scholarly journals Extent of vocational education and training (2010): Percentage of 25-64 year-olds whose highest level of education is upper secondary or post-secondary non-tertiary (ISCED 3/4), by educational orientation

2012 ◽  
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Level Of Education ◽  
Post Secondary ◽  
Upper Secondary ◽  
And Training

scholarly journals Vietnamese Students’ Perception and Loyalty towards an Image of Vocational Education and Training

2014 ◽  
Vol 5 (4) ◽  
pp. 228-238
Author(s):  
Vi Hoang Dang
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Vocational Education ◽  
Industrial Development ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Vocational Students ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
And Training

Stakeholders’ perceptions towards a career in vocational education and training (VET) in Vietnam negate the country’s industrial development plan. During the last 15 years, the Vietnamese Governments investment in to the sector increased annually. However, parents and their children still pursue the goal of higher education via the mainstream rather than a career path way using the vocational education and training system. Although stereotypical views of vocational students are being challenged, Confucian ideology maintains some influence over stakeholders’ educational decisions leading to the sustained popularity of higher education. This study explores the perceptions of students on the image of and their loyalty towards vocational education and training. A sample of 300 lower secondary school, 300 upper secondary school, and 300 vocational students was drawn from across the Northern and Southern regions of Vietnam. A survey questionnaire was used to collect data and mean analysis conducted to explore the data. The findings indicate that agreement with statements about facilities and equipment, teacher’s ability, curriculum, and soft skills are the clearest indicators of enhanced perceptions about the image of vocational education and training. Encouragement from parents appears most influential to positively affecting lower secondary students’ loyalty. Unexpected was that vocational students had less interesting continuing in vocational education and training compared to lower and upper secondary school students inclination towards a career in VET. First-hand experience seemingly leads to diminished perceptions and loyalty towards vocational education.

scholarly journals The benefits of exposing post-secondary students to entrepreneurship training in Trinidad and Tobago

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Abede Jawara Mack ◽  
Daniel White ◽  
Osiris Senghor
Keyword(s):  
Trinidad And Tobago ◽  
Vocational Education ◽  
Secondary Students ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Post Secondary ◽  
Technical Vocational Education ◽  
Entrepreneurial Training ◽  
And Training

AbstractTechnical Vocational Education and Training (TVET) serves as a pillar for economic stability globally. Entrepreneurship education provides young people with essential skills that can be used in a positive manner, thus enabling them to be employers rather than employees. Marrying TVET and entrepreneurship education can help Trinidad and Tobago (T&T) in tremendous ways. These two subjects TVET and entrepreneurship can lift T&T to global prestige. Given this context, the study explored the benefits of exposing Post-Secondary TVET students to entrepreneurial training. An investigation was carried out using a mix-methods approach. The use of regression analysis and Spearman’s Correlation Analysis were used that determine the relationship between exposing Post-Secondary Technical Vocational Education and Training Students (PSTVETS) to entrepreneurship education and their interest in entrepreneurial training. Additionally, qualitative data was incorporated by utilising content analysis, focus groups and semi-structured interviews. The data revealed there was an absence of entrepreneurship education. Upon further investigation there was no real entrepreneurship culture or framework implemented within the PS schools. The results also showed the more students are exposed to entrepreneurship education more they are inclined to pursue entrepreneurship endeavours. Data also allowed the reader to grasped copious challenges experienced within TVET in T&T, that impacts on entrepreneurial training within post-secondary institutions in T&T. The researchers put forward an entrepreneurship education model that can be incorporated in the training of post-secondary schools. Additionally a strategy was articulated as to how entrepreneurship education can be adopted within the training of post-secondary institutions. Providing an adequate framework for entrepreneurial training within entrepreneurship education, and TVET provides originality and contribution to the field of TVET and entrepreneurship education.

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