Search Results for
"education"

While an increasing number of studies postulate that vocational education and training (VET) activities have a positive impact on the innovative capacity of training companies, empirical evidence on the topic remains contradictory. This study exploits establishment data from a representative survey of German companies to estimate the relationship between firms’ participation in initial VET and their innovation outcomes. Our results show that the direct effects of initial VET on technological innovation in small and medium-sized enterprises (SMEs) are on average quite weak. If at all, a training firm’s initial VET activities are associated with product innovation activities and not with process innovation. Larger effects can only be observed in case of microenterprises with fewer than ten employees. In these firms, initial VET is associated with a higher probability of (local) new-to-market product innovation if it is accompanied by changes in organisational processes that support individual learning and knowledge creation. We conclude from this finding that the knowledge diffusion function of the VET system primarily holds relevance for the smallest of the training companies and that initial VET is only positively related to technological innovation when it goes along with organisational learning in the training company. © 2023 The Vocational Aspect of education Ltd.

The paper adds to the literature on vocational education and training by developing an account of the role played by technicians, and vocational education and training, in innovation. It also fills a gap in the innovation systems literature by analysing the neglected role of technicians and providers of vocational education and training in innovation. It outlines technicians’ contribution to innovation, sets out a theoretical framework for analysing the role of providers of vocational education and training in the innovation system, and discusses what ‘system failure’ involves in this context, as well as possible policy responses, using England as a case study. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This book gives an account of a recent study into the nature of teacher quality that moves beyond typical discussions of teacher impact on student results and into what it means to be a teacher. It describes how a range of different research methodologies were combined to design a process for research-informed examinations of teacher quality and the predictive validity of teaching performance assessments. The authors present qualitative and quantitative evidence that reveals how education stakeholders including teachers perceive what teacher quality is and what it might look like in the classroom. They aim to shift the discourse on this issue by changing the language we use to talk about teachers and what they do. In re-examining how we think about teachers, this work highlights the complex nature of defining teacher quality and what is required for successful engagement in the profession. Putting forth a new understanding of teacher quality, this is an essential resource for education academics and students, as well as teaching professionals. Further information about the study discussed in this book is available at https://www.sydney.edu.au/arts/our-research/research-projects/teacher-quality/whats-the-evidence.html. © 2025 selection and editorial matter, Rachel White and Alyson Simpson; individual chapters, the contributors.

Classroom engagement is a critical factor for evaluating students' learning outcomes and teachers' instructional strategies. Traditional methods for detecting classroom engagement, such as coding and questionnaires, are often limited by delays, subjectivity, and external interference. While some neural network models have been proposed to detect engagement using video data, they generally rely on fixed feature combinations, which fail to capture the logical connections and temporal dynamics of engagement.To address these challenges, this article introduces the MSC-Trans Engagement Detecting Network, a temporal multimodal data fusion framework that integrates a convolutional neural network (CNN) and a multilayer encoder–decoder structure. The proposed network includes two key components: first, a multilabel classifier based on ResNet and Transformer, which embeds labels into image features extracted by the CNN for high-precision classification through background inference, second, a temporal feature fusion module, which leverages an encoder–decoder structure to integrate multimodal features over time, enabling stable tracking of classroom engagement. Meanwhile, this open framework allows users to freely select feature combinations for temporal fusion based on specific scenarios and needs.The MSC-Trans Engagement Detecting Network was validated on the DAiSEE dataset, augmented with real classroom data. Experimental results demonstrate that the proposed method achieves state-of-the-art performance in continuous engagement tracking metrics, with flexible and scalable feature selection. This work offers a robust and effective approach for advancing engagement detection in educational settings. © 2008-2011 IEEE.

Competence-Based Didactic Approach (CBDA) supported students in developing their ability to integrate knowledge, skills, and attitudes. The study aimed to evaluate the effectiveness of CBDA in pediatric nursing education by establishing a CBD Model (CBDM) and examining the nursing students’ scores and grades. The exploratory sequential mixed methods research design was used to explore the CBDM and its effect on the students’ performance through their scores. Six hundred eighteen undergraduate nursing students were involved in the study. Purpose sampling was adopted to identify the CBDA impact on the nursing students score and grades. CBDM was established in parent and child nursing course to emphasize the application of didactic principles with nursing competencies. Study findings proved the highly nursing performance of CBDA among undergraduate nursing students’ scores and grade. The comparison of students’ scores between traditional and CBDA groups (two and three semester system) revealed highly statistically significant improvement (p < 0.001) which justified the research hypotheses of CBDA implementation. The total average of student scores increased from 84.54 ± 3.21 in the traditional group to 88.29 ± 1.59 in the CBDA groups. In addition to the improvement of communication skills which increased from 3.83 ± 0.36 in traditional groups to 5.88 ± 0.22 in CBDA groups. CBDA improved students’ performance by emphasizing their active participation in the learning processes through the application of didactic principles in the nursing education with clear plans that clarified teaching strategies and assessment methods. CBDM is more applicable in nursing courses and improve learning outcomes and curriculum design. © © 2025 Amal Murad and Eman Mater. Nursing Research and Practice published by John Wiley & Sons Ltd.

This study investigates how informal apprenticeships serve as a pathway to entrepreneurship in Ghana, focusing on the factors influencing the decision to enter apprenticeships, trade selection, and entrepreneurial ambitions. Utilizing a multinomial logit model, the research examines data from 1,600 apprentices to identify the interplay between individual characteristics, financial limitations, and trade preferences. The analysis reveals that financial constraints significantly impact the decision to pursue an apprenticeship, while trade selection is largely influenced by perceived entrepreneurial prospects. Interestingly, individuals with higher educational qualifications tend to enter skilled trades, implying that formal education enhances their recognition of business potential in these fields. Contrary to expectations, guidance from parents and teachers appears to discourage apprenticeship participation. Additionally, catering and carpentry emerge as trades with strong entrepreneurial potential, though the limited range of available apprenticeship options presents a challenge. These insights question the notion that informal apprenticeships are primarily for academically weak students, highlighting the importance of strategic interventions to strengthen their role in fostering entrepreneurship. To enhance the effectiveness of informal apprenticeships, policies should focus on broadening trade options, incorporating entrepreneurship education, and strengthening the link between formal and informal learning systems. Further research could explore comparative studies of apprenticeship models across different contexts. © 2025 by the authors; licensee Learning Gate.

Postsecondary education provides substantial benefits to transition-age youth in promoting improved career outcomes, but many individuals with intellectual and developmental disabilities (IDD) are denied opportunities in this area. Previous research has shown that inclusive academic education and vocational activities lead to better outcomes, but it is unclear how often individuals with IDD engage in these activities and how they promote better outcomes in combination. This study analysed data from the High School Longitudinal Study of 2009 to examine the extent to which these experiences predicted postsecondary education for students in the United States. Overall, we found that inclusive academic education was a consistent predictor of postsecondary education, while other associations were more complex. Implications for future research, policy, and practice related to our findings are provided. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Pradhan Mantri Kaushal Vikas Yojana (PMKVY) is a short-term skill development program in India aiming to train young job seekers, make them employable, facilitate employment and revitalize vocational education in India. Vocational education and Training (VET) in India suffers from weak links with the labor market, low enrollments, and slow industry demand, hampering the expected outcomes. This paper uses grounded theory to explore young people’s perceptions of PMKVY as a career-building program. Qualitative data was collected from trainees (N = 30) in three districts of Raipur, Raigarh and Korba in Chhattisgarh, India, through personal interviews with young people enrolled in PMKVY using semi-structured questionnaires. It was found that the understanding of possible career-building among young people mainly varied based on their age and educational attainment when they entered the program. One’s choice, utilizing spare time, seeking experiential learning, benchmarked quality training and improving communication skills were the factors through which they looked at their career-building process. The paper considers the implications of these findings in the context of large-scale skill development and VET initiatives in India. It concludes that vocational education continues to be associated with lower esteem and is considered a last resort for students with poor academic records. Short-term programs like PMKVY can provide career-building opportunities to young people who are largely drawn from working-class backgrounds. PMKVY's targeted approach toward imparting employability skills and facilitating transitions to various employment opportunities acts as a buffer in the significant success of the program. © 2024 Taylor & Francis Group, LLC.

education is a concept that is in a constant state of evolution, spanning various disciplines and serving as a conduit between academia, industry, and technological innovation. In the context of rapidly transforming labor markets driven by automation, artificial intelligence, and digitalization, work-based learning (WBL) must adapt in a similar fashion. This paper employs cybernetic theory to examine the dynamic interplay between education and work environments, emphasizing the role of positive and negative feedback loops in ensuring adaptability and maintaining quality assurance in vocational education. The study draws upon Ross Ashby's First Law of Cybernetics, emphasizing the importance of variety and adaptability in educational systems. Positive feedback loops have the capacity to drive innovation by integrating emerging industry trends into curricula, whereas negative feedback loops function as regulatory mechanisms that correct outdated content and align training programs with contemporary labor market demands. The successful implementation of cybernetic principles in education ensures that graduates acquire relevant, future-proof skills. However, the full realization of the potential of cybernetic feedback mechanisms is impeded by several challenges, including rigid educational structures, resistance to AI-driven learning analytics, and delayed curriculum adaptation. This paper proposes solutions, including AI-powered educational monitoring systems, agile curriculum development, and transdisciplinary collaboration between academia, industry, and policymakers. The integration of cybernetic principles into work-based learning can transform it from a reactive model to a proactive, data-driven framework, equipping students with the necessary competencies to thrive in a dynamic and ever-evolving workforce. © 2025 International Conference on Society and Information Technologies. All Rights Reserved.

The evolving landscape of education and workforce demands has led to the rise of microcredentials, offering a flexible and competency-based approach to lifelong learning. This paper explores the role of microcredentials for microcompetences, focusing on their significance in education and professional development. Unlike traditional degree programs, microcredentials provide modular, verifiable, and skill-specific certifications, ensuring learners acquire targeted competencies aligned with industry needs. The paper examines the implementation of blockchain-based verifiable credentials, ensuring security, authenticity, and interoperability within European education frameworks. Through case studies from EBSI-VECTOR, ESSA, NOO Ultra, and TRUSTCHAIN, this study highlights the practical adoption of microcredentials in higher education, vocational training, and corporate upskilling. The paper further discusses their impact on educational personalization, workforce mobility, and digital trust. Challenges such as standardization, credential stacking, and cross-border recognition are addressed, with recommendations for policy alignment and technological advancements. This research contributes to the ongoing discourse on the future of credentialing, advocating for scalable, secure, and transparent digital certification ecosystems in education. © 2025 Proceedings of the International Conferences on Mobile Learning 2025 and Educational Technologies 2025. All rights reserved.