Vocational education and training in Spain: steady improvement and increasing value

Morales, Ignacio Martínez; Fluixá, Fernando Marhuenda

doi:10.1080/13636820.2020.1729840

Cited by 28 publications

(16 citation statements)

References 9 publications

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“…To this effect, the understanding of employees' needs should facilitate implementation of the process of further vocational training in an enterprise regardless of employees' age and despite the inter-generational differences [38,39]. Unfortunately, the cases where lifelong learning is being perceived as an additional cost rather than an investment can still be observed in various businesses [40].…”

Section: Continuing Vocational Training and Lifelong Learningmentioning

confidence: 99%

Expectations and Challenges in the Labour Market in the Context of Industrial Revolution 4.0. The Agglomeration Method-Based Analysis for Poland and Other EU Member States

Piątkowski

2020

Sustainability

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Technological revolution brings forth major changes in the labour market as well as the necessity to adapt to the shifting conditions on the part of both employees and entrepreneurs. This notion fits in with the European Policy of “Lifelong Learning” which presents the necessity to constantly improve skills and participate in the process of learning through the entire period of professional engagement. The aim of the article is to diagnose the current situation in the labour market and expectations towards employees as a result of the technological revolution and digitization, and to analyze whether there are groups of countries in the EU with similar features describing the labour market and to present the differences between these groups. The study uses research methods based on literature research, content analysis and comparative analysis, and the empirical part uses cluster analysis—the Ward method, using secondary statistical data from the Eurostat database. It was verified which groups of the Member States exhibited similarities to the extent of: forms of employment; work productivity; commitment of entrepreneurs and employees to the process of continuing vocational training (CVT) and lifelong learning; educating future employees of the economy at the level of higher education (HE) in STEM fields and development of digital skills as well as commitment of governments of each EU Member State to financing research and development in higher education institutions (HEIs). It may be ascertained that the average values of variables describing the pattern followed by “new” Member States which joined the EU in 2004 or later are, in majority, lower than the values of the same variables describing the pattern followed by the “old” Member States. It cannot be unambiguously stated that the affiliation with the Eurozone in any way determined whether a given group of Member States is better or worse than the other. The resulting figures may become significant at the stage of developing the employment policy as well as the education policy and the professional career development policy in the respective Member States. Those results may be applied to both evaluation and planning of actions to be taken against the background of the development strategy in order to reduce clearly visible inequalities between the European Union Member States.

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Section: Continuing Vocational Training and Lifelong Learningmentioning

confidence: 99%

Expectations and Challenges in the Labour Market in the Context of Industrial Revolution 4.0. The Agglomeration Method-Based Analysis for Poland and Other EU Member States

Piątkowski

2020

Sustainability

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“…The three highest skills needed are the ability to solve complex problems, critical thinking, and creativity. Mastery of the three primary abilities needed in the future is the responsibility of the world of education [8]- [10].…”

Section: Introductionmentioning

confidence: 99%

“…According to a study from the University of Sussex, UK, reading can reduce stress by up to 68%. It is known, listening to music and walking can also relieve stress, but not as powerful as reading a book [1], [10]. Therefore, it is necessary to have an effective and fun book to deal with stress problems for Covid-19 patients during isolation, one of which is the Hi World book.…”

Section: Introductionmentioning

confidence: 99%

Hi World: The Virtual Book Learning Integrated Augmented Reality to Increase Knowledge of Covid-19 Prevention in The Learning Process Post-Pandemic Era

Putra¹,

Heong²,

Meidyanti³

et al. 2022

Int. J. Interact. Mob. Technol.

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This research aims to Improve innovation Hi World integrated with AR, Testing The level of attraction of Hi World, and test the level of Hi World's appropriateness for covid-19 patients. This research method is R&D involving the expert of Covid-19 and digital media. The result from this research are: Innovation of Hi World improved to have a good level of appropriateness with a score of 90%; Level of attraction with this book is good with a score of 95%, and Hi world have design choices that are suitable for the requirement that covid-19 patients needs

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“…Augmented reality has unique abilities that can affect student learning experiences. The development of AR technology allows researchers to develop and evaluate learning experiences using augmented reality [9], [10].…”

Section: Introductionmentioning

confidence: 99%

The Innovation of Augmented Reality Learning Media with Interactive Component Model to Improve Special Ability of Vocational Education Knowledge in the Digital Era

Tuwoso

Putra

Muhammad

2021

Int. J. Interact. Mob. Technol.

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This learning media innovation research aims to: (1) develop learning innovations of augmented reality learning media interactive tractor machine with 3D model; (2) test the feasibility level of the most recent advances learning media innovation; and (3) test the effectiveness of the most recent advances learning media innovations. The researcher selected to utilize the research and development (R&D) method for this research, and then used a quasi-experimental research method to examine the effectiveness of the development of learning media innovation. Two teams of professionals, e-learning media professionals and vocational education material professionals, work together to validate products. The study's results include the following: First, two teams of validators determined that the augmented reality learning media with interactive 3D produced had a high attraction. Second, in the digital 4.0 era, augmented reality learning media with interactive 3D produced can help vocational students strengthen their specific abilities.

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Vocational education and training in Spain: steady improvement and increasing value

Cited by 28 publications

References 9 publications

Expectations and Challenges in the Labour Market in the Context of Industrial Revolution 4.0. The Agglomeration Method-Based Analysis for Poland and Other EU Member States

Expectations and Challenges in the Labour Market in the Context of Industrial Revolution 4.0. The Agglomeration Method-Based Analysis for Poland and Other EU Member States

Hi World: The Virtual Book Learning Integrated Augmented Reality to Increase Knowledge of Covid-19 Prevention in The Learning Process Post-Pandemic Era

The Innovation of Augmented Reality Learning Media with Interactive Component Model to Improve Special Ability of Vocational Education Knowledge in the Digital Era

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