South Asia: Sri Lanka

The reports herein provide in-depth analyses of the state of technical and vocational education and training (TVET) and higher education in Bangladesh, Nepal, and Sri Lanka. Each country has two reports covering TVET and higher education which were presented in the three country-level workshops during the first week of December 2012: Sri Lanka (1 December), Nepal (3 December), and Bangladesh (5 December). Participants from government, the private sector, academe, and development partners discussed and validated the findings, and supported the recommendations as well as identified additional next steps. In TVET, issues range from insufficient teachers and trainers in Bangladesh to lack of quality monitoring system in Nepal, and to inadequate industry participation in Sri Lanka. Among the common issues identified are weak quality assurance mechanisms, low employment rate of graduates, lack of information about demand (leading to a mismatch between training and available jobs), expensive and long-term training that excludes the poor and marginalized, weak institutional arrangements, and inadequate provision of high-quality TVET to manage and scale up training programs. Higher education is equally affected by various constraints ranging from lack of accountability for performance among institutions in Bangladesh to high politicization in Nepal, and to weak quality assurance mechanisms in Sri Lanka. Common issues identified are regional disparities in access, high cost in private higher education institutions, and poor quality and relevance as well as lack of emphasis on courses that promote entrepreneurship. Key recommendations of the reports include implementation of a national quality assurance system, establishing a reliable skills data and labor market information system, effective financing schemes, encouraging public–private partnerships, and international benchmarking and mutual recognition for global competitiveness. In TVET, the key priorities are strengthening private training provision with clearly identified and mandated apex agency to effectively coordinate and scale up training programs, development of national competency standards, and building the capacity of TVET institutions. In higher education, the key priorities are developing research capacity, improved targeting of financial assistance to students, adopting formula funding in allocating public funding to universities, promoting accountability and autonomy among higher education institutions, and depoliticization of the higher education system

America's Next Manufacturing Workforce: Promising Practices in Education and Skills Building

The promising practices presented in this report demonstrate some of the most encouraging approaches for education and skill building of America’s new manufacturing workforce. These practices have been selected by a panel of experts from business, government, and education who serve on the MForesight Education and Workforce Development Working Group (EWD). This report summarizes a sampling of replicable and scalable promising practices being pursued to ensure that America builds an educated, skilled, and ready workforce. MForesight has not endorsed any particular product or method in presenting these promising practices, and is pleased to invite learning institutions, professional organizations, and manufacturers to submit descriptions of additional programs and initiatives serving similar purposes. In this way, MForesight hopes to build a community of practitioners and learners to help build an educated, skilled, and ready advanced manufacturing workforce. Concurrently, the EWD will continue its work to translate the key characteristics of these promising practices into policy and investment guidelines for government, industry, and educational enterprises that will support efforts to bring such practices to scale.National Science Foundation, Grant No. 1552534https://deepblue.lib.umich.edu/bitstream/2027.42/145154/1/WorkforceReport_Final.pd

Development of Learning Media Based on Active Learning for Principles Design Subject to Conduct Students Intellectual Skills

This study aims to accommodate the learning ability of students to do with the intellectual skills that include skill discriminate or distinguish information, defines the concept of skill, and skill in applying the rules of the course design principles. The study was designed in two stages. The first stage, a preliminary study of the principles of product development engineering courses. The second phase, further research in the form of class action research steps followed by three cycles of Lewin's model of the steps include (1) planning, (2) action, (3) observations, and (4) reflection. Implementation of the four components of relationship is seen as one cycle. Learning in classroom action research using active learning strategies, the results indicate that the product of learning the principles of design applied to the active learning strategies can enhance the intellectual skills. In conclusion, learning on the course design principles are implemented with the active learning with the help of media interactive learning can assist students in learning to apply the principles of designing a simple technological tools, so as to enhance the intellectual skills of student

Impact of evaluation of the vocational training institutes in the Punjab province, Pakistan

Thesis(Master) -- KDI School: Master of Public Policy, 2021This study examines the impact of the Vocational Training Institutes (VTIs) on employment in the Punjab province, Pakistan. I exploit the difference-in-difference and instrumental variable methods using data from Global Data Lab, Pakistan Board of Statistics (PBS) and Punjab Vocational Training Council (PVTC). I find an increase in the employment rate of Punjab province in response to the implementation of the VTIs. The female employment increased significantly, but the male employment did not increase. I also find no increase in the high-level employment as a falsification test. The results suggest that the vocational training program plays a crucial role in improving labor market outcomes and gender gap in developing countries.1. INTRODUCTION 2. EVALUATION METHODS.. 3. FINDINGS 4. Discussion and Limitations 5. Conclusion 6. Future PlanOutstandingmasterpublishedSaqib HUSSAI

Challenges Faced by Vocational Teachers in Public Skills Training Institutions: A Reality in Malaysia

Teachers in Technical and Vocational Education and Training (TVET) play a pivotal role in ensuring skilled graduates with excellent personality. However, some TVET teachers in developing world face challenges in fulfilling this role. Thus, this study explored the challenges that are faced by vocational teachers (who are assigned to teach skills courses) from public skills training institutions in Malaysia. Using qualitative research design, this study conducted semi-structured interviews on 13 purposively selected participants from the Department of Skills Development and personnel under the Ministry of Human Resources and Ministry of Youth and Sports, which included six management staff and seven vocational teachers. Following the analysis using nVIVO, this study identified six core challenges faced by  vocational teachers: (1) disinterest and lack of motivation in teaching the assigned skills subjects; (2) lack of skills qualifications and industrial experiences (which are necessary as vocational teachers; (3) meeting the needs of students with low academic grades which require  extra teaching effort with high emotional intelligence; (4) difficulty in attending professional courses due to limited budget allocation, rotation system, and heavy workload; (5) difficulty in article writing task; and (6) difficulty in using English as the medium of instruction. These findings demonstrate the strong need to address the challenges faced by these vocational teachers, particularly for the teaching of programmes based on the National Occupational Skills Standard (NOSS), in the public skills training institutions  to enhance the teaching and learning process in TVET

Challenges of initial TVET teacher training in Indonesia: Empirical Analysis of Skills Deficit of Mechanical Engineering Teachers

The fulfillment of competent secondary vocational school (SMK) teachers needs in accordance with the requirements and standards of teacher competence in Indonesia has not yet been carried out according to expectations. This research seeks to find out more about what skills deficit are possessed by prospective vocational teachers who have just graduated from university and to find out more deeply what are the factors that influence these skills deficit. Prospective vocational teachers who will serve in secondary vocational schools (SMKs) at this time need a long adaptation process before being able to teach at each level of competence according to their competence. Based on the research question, "what kind of skills deficit and its factors influence, owned by prospective mechanical engineering teachers related to the school needs for competent teachers inWest Java?" the implementation of the teaching internship program for prospective vocational teachers as well as the learning process carried out at the TVET faculty will be the starting point for this research. Problem-Centred Interviews (PCI) have been conducted with the supervisor teachers in the teaching internship program (n=10) and lecturers who teach practical courses at the TVET faculty (n=10) with an approach to the process carried out on teaching internship program activities for prospective vocational teachers in SMKs and an approach to the practical learning process carried out at the TVET faculty in order to prepare prospective vocational teachers according to the needs of SMKs. These interviews have been evaluated using the methods of inductive category formation, the forms of analysis of qualitative content analysis about kind of skills deficit and its factors influence reconstructed, interpreted and summarized in a catalogue of criteria. From the result of the analysis, it is found out that the prospective teachers ready to teach in basic competence subjects at schools are not yet ready for advanced levels of competence in respective subjects. The interview results also show that there is no systematic approach to assure the quality of the graduates based on the standard until now since there is no third-party assessment for university students. For that reason there is no assurance that the prospective teachers have enough competence for becoming a TVET teacher in SMKs