Project-based learning efficacy in vocational education: Literature review

Abstract

A shift in-demand skill in the workforce at the cognitive level and the need to adapt is a challenge for vocational graduates. Therefore a strategy is needed to enhance the 21st-century skills in vocational education. One of the strategies is implementing an active learning model such as Project-Based Learning. This article aim is to gather, summarize and integrate the quality of empirical evidence supporting links between Project-based Learning (PBL) and 21st-century competency framework. This study conducted with a systematic literature review. The data was collected from textbooks, journal articles, and internet searches. The result shows there are a lot of evidence of project Based Learning positive impact in fostering students skill in accordance to 21st-century competency framework including critical thinking, problem-solving, communication ability, collaboration ability, and creativity. The result also shows that several factors that could limit the effectiveness of PBL implementation including the teacher’s role, students’ roles, and other factors including equipment and the environment.

Vocational Education from a Cross-national Perspective: Comparative Analysis of China, Germany, and the United States, with a Case Study of Zhaixing Academy

“…However, it faces challenges in labour market demand, skill training, and education equity. Firstly, in terms of the labour market, vocational education graduates need to confront the challenges of adapting to shifts in cognitive skill demand [2] . Secondly, in skill training, project-based learning is regarded as an effective method for fostering the skills students need in the 21st century, but factors such as teachers' and students' roles, equipment, and environment may limit the implementation effectiveness [2] .…”

An Open-Source System for Generating and Computer Grading Traditional Non-Coding Assignments

“…Furthermore, proper and rapid feedback of the evaluations also helps students in their progress in the course [2][3][4]. Although project-based learning is gaining popularity in engineering education [5][6][7] and the evaluation of some courses currently relies solely on group projects [8], individual assessments are still a common means of evaluation in undergraduate programs. The possibility of increasing the number of evaluations done in a course is heavily conditioned by the evaluation reviewing time.…”

Needs Analysis for Developing Project-Based Learning Outcomes Assessment Models in Electricity Topic at the Center of Excellence Vocational High School

“…This paradigm shift brings change and requires adjustment, so the problem arises regarding the need for a project-based learning assessment model in practical subjects in SMK-PK. Project-based learning involves students working on real projects or activities as the core of teaching to achieve knowledge, attitude, and skill competencies, which are the learning objectives (Megayanti, Busono & Maknun 2020). Project-based learning departs from an authentic, contextual problem, where the project students are working on is a solution or a form of solving the problem in question.…”