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This article is part of a volume of the International Journal of Vocational Education and Training devoted to international comparisons of school-to-work transition arrangements. In this article the institutions, conditions and outcomes of school-to-work arrangements in the United States are described and discussed. Show less

The study investigated opinions of technical teachers on the integration of security education into [technical and vocational education and training] TVET curriculum. Five research questions were raised and one null hypothesis. Descriptive survey design was adopted for the study. A questionnaire structured in five-point rating scale was used as instrument which underwent face validation by three experts and a reliability coefficient of 0.79 was obtained with Cronbach's Alpha method. The population was 116 respondents made of technical teachers in the four Science and Technical Colleges and a Vocational Centre within the study area. Data collected were analyzed using mean and standard deviation to answer the research questions, while z-test statistics was used to test the hypothesis at 0.05 level of significance. The study concludes that technical teachers unanimously agreed upon the inclusion of security education in the TVET curriculum. The findings of this study revealed among others that TVET teachers are not adequately equipped with the knowledge of TVET related security issues in spite the community members' readiness to accept the inclusion of security education in TVET curriculum. The researchers recommended that security education should be included into the TVET curriculum, and there should be close monitoring to ensure conformity to avoid misinterpretation/misuse.

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The study was carried out on development of an instrument for effective practice of commercial fisheries business for curbing youth unemployment in Gboko Metropolis. The three objectives of the study were to: Identify the basic requirement in starting a commercial fisheries business, Identify the practical skills required in fish management and Identify the challenges encountered in commercial fisheries business. A survey research design was adopted for the study and a structured questionnaire was used as instrument for data collection. Three null hypotheses were tested and the results showed that there is no significant difference in the mean rating of extension agents and fish farmers. Analysis of data revealed that all the items developed on the instrument are required for commercial fisheries business therefore it was concluded that commercial fisheries business requires both human and material resources for effective practice. Based on the findings it was recommended among others that skills required by farmers for effective management in fish production should be packed into training programmes and integrated in skills acquisition.

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Despite proficiency in many technical fields, many [technical and vocational education and training] TVET providers tend to be slow to adopt open learning principles and methodologies within their practice. This short article hopes to argue the case for the many opportunities open learning can bring to TVET students and institutions.

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The purpose of the study was to identify factors that influenced students to select vocational education subjects in Grades 11 and 12. The population for the study was all students who had selected a vocational subject in the 16 vocational high schools in Swaziland. This cohort constituted the first group of students in the vocationalized curriculum in the program areas of agriculture, commerce (business), home economics, and technical studies. The findings revealed that the most influential factors were: (1) a possibility of getting a job upon completing high school with vocational skills gained, (2) the media, (3) successful businesspersons in the community, (4) positive parental support, and (5) hope and desire of a successful home-based enterprise.

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The article describes a paradigm shift in the design and development of [technical and vocational education and training] TVET curricula under the influence of developmental changes relating to the transition from the industrial to the postindustrial paradigm (European Commission, 2010). The method resulting from the re-thinking of the role of TVET in the knowledge-based globalized society is called the functional analysis method. It integrates three key components namely: (i) the requirements of the the employment, both current and anticipated; (ii) a flexible curricula structure and content that can be modified to the changing situation; and (iii) the assessment specification that links the first two. The article shows examples of positive changes in the use of this method as observed in Russia.

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The development of society is increasingly science and technology-based, -powered, and -driven, and more focus is being placed on technical and vocational education and training (TVET) programs. Developing countries have relied on external support and funding for acquisition of technical knowledge and skills. But lately, much of the needed support has dried up, leaving TVET programs to survive on little financial support from within the countries. This, coupled with instructor shortages, has created serious challenges to the implementation of programs. This study identified and examined the current needs and challenges facing technical and vocational education and training institutions in Kenya, and suggests ways to address the challenges. Data were collected through case studies of two public technical institutions in Kenya - a technical training institute and a national polytechnic.

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This article reports the results of study designed to investigate the training preferences of Chinese trainers in light of the Western (i.e. the United States) traditional trainer roles vs. the performance consultant roles. Trainers from a Party school and two training colleges in Beijing, China volunteered to respond to a survey comprised of 13 statements about their training practices. Study results indicated that, although Chinese trainers agreed with Western trainers on the purpose of training, Chinese trainers clung to the role of traditional trainer instead of that of performance consultant, as preferred by Western trainers. Study results also revealed the characteristic of training in China, a finding that was consistent with reports in the literature of training in China.

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Africa desires to integrate her regional economies and achieve a continental common market by 2028. Such economic arrangement removes border barriers and allows free movement of goods and services between member countries. Ideally, countries have unrestricted free trade which maximize opportunities of broader market. However, if a country lacks skilled workforce, its goods and services may not meet consumers' expectation, and as a result it may not benefit from the economic integration. This paper provides an overview of regional economic integration with its enabling and constraining effects. Insights into potential for increasing economic integration through promotion of vocational education and training are also provided.

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The aim of this article was to investigate the connection between vocational interests of Greek senior high school students and their school achievement, gender, grades, and their parents’ occupational and educational attainment. The Rothwell-Miller Interest Blank questionnaire was given to 155 students. The results showed that vocational interests are more affected by the school achievement, gender, and grades and to a less extent by parental occupation and education.

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