여성 직업능력개발교육 관련 연구 동향 분석 - 최근 20년간(2003∼2023년) 국내 학술지를 중심으로

There was no chapter on organization and administration in the October 1962 REVIEW which last summarized research in vocational, technical, and practical arts education, although two studies of this type were reported in an introductory chapter. Many of the studies of educational organization, administration, and finance reported in the October 1967 issue of the REVIEW have implications for vocaticnal education, but few dealt wiih the problems peculiar to vocational education. During the six years since research in vocational education was last reviewed, it has probably been given more attention than it had received during all the years preceding 1962. Funds, personnel, and facilities for research have become available from federal, state, and private sources. Research in the field, long undernourished, developed almost explosively. The period should therefore be treated in an unusual way. Several significant new agencies for research in vocational education have not had time to complete very many projects, but attention will be given to their potential. Public policy decisions condition what can be done in providing organization, administration, finance, personnel, and facilities; hence, studies of policy and planning, organization and administration, public information, and public relationships will be included in this review. Several investigations, including some which have had great impact, are not reviewed in this chapter because they have not been reported in standard publications and are not generally available. These are the studies which have preceded the organization or reorganization of vocational education by school districts, larger areas within states, and states. For example, comprehensive state surveys were made in at least 30 states, most of them contributing to changed state policies relating to organization, administration, finance, personnel, and facilities for vocational education. Many of the state surveys dealt with the organization of area schools to provide vocational and technical education: junior and community colleges, vocational schools, technical institutes, branches of universities, and high schools serving students from a number of local districts. Many other studies were made in areas within states that were planning or replanning schools of these types. In addition, there were a number of significant local studies. About 33 doctoral theses were completed on subjects related to this chapter, and 17 of them dealt with problems of organization and administration.

Human capital theory suggests that accumulating skills through training leads to higher productivity and better employment outcomes. However, empirical evidence, including data from the Philippines, shows mixed and limited results regarding the impact of technical and vocational education and training (TVET). Using labor force and graduate tracer surveys, this study examined whether pursuing TVET improves labor force participation (LFP), employment, and job quality, while considering variations across education levels and program characteristics by applying probabilistic regression and treatment effects estimations. Additionally, interviews with employers from priority sectors were conducted to gain insights into their views on the employability of TVET graduates. The study found that completing a TVET program increases the likelihood of being economically active and seeking work, but there was no strong evidence that it improves the chances of obtaining employment or quality jobs. The employment effects of TVET vary by education level, benefiting only those with at least a secondary education. These effects were strongest among secondary education graduates and decreased with higher levels of education. TVET did not improve the employment outcomes of those with less than a secondary education. Additionally, employment outcomes varied across training modalities, but not by program registration, certification, or scholarship status. Based on key informant interviews (KIIs) and a desk review, these findings can be attributed to supply-side, demand-side, and systemic factors such as a mismatch between program offerings and industry standards, potential bias against TVET graduates, lack of recognition for certifications, and limited private sector involvement in training provision, development, certification, and assessment. The study concludes by offering policy recommendations to improve TVET's impact on employability and employment outcomes, along with suggestions for further research.

– The purpose of this study was to explore trends and changes in technical vocational education and training (TVET) in emerging economies as a national human resource development (NHRD) approach and its practical applications using Ghana as an example. , – A case study approach was used to develop an in-depth analysis of TVET practices in Ghana. The study utilizes a targeted review of literature, analysis of government documents and interviews with key informants as illustrative sources of evidence for developing the case study. , – TVET has been identified as a major contributor to skills development in Ghana. Capitalizing on the potential of TVET requires addressing the challenges of increasing employer participation in TVET, improving TVET curriculum to enhance student ' s employability and reflect labor market needs. Additionally, informal TVET plays a major role in skills development therefore it is recognized as part of the TVET planning process. , – Data for this research were gathered from key informant interviews and archival records. Additional methods such as observations would further enhance this study. Further research of trends in Ghana to validate implications drawn from this research is recommended. , – This research provides an overview for HRD professionals to understand the potential of TVET as an approach to human capital development within emerging markets. This is because developing comprehensive plans that address national and employer needs regarding talent acquisition, development and retention will re-emerge as a critical objective for TVET system as nations compete in the global market place. , – This study provides a unique perspective of current TVET practices in Ghana and its implications for human resource development (HRD). Furthermore, it adds to the small but growing literature on HRD in Ghana and in the African context.

The article presents an overview of the changes in vocational education and training and challenges posed to social partners, seeking for more efficient organization of vocational training and education. In order to create knowledge, high technology and skilled-based economy in Lithuania, it is necessary to have an effective training and business world interaction, providing not only the professional’s ability to compete in the European labor market, but also enable them to ensure Lithuania‘s quality of life. By this reason, the State involves in vocational training system other stakeholders – social partners: employees, trade unions, employer’s representatives associations. Performing the reform of vocational education and training since 1994, social partnership has taken specific forms, and the Lithuanian Republic Law on Vocational Training defines the competences of the social partners in vocational training processes (Lithuanian Republic Law on Vocational Training, 1997). Ten years later, after the adoption of new Lithuanian Republic Law on Vocational Training in 2007, the social partners‘ activities were expanded. Such a turn towards social dialogue requires qualitative development of human resources in social partner organizations – development of the qualification. The significance of the research and the novelty. The issue of social partnership in vocational training is discussed in various articles, conferences, but the Chambers of Commerce, Industry and Crafts and the Chamber of Agriculture of the Lithuanian Republic (hereinafter Chamber), as social partners and their qualification development has not yet been widely studied. The main problem dealt with in the article is the development of the qualification needs for social partners, because real competences in their activities do not comply with the required knowledge, skills and abilities.[...]

Vocational educationVocational education, the form of education most closely aligned with the working world, has become a strategic choice for countries worldwide. This chapter provides an overview of vocational education in China. This chapter first selects representative data and excellence indicators to illustrate the basic features and developmental trends of secondary vocational education in China compared to major global counterparts. Secondly, it shares the Ministry of Education’sMinistry of Education (MOE) efforts in promoting the digitization and standardization of Vocational education and local governments’ initiatives in fostering industry-education integrationIndustry-education integration. The compelling cases are presented to show vocational education and its roles in fostering personal growth and societal advancement. The chapter also shares narratives of exemplary “dual qualified” teachers and their contributions to teaching, research, and service. In addition, this chapter reviews the recent research trends of vocational education research in China in the past 5 years and the key policies shaping China’s vocational educationVocational education. Overall, the Chinese government has established a relatively comprehensive vocational education systemEducation system. This chapter also discusses some challenges, such as fundingFunding constraints, teacher shortages and qualificationsQualification, the property rights of digital resources, infrastructureInfrastructure needs for industry-education integrationIndustry-education integration, and the stigma of vocational educationVocational education.

Teaching in the VET sector in Australia, edited by Ros Brennan Kemmis and Liz Atkins, Sydney, New South Wales, David Barlow, 2014, 185 pp., RRP $55, (paperback), ISBN 978-1-921-33361-3This soft-cover book about teaching in the vocational education and training (VET) sector in Australia is a collection of relevant and thought-provoking topics written by 15 highly experienced researchers and practitioners. The editors are Dr Ros Brennan Kemmis AM, Associate Professor at Charles Sturt University in New South Wales, and Dr Liz Atkins, Senior Lecturer in VET at Federation University in Victoria. A dynamic vocational education environment in Australia was the catalyst for the publication, evident from the editors' involvement and experience in national vocational education research and teaching projects. In conjunction, the 15 authors provide extensive expertise on topical issues such as the context of the VET environment in Australia; learning theory for VET teachers; assessment; language, literacy and numeracy; eLearning; and engaging with industry. In particular, Chapter 4 on Assessment in the VET sector, written by Professor Michele Simons from the University of Western Sydney and Anni Yaringa from North Coast TAFE, is one of the topics that will be extremely useful to practitioners. It is investigated further in this review.The format of the book is based on chapters that have an easy-to-navigate plan outlining key words, an abstract and objectives, followed by the chapter topic then ideas for further reading in both print media and online. Within each topic, there are useful reflective learning activities and questions that can be utilized to trigger further discussion. What is especially useful is that the topics are brief snapshots of current VET issues that are substantiated with references from the literature. On the other hand, while the topics and references to peak bodies and organizations are current, a reservation is that as the sector is rapidly changing, these references to certain bodies will become obsolete.There are three educational sectors in Australia: the school sector, the VET sector that delivers specific workplace skills, knowledge and competencies, and higher education. VET is provided by a range of providers from industry, adult education, community organizations and private training providers, often bridging the school-to-work cohort of learners. Teachers in VET come from diverse backgrounds and experiences, while learners in VET may range in age from 15 to 90 years with a range of learning needs. Since VET provides a valid educational pathway through the range of qualifications (as learners develop relevant skills, knowledge and competencies), extensive knowledge of the VET context and system is crucial for practitioners both within, and on either side, of the VET system in being able to meet the needs of learners and businesses.Current industry-specific knowledge is integral for teachers and facilitators in assisting learners in developing workplace skills. However, industries are changing so rapidly that it is an enormous task for teachers in simply keeping on top of these developments. …

Not all colleges and universities for elite education mode; Employment employment dilemma, have prompted us to thinking about the classification of Education; Set up a complete modern vocational education system, come up with a modern occupation education system standards and evaluation methods, given the policy inclination, lead level in vocational colleges, the existing three colleges and universities and a considerable part of two colleges and universities to occupation colleges; For the specialized subject of ordinary universities and colleges of undergraduate course to higher vocational training, college students to actively implement the "2+1" training mode, the implementation of "3+1" training mode of undergraduates.

본 연구는 중장년 여성의 직업교육훈련 참여 의미를 살펴봄으로써 중장년 여성을 위한 직업교육훈련의 발전 가능성을 모색하는 데 목적이 있다. 이를 위해 ‘중장년 취업아카데미’에 참여했거나 참여하고 있는 중장년 여성들을 대상으로 포커스그룹인터뷰(FGI)를 실시했다. 연구 결과, 중장년 여성은 취업과는 별개로 다양한 동기를 가지고 직업교육훈련에 참여했다. 중장년 여성은 직업교육훈련에 참여하는 과정에서 ‘배움’그 자체만으로도 상당한 만족감을 느끼고 있었다. 직업교육훈련에 참여하는 것은 생애 단계 특성 상 우울감과 무기력에 빠지기 쉬운 시기에 놓여있는 중장년 여성에게 생활의 활력을 되찾아 주며, 새로운 미래를 설계하는데 기여했다. 그러나 전문성을 획득하기엔 짧은 교육 시간과 과정으로 운영되는 직업교육훈련 프로그램은 중장년 여성의 실질적인 취업을 지원하기에는 역부족이었다. 연구 결과들을 바탕으로 중장년 여성을 위한 직업교육훈련의 발전 방안에 대해 논의하였다.The purpose of this study is to explore the possibility of vocational education and training for middle-aged women by examining the meaning of participation of vocational education and training. To this end, we conducted focus group interviews (FGI) on middle-aged women participating in the Middle-aged Vocational Academy. As a result of the study, we found out that, middle-aged women participated in vocational education and training with various motivations apart from employment. In the process of participating in vocational education and training, these middle-aged women felt satisfaction with ‘learning’ itself. Participation in vocational education and training contributed to revitalizing life and designing a new future for middle-aged women who are in a time when they are vulnerable to depression and lethargy. However, vocational education and training programs run with short training time and process to acquire expertise were not enough to support the practical employment of middle-aged women. Based on the study findings, we discussed thedevelopment of vocational education and training for middle-aged women and suggested policy support.

Historically plagued by concerns about the quality of the curriculum, instruction, vocational education teachers, and responsiveness to the needs of the workplace, the United States vocational education system has long suffered from negative perceptions among students, parents, school personnel, policymakers, and business and industry representatives. However, in the years since the publication of The Unfinished Agenda (National Commission on Secondary Vocational Education. The unfinished agenda: the role of vocational education in the high school. National Center for Research in Vocational Education, Columbus, 1984), a highly critical report authored by The National Commission on Secondary Vocational Education, the U.S. vocational education system has undergone many changes and reforms. Many of these changes have focused on the vocational education curriculum and have been directed at ensuring a supply of skilled labour to address the skills gap that exits between the abilities of workers and the needs of the workplace. Other changes have increased linkages to post-high school training to meet the needs for a more educated workforce. Additional efforts have focused on increasing school-business/industry collaboration, improving teacher quality and marketing the value of vocational education. Challenges still remain, including funding for vocational education, providing career awareness and guidance for students as they progress through school, and educating an increasingly diverse high school student population.

Objective: The purpose of this study is to explore and propose strategies to promote the return of rural population and effective human resource development in China, and to learn from the successful experience of European countries, especially their education and training systems, social security mechanisms, characteristic industries and infrastructure construction, in order to facilitate the implementation of the rural revitalization strategy. Theoretical framework: Based on literature review, SWOT analysis, and international comparative research methods, this study builds a theoretical framework to identify the key elements of rural population return and human resource development, including vocational education and training, social security system, the cultivation of characteristic industries, the construction of infrastructure, etc., and reveals the similarities and differences between China and Europe in these fields through comparative analysis. Design/Methods/Approach: Adopt a combination of qualitative and quantitative research methods, firstly, through an extensive literature review to build a theoretical foundation; Second, data from official and international agencies are used for quantitative analysis, including processing and visualizing data on rural residents' incomes, investment in education, and population structure. Subsequently, SWOT analysis was used to assess the current state of human resource development in China's rural areas. Finally, the data obtained are exhaustively analysed, combined with European cases and specific strategic suggestions are proposed. Significance: The results of this study will provide a comprehensive strategic framework for human resource development in China's rural areas, emphasizing the implementation of multidimensional strategies such as optimizing investment in education, vocational training, and improving the social security system, which is of great practical importance to promote the healthy return of rural people and promote the sustainable development of the economy and economy. rural society. The proposed strategies can not only guide policy-making, but also provide a scientific basis for the development path of rural areas.

A great deal of policy attention is paid to the role that education plays in driving employment outcomes. Most of this attention has focused on post-primary education— particularly Technical and Vocational Education and Training (TVET). This paper sets out the less-discussed role that foundational skills, typically built through basic primary education, play in driving employability; how foundational skills affect TVET provision; and what implications this body of evidence has for education policy. We acknowledge the need to consider how education systems build skills which will contribute to countries’ economic aspirations. However, we suggest that the dominant discourse which focuses specifically on TVET and how it can be linked to employer demands is unlikely to be successful for several reasons. Firstly, we show that foundational skills are themselves associated with economic gains for individuals and societies. This, together with the evidence showing extremely low levels of foundational skills in many countries, suggests that focusing on improving foundational skills may be a more cost-effective approach to driving employability than has been previously acknowledged. Furthermore, we show that TVET (and other later forms of education) may struggle to add value where foundational skills are not in place. Focusing large amounts of energy and resources on reforming TVET may not achieve hoped-for impacts if TVET entrants don’t have the necessary foundations to learn. We discuss the popular policy prescription of linking TVET provision to employer needs. As well as noting our concern that this focus fails to acknowledge the binding constraint of low foundational skills, we also set out why employer demand for skills may not be a good indication of actual future skills needs. We therefore suggest a more nuanced discussion on skills for employability which acknowledges economic development goals; the skills that will be needed to achieve them; and, crucially, a country’s starting point. We end the paper by highlighting the fact that unemployment and underemployment are generally caused by a lack of jobs, not a lack of skills. We therefore urge policymakers to be realistic about the extent to which any education policy—whether focusing on foundations, technical, and vocation skills or any other type of skills—can affect employment outcomes. Considering the evidence presented in this paper, we suggest that policymakers in many low- and lower-middle income countries may want to consider a stronger focus on foundational skills. The major reason for focusing on foundational skills is that a quality education is a fundamental right for all children which will allow them to experience lifelong learning. This paper sets out that foundational skills will also be the first step towards achieving a more employable workforce—but also that policymakers should consider the full range of policies that need to be in place to deliver productive employment and economic growth.

Nepal has made a significant progress in the Technical and Vocational Education and Training (TVET) sector. However, the declining trend in student enrolment, which has led to even the closure of TVET institutions, poses questions over these achievements. The Ministry of Education, Science and Technology (MoEST) has extensively mentioned TVET problems and issues in its TVET Sector Analysis Report (TVET SAR) 20791, the Technical and Vocational Education and Training Reform Strategic Plan (TRSP) 2079 and the TVET Sector Strategic Plan (TSSP) 2079. Avoiding repetition, this article focuses on the integration between TVET and general education, and of qualifications within the TVET system to facilitate its vertical expansion as a means to boost enrolment. It addresses issues such as social stigma and systemic disarray; explores policy efforts in the international practices; chronicles Nepal efforts; and examines challenges like policy-implementation gaps, rigid teaching methods, poor internal efficiency, and subpar employment outcomes. The paper concludes that Nepal must continue preparing competent and competitive TVET graduates for both domestic and international markets. Achieving this requires restructuring the education system, particularly through integration mechanisms. By taking references from the proven international models, Nepal can transform its TVET system into an attractive choice not only for Nepali students but also for international learners.

Quantitative research in vocational education and training (VET) is routinely affected by missing or incomplete information. However, the handling of missing data in published VET research is often sub-optimal, leading to a real risk of generating results that can range from being slightly biased to being plain wrong. Given that the growing availability of data from large-scale surveys and administrative collections offers exciting new opportunities for quantitative VET research, it is important that researchers follow best-practice approaches when using such data in their own work. Against this backdrop, we: (1) provide a primer on the use of appropriate missing data methods for quantitative VET research; and (2) illustrate the detrimental effects of inefficient methods on research results via a simulation study using real-world education and training data from the Longitudinal Surveys of Australian Youth (LSAY).

Technical and Vocational Education and Training (TVET) plays a critical role in enhancing employability and supporting economic development. However, global disparities exist in labor force participation, policy implementation, and system effectiveness, highlighting the need for cross-continental analysis. This study aimed to conduct a systematic meta-analysis of international TVET research to 1) evaluate labor force participation of TVET graduates, 2) identify innovative policies and systemic interventions that strengthen TVET outcomes, and 3) propose strategies suitable for enhancing the Philippine TVET system. A systematic review and meta-analysis were conducted on 60 studies published between 2016 and 2022. Data were sourced from four academic databases: ProQuest, EBSCO, JSTOR, and Elsevier. Inclusion criteria targeted studies focused on TVET programs or graduates reporting employment outcomes or systemic interventions. Qualitative data were analyzed using MAXQDA, while quantitative data were synthesized to determine labor force participation across continents. Labor force participation of TVET graduates varied by region, with Asia reporting the highest rate (27.27%) and Africa the lowest (10.54%). Effective policies identified include strong governance, public-private partnerships, competency-based training, recognition of prior learning, and ICT-supported monitoring. For the Philippines, adopting these strategies can improve alignment with labor market needs and enhance graduate employability. The study demonstrates that context-specific policies, systemic interventions, and strategic partnerships are essential for improving TVET outcomes globally and locally. Evidence-based strategies can strengthen the Philippine TVET system, ensure labor market relevance, and promote workforce readiness.

The focus of this study was to investigate the coherence between the needs of industry and the curriculum offered at Technical and Vocational Education and Training (TVET) colleges. The context of this study was TVET colleges, which is a relatively recent sector in the Department of Higher Education and Training (DHET), in South Africa. There is an unacceptably high rate of unemployment in South Africa and in particular, there is a shortage of technical skills, which the TVET sector is expected to address. Concerns have been expressed about the effectiveness of these colleges in producing graduates with employability skills. This study investigated whether the assessment strategies employed in the Electrical Engineering curriculum are appropriate in preparing the students for practice. A qualitative research design was used where a sample consisting of seven Further Education and Training (FET) College graduates and three instructors (lecturers) were selected using a snowball sampling technique. Findings of this research are that the current assessment strategy used in FET colleges (written testing) does not lead to the development of employability skills in FET graduates. The proposed TVET programs are those that promote a dual assessment throughout the course that yields the technical knowledge and employability outcomes that will meet the needs of industries.