This discussion paper aims to inspire the introduction of entrepreneurial learning in TVET. It provides insight into the different approaches to mainstreaming entrepreneurial learning and illustrates the contribution of the key pillars that make up the entrepreneurial learning ecosystem.
https://unevoc.unesco.org/home/UNEVOC+Publications/lang=en/akt=detail/qs=6292
TVET in Poland has a long tradition and distinctive features set in Polish geographic, economic and social context. Even though there is no unique and specific TVET low in Poland like for example the Vocational Training Act in Germany, numerous educational reforms conducted in Poland have been instrumental to shaping the contemporary form of this type of education. The last educational reform from 2017 introduced changes that profoundly influenced the structure of TVET in Poland.
http://www.tvet-online.asia/issue/13/dolinska-et-al
This paper collected and analysed existing information and data on the skills demands of the future in European Training Foundation (ETF) partner countries, and to explore responses for better managing the transition towards an inclusive future for the benefit of individuals and societies.
https://www.etf.europa.eu/en/publications-and-resources/publications/future-work-and-skills-etf-partner-countries
The result of the study shows that communication, thinking and problem-solving skills were perceived as very important by industrial employers, so it has been suggested for the Malaysian Vocational College (KV) management team to teach their students with those attributes before they proceed to the job seeking process.
https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/3172
There are needs for didactical development and scientific research in vocational pedagogies in Thailand. To enhance quality of TVET and for further development of TVET-systems, it is necessary to continuously exchange knowledge between scientists and practitioners from different countries and to do research in TVET especially on Work-related Learning.
http://www.tvet-online.asia/issue/13/phalasoon-et-al
Why spending on occupational skills can yield economic returns to employers.
https://wol.iza.org/articles/do-firms-benefit-from-apprenticeship-investments
This paper provides experimental evidence on the effects of vocational and entrepreneurial training for Malawian youth, in an environment where access to schooling and formal sector employment is extremely low. It tracks a large fraction of program drop-outs — a common phenomenon in the training evaluation literature — and examines the determinants and consequences of dropping out and how it mediates the effects of such programs.
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2298483
Communities hold technical and vocational training in disdain and this has resulted in an influx of individuals who are enrolled in universities ultimately resulting in high unemployment. The study sought to understand why communities are shunning technical and vocational training with the ultimate aim of finding lasting solutions to building confidence in technical and vocational training.
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3454429
The present study will identify the institutional structure in the context of the technical vocational education and skills training systems in India. The review enumerates the best practices adopted with relevant cases for expansion, to make the vocational training accessible and such efforts taken in the direction.
http://www.tvet-online.asia/chandrasekar-et-al
This paper will contribute to the actual state of the Vietnamese TVET and the concern about the development of curricula in Vietnam, particularly the research on the identification of professional competence through analysing the case study of a Vietnamese company.
http://www.tvet-online.asia/vo
This study aims at investigating the extent to which public-private-civil society partnership (PPCSP) can help in establishing good governance practices of vocational education programme in Federal Universities in South-South geopolitical region of Nigeria.
https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/3287
The education sector is affected as only qualified, highly skilled and educated employees are required. IR4.0 technologies have created new jobs in meeting the needs of the existing market, as such more services and unique products will be introduced. Therefore, this study identifies the technical competency needed by industries towards future industrial revolution for TVET graduates.
https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/3208
This study was carried out to explore the criteria for the sustainable curriculum of TVET Teacher Education programmes in Malaysia. It is expected that the outcome of this study will contribute towards the sustainability of TVET Teacher Education programmes in Malaysia thus improving the quality of TVET graduates to achieve the national goal of becoming a high-income nation.
https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/3111
Teachers need to update their competence profiles for 21st century challenges. Teaching strategies need to change and so do the competences teachers need to develop so as to empower 21st‐century learners. The European Framework for the Digital Competence of Educators (DigCompEdu) represents a paradigmatic example of this endeavour, taking stock of these needs.
https://onlinelibrary.wiley.com/doi/10.1111/ejed.12345
This paper reports on a study of the progress of vocational education and training (VET) and the need for further profession-oriented training of lecturers in public, technical vocational colleges in South Africa, under the consideration of societal and political conditions.
https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/366
Many teachers in low- and middle-income countries lack the skills to teach effectively, and professional development (PD) programs are the principal tool that governments use to upgrade those skills. At the same time, few PD programs are evaluated, and those that are evaluated show highly varying results. In this paper, we propose a set of indicators—the In-Service Teacher Training Survey Instrument—to standardize reporting on teacher PD programs.
https://www.cgdev.org/publication/teacher-professional-development-around-world-gap-between-evidence-and-practice
In this paper, we review and discuss the piloting in Norway of a German methodology for competence diagnostics in vocational education and training: the Competence Development and Assessment in TVET (COMET) project.
https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/347
This paper aims at providing an updated picture of main empirical evidence on the relationship between new technologies and employment both in terms of overall consequences on the number of employees, tasks required, and wage/inequality effect.
https://www.merit.unu.edu/publications/working-papers/abstract/?id=8319
This paper analyses the most relevant juridical structures that could be adapted to assure a relevant degree of labour protection to the considered highest skilled workers, allowing them, at the same time, to provide their services to a wide range of customers, highlighting pros and cons of each considered strategy and suggesting an overall approach to this issue, from a European point of view.
http://ejcls.adapt.it/index.php/ejcls_adapt/article/view/648
We study labor-market returns to vocational versus general secondary education using a regression discontinuity design created by the centralized admissions process in Finland. Consistent with the notion of comparative advantage, we observe significantly larger returns for people who express a preference for vocational education in their applications to secondary school.
https://www.etla.fi/en/publications/labor-market-returns-to-vocational-secondary-education/
Learning through scenario training and live simulation in vocational education is generally regarded as an effective tool for developing professional knowledge. However, previous research has largely overlooked the learning of students in secondary roles in scenario training. The objective of this study is to explore learning for students who act in secondary roles during scenario training in vocational educational settings.
https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/319
To meet the requirements of enterprises, Ho Chi Minh City Vocational College (HCMCVC) has focused on enhancing essential skills (ES) of students through integrating them into its training curricula. This article is a part of a project on building and developing a quality assurance system of teaching ES at vocational colleges.
http://www.tvet-online.asia/12/issues/issue12/do
Our results show that initially higher earnings observed for people achieving higher vocational education disappear when people are in the mid-twenties. Depending on the type of university attended, male degree holders earn up to 18% more by age 30, while female graduates earn around 40% more. However, there is considerable heterogeneity by gender and subject area. There are high returns related to higher vocational/technical education in STEM subjects, which remain significantly above those of many degree holders by age 30.
https://www.niesr.ac.uk/publications/comparison-earnings-related-higher-level-vocationaltechnical-and-academic-education
Labour markets are currently in a phase of cyclical recovery and undergoing structural transformation due to globalisation, demographic trends, advancing digital technologies and automation and changes in labour market institutions. For Europe at large, persistent skill gaps and mismatches come at economic and social costs.
http://ftp.iza.org/dp12346.pdf
