Learning Factories in Vocational Schools

Scheid, Ralf

doi:10.1007/978-3-319-46215-8_15

Cited by 9 publications

(7 citation statements)

References 24 publications

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“…Implementing teaching factories in vocational schools raises several challenges because the conditions and obstacles usually differ from those at the academic level (Scheid, 2018). Based on interviews with principals, vice principals, and heads of competency skills, the obstacles faced by each vocational school are different.…”

Section: Discussionmentioning

confidence: 99%

“…Several researchers have seen that Tefa brings several advantages. Scheid (2018) reported that (1) new teaching-learning arrangements have to be developed according to the required specifications of the curriculum, (2) the learning situations should also be adaptable to the different types of learning factories, and also provide guidance to schools without a dedicated learning factory, and (3) the learning environment is not too complex and therefore discouraged the learners but at the same time foster the required competencies. Putra et al (2018) reported that school and industry cooperation on machining engineering vocational competence could be done by making products in schools.…”

Section: Introductionmentioning

confidence: 99%

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Successful implementation of teaching factory in machining expertise in vocational high schools

Wijanarka

Wijarwanto²,

Mbakwa³

2023

jpv

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This research aims to (1) evaluate the application of the teaching factory (Tefa) in the field of machining expertise in Vocational High Schools (VHSs) and (2) identify the obstacles to the implementation of Tefa. The research uses the CIPP (Content, Input, Process, and Product) evaluation method. This research was carried out in four vocational schools on the competence of machining expertise with the criteria of having implemented Tefa for more than five years and as a pioneer in implementing Tefa. The four schools are Vocational High School (VHS) Mikael Surakarta, State Vocational High School (SVHS) 1 Magelang, SMK Warga Surakarta, and SMK Karya Teknika Colomadu Karanganyar. The research respondents are principals, vice principals, heads of competency skills, and managers of Tefa. The data collection was through interviews, observation, and document scrutiny. The instruments used are an interview guide, observation sheet, and document analysis guide. The qualitative data analysis used qualitative data processing software. The results are as follows. (1) The application of Tefa in VHSs based on the evaluation is the context component 98%, the input component 89.25%, the process component 87%, and the product component 82.5 %. The percentage of evaluating the implementation of Tefa as a whole for the CIPP component is 89.2%, or very good; and (2) The obstacles faced in implementing Tefa in vocational high schools include rules for product sales, rules for working hours for public teachers, setting practicum schedules, working hours that were not flexible, rapid technological changes, understanding of block schedules, and lack of human resource competence. The results of this study imply that schools that implement Tefa are expected to be well-managed because it impacts the progress of VHS processes and products.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Successful implementation of teaching factory in machining expertise in vocational high schools

Wijanarka

Wijarwanto²,

Mbakwa³

2023

jpv

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“…Most of them have complex designs with highly connected components, which is often associated with a tremendous amount of operational and technical challenges. Furthermore, learning factories are expensive in purchase, operation and maintenance [18]. These high costs as well as the different challenges are only manageable for financially-strong companies or institutes and may impede an implementation in SME.…”

Section: Theoretical Framework 21 State Of the Artmentioning

confidence: 99%

Transformation towards Human Workforce 4.0 through the Qualification Model LTA-FIT

Rehe¹,

Schneider²,

Thimm³

2020

Proceedings of the Annual Hawaii International Conference on System Sciences

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Even though digitization is a topic of high interest and promises remarkable benefits for the German manufacturing industry, it is still in its development phase. Thus, necessities arising from it are not predictable, yet. A great obstacle that will occur is the appropriate qualification of employees at all levels, sectors and firm sizes. The integration of new technologies will have radical impact on the role and job profile of all staff members as they alter the requirements across the whole value chain and lead to new processes. Latest studies showed that an insufficient qualification of employees is one of the greatest challenges for a successful digitization. Thus, to regain a globally leading position in the manufacturing industry German companies, especially small and medium sized enterprises (SME), need to qualify their employees appropriately. The LTA-FIT model is an approach that aims to face these challenges.

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“…Moreover, the emergence of accelerated digitalization, especially in vocational education, encourages many teachers and researchers to strengthen learning accessibility by providing a more immersive and However, research indicates that certain contemporary controversies associated with adopting AR and VR technologies face specific constraints and difficulties, primarily in funding and execution (Criollo-c et al, 2024;Samala et al, 2023). For example, a survey of vocational education research shows that most schools and educational institutions do not have the resources to use AR and VR technologies (Raji, 2019;Scheid, 2018). Additionally, there are concerns about the ability and skills of teachers to incorporate these technologies into the curriculum.…”

Section: Introductionmentioning

confidence: 99%

“…Conversely, despite these limitations, there are promising opportunities to integrate these technologies, primarily through cooperation between private-sector partnerships and industries with resources that schools and educational institutions can expertly utilize. Thus, this concern can be overcome by working together to gain access to AR and VR technologies at a more affordable cost and access to specialized training in implementing these technologies in the vocational education sector (Scheid, 2018;Soliman et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Modern learning paradigms: A bibliometric analysis of augmented reality and virtual reality in vocational education

Fortuna,

Prasetya,

García

et al. 2024

JPTK

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This bibliometric analysis aims to explore the publication trends of the last decade, especially on modern learning paradigms that focus on implementing Augmented Reality (AR) and Virtual Reality (VR) in vocational education. This research specifically addresses the analysis of current technology trends, gaps, challenges, strengths, and opportunities of AR and VR during (2015-2024). This research method uses the "Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA)" protocol to collect data from publications focusing on high-quality research results. Data acquisition was analyzed and identified using MS Excel software and VOSciewer to visualize various critical metadata obtained in the Scopus database. Notably, publication trends and distribution patterns, the contributions of authors, the geographical spread of publications, and the identification of significant publication sources are all essential for analyzing the opportunities and challenges within the context of vocational education. The results of this study identified an augmenting growth of publication trends from 2015-2023, including the country of origin of prominent authors such as Bacca et al. (Spain), Babu et al. (India), and Lerner et al. (Germany), whose research results have been proven to impact the primary reference in the field of vocational education in the utilization of AR and VR. It is widely cited and has become the primary reference for other authors. Consequently, this bibliometric-based research underscores the potential of AR and VR technologies to improve vocational education by enhancing motivation, educational access, personalized learning, collaboration, and reducing operational costs.

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Learning Factories in Vocational Schools

Cited by 9 publications

References 24 publications

Successful implementation of teaching factory in machining expertise in vocational high schools

Successful implementation of teaching factory in machining expertise in vocational high schools

Transformation towards Human Workforce 4.0 through the Qualification Model LTA-FIT

Modern learning paradigms: A bibliometric analysis of augmented reality and virtual reality in vocational education

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