Does the vocational curriculum have a future?

Young, Michael; Hordern, Jim

doi:10.1080/13636820.2020.1833078

Cited by 22 publications

(9 citation statements)

References 20 publications

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“…There are many challenges in the curriculum, one of which is the economic disability of students [14]. It happens a lot in developing countries that are increasing the industrial sector.…”

Section: Resultsmentioning

confidence: 99%

The influence of the independent learning curriculum on the lecture process of undergraduate engineering students in Indonesia

Soeryanto¹,

Santoso²,

Kurniawan³

et al. 2023

Proceedings of the 5th International Conference on Vocational Education and Technology, IConVET 2022, 6 October 2022, Singaraja

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Significance changes are taking place at universities in Indonesia since the implementation of the MBKM curriculum. MBKM requires universities to provide internships for students outside the study program equal to twenty credits for three semesters. It makes them confused because they are more familiar with theoretical lectures than practical ones. The same thing happened at the State University of Surabaya. Although universities have issued guidelines for implementing MBKM, many study programs still need to implement them. They assume that the twenty credits of the internship will reduce the theory, increase the burden on students to graduate, and extend the student's study period. The apprentice reduces class to twenty credits in the sixth semester, while it expands to PI and PLP in the seventh and eighth semesters, respectively. MPK appears as a course that accommodates internships in the sixth semester. MPKs classify students' abilities during internships. The evaluation of MPK appeared in the last two semesters of the mechanical engineering education study program. The scores that students got on MPK were higher than in theory, and this caused an increase in their GPA. Not only it, but the MPK scores also increased from the first semester to the second semester. It shows that students' skills improve with internships because the evaluation was based on the number of tasks completed by students.

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“…There are many challenges in the curriculum, one of which is the economic disability of students [14]. It happens a lot in developing countries that are increasing the industrial sector.…”

Section: Resultsmentioning

confidence: 99%

The influence of the independent learning curriculum on the lecture process of undergraduate engineering students in Indonesia

Soeryanto¹,

Santoso²,

Kurniawan³

et al. 2023

Proceedings of the 5th International Conference on Vocational Education and Technology, IConVET 2022, 6 October 2022, Singaraja

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“…From another midway perspective, Gul and Khilji (2021) defined the term curriculum as all the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside and outside the school. Lastly in giving a broad definition, Young and Hordern (2022), defined the curriculum as what happens in schools and other training institutions. Contextualising the definition by Young and Hordern in the Ghanaian society, it can be deduced that all the teaching and learning activities that go on in the educational institutions, such as; senior high schools, technical and vocational institutes, technical universities, nursing and midwifery training colleges, colleges of education and universities can be termed as the curriculum.…”

Section: Introductionmentioning

confidence: 99%

Explorations in Curriculum Studies: The “Why” of Curriculum Inquiry, The “What” of Curriculum Inquiry, The Current State of Curriculum Inquiry and the ‘Curricular’ in Curriculum Inquiry

2024

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In this paper we discussed comprehensively, the; "why" of curriculum inquiry, "what" of curriculum inquiry, current state of curriculum inquiry and the "curricular" in curriculum inquiry. When discussing the question of the "why", the next best alternative that comes to mind is the "rationale". In another breath, we are referring to the very foundations of the curriculum. In this direction the "why" of curriculum inquiry relates unswervingly to the coming together of ideas that seek to provide comprehensive answers to the intent of the curriculum. Paying attention to the "what" of curriculum inquiry, we referred to the curriculum domains or processes such as policy making, development of the curriculum, evaluation, change in the curriculum, decision making, activities or fields of study, and forms and language of inquiry to be the subject matter of curriculum inquiry. In the same light, we discussed the two main types of curriculum inquiry namely; the guided inquiry and the open inquiry. Following that we discussed the "current state of curriculum inquiry. It was realized that the three categories constitute the broad fields of curriculum inquiry; however, they are curricular in differing ways. Curriculum inquiry is therefore a practical research centrally concerned with the inner work or real-world practice of schooling within the societal, institutional and instructional context in which schools are situated and function. It is a prescriptive undertaking whose ultimate purpose is centered on the advancement of schooling. Therefore, curriculum subject matters, curriculum development, curriculum evaluation, curriculum implementation, curriculum policy development and analysis are always the key topics and pre-occupations of curriculum inquiry.

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“…Urban secondary education also produces a semi-skilled labor force and supplies graduates who could go on to urban higher education. Urban higher education mainly provides a skilled workforce in various highly diverse fields of endeavor in the city with professional qualifications; urban higher education mainly comprises university and polytechnic delivery modes, and it functions to produce a highly skilled labor force for specific vocations in the city (Young and Hordern, 2020; Alam and Forhad, 2021) [1,2]. Does each specific level of urban education expand the income gap of urban residents or narrow the income gap of urban residents in Central China?…”

Section: Introductionmentioning

confidence: 99%

The Impact of Urban Education on the Income Gap of Urban Residents: Evidence from Central China

et al. 2022

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It is very important for a country's sustainable economic and social development to reduce the income gap between urban residents. Through investigating the impact of urban education level and its different levels on the income gap of urban residents in Central China, this paper provides the basis for formulating scientific and rational urban education development policies in Central China. Based on Central China's urban dynamic panel data, this paper examines the impact by using the system GMM (Generalized Method of Moments). The results show that overall, the improvement of urban education level helps to narrow the income gap of urban residents in Central China cities. Specifically, improvement of primary education level and secondary education level helps to narrow the income gap of urban residents, and improvement of higher education level enlarges the income gap of urban residents. Nonetheless, with further development of higher education in the cities, the income structure of lower-middle-income and low-income groups will be optimized, and subsequently higher education in cities will probably narrow the income gap between urban residents. In terms of the type of cities, improvement of education level in provincial capitals widens the income gap of urban residents, and improvement of education level in prefecture-level cities and county-level cities helps to narrow the income gap of urban residents. For all three types of cities, improvement of primary education level helps to narrow the income gap of urban residents, and the improvement of higher education level widens the income gap of urban residents. The improvement of secondary education level widens the income gap of urban residents in provincial capital cities but reduces the income gap of residents in prefecture-level cities and county-level cities. The policy implication from this study is that, to effectively and expeditiously narrow the income gap of urban residents in Central China, prefecture-level and county-level cities need to vigorously develop urban education, especially urban primary education and secondary education．At the same time, cities in Central China also need to actively develop higher education. Although the income gap of urban residents might be widened temporarily in the short term, the development of urban higher education will increase property income and net operating income of the local middle-low-income and low-income groups in the long term. Ultimately this policy would optimize the income structure of local urban residents and narrow the income gap of urban residents.

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Does the vocational curriculum have a future?

Cited by 22 publications

References 20 publications

The influence of the independent learning curriculum on the lecture process of undergraduate engineering students in Indonesia

The influence of the independent learning curriculum on the lecture process of undergraduate engineering students in Indonesia

Explorations in Curriculum Studies: The “Why” of Curriculum Inquiry, The “What” of Curriculum Inquiry, The Current State of Curriculum Inquiry and the ‘Curricular’ in Curriculum Inquiry

The Impact of Urban Education on the Income Gap of Urban Residents: Evidence from Central China

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