Vocational Education and Training Graduates: Challenges in Practical Skills to the Job Market

Shrestha, Basanti Roshan Pradhan

doi:10.3126/ijssm.v3i3.15264

Cited by 13 publications

(8 citation statements)

References 5 publications

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“…Some of them fear using it, and not all courses are suitable for this online education adoption, especially in practical-based education such as the TVET course. TVET is an education and training that delivers broad-based technical knowledge and skills or practical assessment in the academic syllabus [15]. Student struggles to accommodate in doing practical work at home with adequate access to appropriate facilities and resources.…”

Section: Introductionmentioning

confidence: 99%

Correlates of mental health on online distance learning during COVID-19 among Malaysia vocational students

Ahmad

Idrus

Azman

et al. 2022

IJPHS

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The declaration of the movement control order (MCO) in Malaysia has led to the closure of the education sector due to pandemic coronavirus disease 2019 (COVID-19). The teaching and learning (T&L) structure shifted from conventional classroom education to fully online distance learning (ODL). The unprecedented experience of 'home quarantine' has multifaced impacts on students' mental health. The study aimed to obtain the correlation of technical and vocational education and training (TVET) students' depression, anxiety, and stress (DAS) in fully implementing online distance learning. A survey study was used using a quantitative approach and respondent was evaluated by the depression anxiety stress scale-21 (DASS-21). Understudy's t-test and one-way analysis of variance (ANOVA) were utilized to investigate the relationship between these perspectives. Analysis from the DASS-21 inventory revealed that 30% had severe or extremely severe depression, 41% anxiety, and 20% stress among the vocational students. Anxiety showed a hugely significant difference among genders and the department compared to depression and stress. Therefore, the finding suggests that some intervention must ensure online distance learning is conveniently accessible and congenial with practical work for the vocational student syllabus.

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Section: Introductionmentioning

confidence: 99%

Correlates of mental health on online distance learning during COVID-19 among Malaysia vocational students

Ahmad

Idrus

Azman

et al. 2022

IJPHS

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“…We included four studies from Australia, two from the United States and three from Africa (Ghana, Nigeria, and South Africa) in the data base. The literature included a wide variety of research methods, including surveys (e.g., Chandran et al, 2018;Dasmani, 2011;Dumbrell & Smith, 2013), observational studies (e.g., Asplund & Kontio, 2020;Louw, 2013;Sjöberg, 2014), interview-based studies (e.g., Aakernes, 2018;Callan et al, 2015;Heusdens et al, 2018), case studies (e.g., Gleeson, 2016;Kotsifakos et al, 2018), document-based studies (e.g., Nylund & Rosvall, 2016;Rauner et al, 2012), comparisons (e.g., Kap, 2014;Sappa et al, 2016;Schröder, 2019) and evaluations of interventions (e.g., Hoareau et al, 2017;Shrestha, 2016;Yasak & Alias, 2017). Several studies used mixed-method approaches, such as surveys and interviews (e.g., Deitmer & Heinemann, 2017;Stalder, 2012) and "obser-views" that combined observations with interviews (Aarkrog, 2019;Hamid et al, 2012).…”

Section: Included For Critical Analysismentioning

confidence: 99%

Practical subjects in the vocational curriculum: A critical review of the literature

Winberg

Hollis-Turner

2021

J. educ. (Univ. KwaZulu-natal)

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There is a growing number of studies in the field of vocational education and training, but not many focus on the practical subjects that prepare students for transition to workplaces. This critical review of the literature on practical subjects in vocational colleges set out to contribute to debates on the relationship between theory and practice in vocational education through a particular focus on the knowledge forms that are evident in curricular and pedagogical practices in practical subjects. The critical review identified the conceptual, procedural, technical, and contextual forms of knowledge in practical tasks and activities. Based on these findings and drawing on the concept of semantic gravity in Legitimation Code Theory, we found stronger and weaker forms of semantic gravity in practical knowledge and propose that strengthening and weakening semantic gravity through the purposeful selection and sequencing of tasks and activities enables cumulative knowledge building towards competent practice.

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“…Characteristics of students who take lessons at vocational education institutions are different in terms of age, educational background, and cognitive abilities, especially memory performance [2]. Learning for vocational program students is focused on the development and application of acquired skills [3]. Therefore, the teaching materials used are designed in such a way that the resulting competencies can be applied and developed according to market needs [4].…”

Section: Introductionmentioning

confidence: 99%

Tetra-Helix Concept Model Based on Vocational Realistic Education (VRE)

Putrawan¹,

Ayuni²

2022

Advances in Social Science, Education and Humanities Research

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Even though many studies have been conducted regarding realistic mathematical concepts, there is only a little research on their implementation in vocational mathematics learning. This study aims at producing a mathematics instructional materials development model. This study was a research and development and involving students (Diploma III and Diploma IV) of vocational universities in Bali who were selected by purposive random sampling. This development resulted in a conceptual model involving four stakeholders (tetra -helix) of development research, such as researchers, industry workers, teachers, and students. The tetra -helix model concept based on vocational realistic education is a model for developing mathematics instructional materials which can be used at a vocational institution in the form of textbooks, job sheets, syllabus, and lesson plans. They integrate the ma thematical concepts learned with their realistic applications in industry (tourism, engineering, and e-commerce).

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Vocational Education and Training Graduates: Challenges in Practical Skills to the Job Market

Cited by 13 publications

References 5 publications

Correlates of mental health on online distance learning during COVID-19 among Malaysia vocational students

Correlates of mental health on online distance learning during COVID-19 among Malaysia vocational students

Practical subjects in the vocational curriculum: A critical review of the literature

Tetra-Helix Concept Model Based on Vocational Realistic Education (VRE)

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