A Cross-Institutional Study of Vocational and Professional Education and Training (VPET) Students and Teachers' Needs of Innovative Pedagogical Practices

Construction and Optimization of Talent Training Quality Based on Data Mining

“…where, ԑk is the bias of the k-th node on the first hidden layer. The output data of the second and third hidden layers, and the output layer can be designed similarly as formula (13). To enhance the classification ability of the BPNN model for TTQ prediction results, the sigmoid function was adopted as the activation function:…”

“…The prediction results of TTQ directly affect the model of talent training, as well as the philosophy and orientation of college management. The existing studies on TTQ evaluation mainly focus on the construction of evaluation index system (EIS) [11][12][13][14]. For example, Bloom [15] set up an EIS for the innovative TTQ in colleges, and compared the EIS with the traditional TTQ EISs, in terms of talent quality features, evaluation principles, subjects, and indices.…”

Embracing ambiguity

“…Articulation pathways for further studies for higher academic qualifications and career development have also been developed for the students. With TVET pedagogies such as workplace learning, technology enhanced learning, project learning and experiential learning to facilitate learning and teaching (Ng et al, 2016;2017), Hong Kong's TVET has repositioned itself, and is now more welcomed by students with interests and attributes in professional subjects (e.g. design, culinary arts, applied science).…”

“…For many people within the software community, the year 2018 marked the 50th anniversary of what is frequently cited as the birth of SE: a NATO-sponsored conference in Garmisch, Germany, in 1968 (Naur and Randell, 1969). Although Margaret Hamilton is often credited with coining the term (Snyder and Henry, 2018), it was at the 1968 NATO conference that that the words “software” and “engineering” were paired for the first time in a deliberate call to practitioners to apply structured, rigorous “engineering” approaches to address the ongoing software crisis.…”

“…In the UK, the total number of vocational qualifications awarded increased by 11 per cent in 2009, driven largely by students undertaking vocational courses at schools (BBC News, 2009). The number of school students aged 15 to 19 participating in Australian TVET also increased by nearly 30 per cent, from 167,100 in 2006 to 216,700 in 2009 (NCVER, 2010). Singapore has also recently set up the SkillsFuture Singapore initiative to “promote a culture and holistic system of lifelong learning through the pursuit of skills mastery, and strengthen the ecosystem of quality education and training in Singapore” (Singapore Government, 2018).…”