Career Education

This study aims to promote the development of vocational education in our country energetically. The analysis is followed by introducing the course of development on vocational and technical education in Britain and summarizing the successful experience of vocation in our country with strengthening the funding and legislation for the state of vocational education as well as putting forward suggestions for reform and innovation of education to improve the system of certificates.

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.

n the paper the essence of the concept «vocational and technical education» is disclosed and its content analyzed. The place of vocational and technical education in the theory of learning is determined. The differences between general, professional, and vocational education are shown. It is ascertained that the task of vocational and technical education is to prepare professional talents of all levels and types for society, and its goal is to enable students to master one or more specific knowledge in the sphere of production and work skills necessary for a certain working profession or professional group. Vocational and technical education is a specialized education, which is one of the main characteristics that distinguishes it from general education. Unlike general or comprehensive education, which is associated with the acquisition of advanced knowledge, the discovery of objective patterns, and engagement in spiritual creativity, vocational and technical education is a narrow specialized education that trains primary, secondary, and senior level workers employed in real production. Vocational and technical education refers to specialized education aimed at developing and improving technical business knowledge and practical work skills and covers all areas except those related to science, research, design, planning, and other occupations, the main feature of which is intellectual activity. Vocational and technical education is obtained after leaving a secondary school at vocational schools of various types, higher vocational colleges, higher vocational and technical colleges, multidisciplinary technical colleges, etc. and involves training courses in specialized professional theory and practice. Thus, it includes both vocational and technical education and vocational training. The main forms of organizing the learning process are training in an educational institution, training in an enterprise, and the “dual system”. Vocational and technical education is an integral part of the lifelong education system and an indispensable form of education that is important both for the economic and social development of society and for combating poverty, as it can meet people’s needs for preparation for employment and become a stage and center of lifelong 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. …

У статті здійснено аналіз загальних принципів, механізмів та інструментів реалізації європейської політики у сфері професійної освіти і навчання, а також моделей та практик реалізації таких компонентів політики: сприяння привабливості сфери професійної освіти і навчання, забезпечення її якості в контексті побудови загальноєвропейського освітнього простору, фінансування програм, забезпечення економічного розвитку та соціальної\nінклюзії. Виявлено елементи прогресивного досвіду країн Європейського Союзу, якими можна скористатися у процесі модернізації вітчизняного освітнього законодавства у сфері професійної освіти й навчання. Наприклад, модернізація професійної освіти й навчання має відбуватися в напрямі створення передумов для її привабливості, інклюзивності, якості та гнучкості. Привабливість професійної освіти й навчання є похідною від її іміджу\nта потребує узгодженості з академічними шляхами освіти, наявності гнучких траєкторій навчання, які уможливлюють мобільність між професійною й академічною освітою, залучення стейкхолдерів до управління професійною освітою і навчанням з метою гарантування відповідності кваліфікацій існуючим вимогам ринку праці, продуктивної зайнятості, підвищення конкурентоздатності працівника на ринку праці. Забезпечення якості професійної освіти і навчання має втілюватись у використанні відповідних принципів, підвищенні рівня відповідальності стейкхолдерів за якість професійної освіти і навчання, постійному включенні всіх партнерів до процесу розбудови цієї якості, використанні вимірних показників для постійного моніторингу прогресу в сфері забезпечення якості. Доцільним є вибудовування стимулюючих моделей фінансування професійної освіти і навчання, які передбачають механізм спільного несення витрат соціальними партнерами та є прямим стимулом до покращення якості надання\nвідповідних освітніх послуг.

The relevance of the study is conditioned by the need to promote the results of scientific, educational, information-analytical, advisory activities of the unified scientific institution in Ukraine that provides scientific and methodological support to domestic vocational and professional pre-higher education, which is in a state of reform. Purpose: to characterize the current challenges and risks for the system of professional and vocational pre-higher education, highlight the main results of the Institute of Vocational Education and Training of the National Academy of Educational Sciences of Ukraine (hereinafter: institute of VET of NAES of Ukraine) in 2021 and prospects for its further development. Methods: theoretical (analysis, synthesis, generalization); empirical (study of legislative and regulatory documents in the field of vocational and professional prehigher education, analysis of the results of structural units of the institute of VET of NAES of Ukraine and materials published on its official website and the website of the professional journal "Professional Pedagogy"). Results: The Institute of Vocational Education and Training of the National Academy of Educational Sciences of Ukraine is presented as a single scientific platform that provides scientific and methodological support for the modernization of modern vocational and professional prehigher education; conducts research on issues relevant to vocational and professional higher education; develops and implements pedagogical innovations in educational institutions (concepts, methodological systems, methods, technologies, etc.); carries out innovative educational activities of different levels; prepares highly qualified personnel for vocational, professional pre-higher and higher education in the specialties 011 Education. Pedagogy and 015 Vocational education (by specializations); is engaged in publishing, information-analytical and expert activities; actively develops international scientific relations, participates in international scientific and educational projects; systematically implements the principles of predictability, academic freedom, integrity, student-centeredness. The main challenges and risks in the activities of the scientific institution are described, its current tasks and ways to solve them are identified. Conclusions: the main challenges to the system of vocational education are described (strengthening of world integration processes, rapid development of digitalization, nationalization, greening, internationalization of professional training of future specialists in developed countries); the risks caused by them are analyzed (centralized and bureaucratized management system in the field of scientific and technical activities; insufficient funding for socio-humanitarian research; low wages of research and teaching staff; reduced prestige of vocational education; underdevelopment of dual education). Based on the analysis of the institute of VET of NAES of Ukraine in 2021 promising areas for further development of scientific institutions are identified (basic and applied research, strengthening the principles of academic integrity; improving educational programs for Masters and Doctors of Philosophy; introduction of modular programs of professional development of pedagogical workers of institutions of vocational and professional pre-higher education); development of corporate culture of the institute and its international activities); the main tasks of the scientific institution are outlined (ensuring the quality of vocational and professional higher education; promoting the development of public-private partnership; improving the system of training teachers in the field of vocational education and training, etc.).

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.

The labour market has become dynamic and exigent, as it expects graduates to have quality skills before securing a profitable position. This has increased the unemployment rate among Technical and Vocational Education and Training graduates since TVET institutions are facing challenges in adequately preparing students according to labour market standards. This calls for the need for TVET institutions to redesign their systems and adopt new strategies that address the persistent changing needs of the labour market. Public-Private Partnerships (PPPs) have become an efficient means for TVET institutes to deal with this situation. Therefore, based on Cameroon's TVET system, this paper explores the involvement of Public Private Partnerships in advancing TVET, focusing on their roles in linking TVET to the standards of the labour market and improving the quality, credibility and accessibility of TVET education. The paper also highlights the current state of TVET in Cameroon, bringing to light its challenges in bridging the skill gap between graduates and industries. The study further highlights the impact of the limited involvement of PPPs in Cameroon’s TVET system and the economy. It draws on global best practices of PPPs implication in TVET as recommendable actions to sustain Cameroon's TVET system. The results highlight how PPPs can revitalise Cameroon's TVET system to the needs of employers while supporting national development objectives. Through PPPs, Cameroon can establish and sustain a solid TVET system capable of driving innovation, equipping students with required skills, decreasing unemployment among graduates and advancing socio-economic development.

Kenya, like other countries in the Sub Sahara Africa (SSA), Technical, vocational education, and training (TVET) is believed to be an obvious remedy to youth employment across the region. As we view TVET in this way, the perception in many if not all the countries across SSA is that TVET is a salvation for the intellectually incapable or those with less or no aspiration for better paying jobs. For the elite and middle class, TVET is in reality not for their children, as it seems almost ‘useless’. Interestingly, even with such perceptions, Kenya and other SSA countries have continued to ‘embrace’ TVET in their education systems but with little investment towards those TVET programmes. In 2018, there was a shift in policy in Kenya with TVET receiving more attention, and as a result attracting a larger budget allocation. The government slashed fees for students in technical and vocational education institutions, and raised public funding in its latest bid to grow the critical skills base needed to achieve the country’s economic ambitions. To support this policy, the government agreed to give an annual bursary of US$300 for every student who joins the technical institutions (University World News, 2018). The students will access the funding through the Higher Education Loans Board (HELB), the agency that disburses loans to university students on behalf of the government. This policy comes as a result of the World bank warning regarding a widening disconnect between labour market skills needs and the graduates of higher education institutions. This paper provides an overview of the state of TVET in Kenya, challenges and possible recommendations to support the new TVET reforms towards making it more attractive for learners in Kenya.

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.

Technical and Vocational Education and Training (TVET) plays a vital role in fostering a skilled workforce, crucial for sustainable development, poverty alleviation, and enhancing youth employability. However, the employability of TVET graduates remains a significant challenge, particularly in Pakistan, where issues such as low employability rates, skill shortages, and misalignment between industry needs and TVET outputs are prevalent. This qualitative study aims to address these challenges by introducing the TVET Skills Connect (TVET-SCon) framework—a unified catalyst designed to improve employability within the TVET ecosystem. Utilizing the Design Science Research methodology and Evolutionary Prototyping, the research involved comprehensive data collection through interviews, focus groups, and expert observations. Specifically, the study engaged 132 industry employers, 20 TVET teachers, and 326 trainees, alongside a detailed analysis of Pakistan’s TVET placement infrastructure and data systems. The research uncovers significant fragmentation within Pakistan's TVET placement system, revealing communication gaps, insufficient feedback channels, outdated job listings, and difficulties in aligning trainee skills with industry requirements. Data analysis further exposes a troubling mismatch where TVET programs supply 70\% more labor than the industry requires. The TVET-SCon framework addresses these issues by integrating stakeholders across the TVET ecosystem to enhance coordination and effectiveness. Its design not only tackles the specific problems identified but also offers a flexible model that can be adapted to similar contexts in other developing countries facing related challenges. The development and evaluation of this framework represent a significant step towards improving TVET outcomes and employability on a broader scale.

Changes in working life require development in vocational education and training (VET) to retain industrial currency. VET teachers are key actors in VET, and their continuing professional development (CPD) in vocational subjects is central to the currency of VET. This study is situated in Sweden, with a mainly school-based VET system where VET teachers have the main responsibility for students’ school-based and workplace learning, and they typically have a background in an initial occupation which they now teach their students. The study applies a situated learning perspective, with a particular focus on boundary processes between VET schools and working life, and how the modes of identification of engagement, imagination, and alignment are enacted and influence the identity formation and CPD of VET teachers. The findings are based on interviews with 30 Swedish VET teachers. The qualitative study shows how different forms of boundary encounter between VET teachers and working life, brokering of occupational knowledge, and reconstruction of occupational practices at schools provide opportunities for teachers’ CPD and influencing vocational teaching. It is important for the quality of VET teachers’ CPD to include and integrate the different modes of identification, to allow for updating of different aspects of the occupational identity.

This article examines diverse approaches to international cooperation aimed at advancing digital transformation in technical and vocational education and training (TVET), using the UNESCO Chair on Digitalization in TVET at Shenzhen Polytechnic University as a case study. Through a thematic analysis of the Chair's activities from March 2023 to March 2024, the study has identified four key approaches: (1) fostering a global dialogue on the digital transformation of TVET; (2) contributing to a digital learning community via open educational resources; (3) strengthening regional TVET capacities for digital transformation through leadership and teacher training; and (4) building a synergistic TVET ecosystem through cross-sectoral partnerships. The findings highlight the Chair's role in facilitating knowledge sharing, capacity building, and collaborative projects among global TVET stakeholders. Challenges related to digital disparities and ensuring the long-term sustainability of cooperation are also discussed. This study contributes to the emerging knowledge base on international cooperation for TVET digital transformation and provides insights for future practice and research.

Technical and vocational education and training (TVET) is essential worldwide due to its prominent role in preparing the skilled workforce to participate in economic development. This article reports on the TVET situation in Pakistan. First, it reports the historical developments of TVET in Pakistan. TVET has been given priority in policy documents since the independence of Pakistan, but real practical work has been done in the last two decades. National and provincial governments have formulated many new policies to improve TVET and created new governing authorities to regulate it. This results in increased TVET institutions and enrollments. However, this article also identified the significant challenges to TVET in Pakistan. Governance and infrastructure problems, gender inequality, and quality of teaching and learning are three critical challenges to developing TVET. National and provincial governments should partner with local industry and international organizations to build a better framework for TVET in Pakistan.