This study aims to analyze the effect of e-learning on VET learning, the factors that support the success of e-learning, and the role of e-learning in practical learning performance. This type of research was a quantitative study with a meta-analysis approach. A total of 18 articles on e-learning in VET learning were selected as samples. The 18 articles were taken from the journal of Sinta accredited (the national index in Indonesia). The data is analyzed by determining the effect size value. The main finding of this study indicates that e-learning has a significant influence on VET learning. This result is obtained by measuring the average effect size value of 18 articles which is 0.344 > 0.25, categorized as a significant effect category. Another interesting finding is that the effect of e-learning in VET learning is only on the learning outcomes of particular theoretical and performance learning, increased motivation, and increased interest. For performance learning, not all can be accommodated by e-learning, only practical learning using computer and internet media such as digital simulation learning and WEB programming. Whereas in conventional performance/practical learning, e-learning cannot be used as the primary form of learning. The limitation of this study is the low number of studies on the use of e-learning in VET learning. As a result, this study provides a less broad representation. A meta-analysis on the effect of e-learning on VET learning is undoubtedly an exciting study. The reason is that almost all forms of VET learning are performance learning (practical learning). Therefore, e-learning in VET practical learning is a new study that can be developed.
The question before us is how we can productively use ChatGPT to help our students become knowledge transformers? A writer, a teacher, and an education professor all suggest an analogy from the calculator and math to ChatGPT and writing. In the same way that calculators became an important tool for students in math classes, ChatGPT has potential to become an important tool for writers who want to hone their critical thinking skills along with their communication skills. How might this happen? Educators are responding with valuable approaches. Adam Stevens, a high school history teacher in New York City who opposes his district’s decision to block ChatGPT, sees it as a valuable tool to promote—not limit—critical thinking. Students can evaluate the program’s initial response to a prompt, then consider how to improve it through revision. Other teachers quoted in a recent report on ChatGPT for Ed Week advocate for a similar approach and using the program to focus on the writing process. In higher education, we can openly let our students use ChatGPT for their class assignments, as well, and even use the bot in class to generate a first draft. Students can then learn how to move beyond the first draft to make their essays better. This is precisely the method that the first author will adopt at the start of her class after winter break.
This resource will help TVET stakeholders reflect upon, and share knowledge about, the challenges and opportunities facing TVET systems. The Atlas works within the BILT framework of three I’s:  identification, integration and implementation of new qualifications and competencies in TVET. It has a special focus on the twin transition of greening and digitalization affecting the future of work and society.stems.
The federal government recently announced a significant increase in immigration targets for the next three years – welcoming almost 1.5 million people between 2023-25. The plan aims to address continuing labour shortages and attract newcomers across Canada, including rural communities. It builds on Canada’s well-earned reputation as a nation of immigrants building cohesive communities and driving economic prosperity. This announcement places greater emphasis on the needed skills that will be essential for our economy into the future.
In the current, fast-changing education and labour market landscape, there is a need to promote more learner-centred strategies and to build bridges between initial and continuing vocational education and training (VET).
Cedefop’s latest briefing note on the future of VET provides insights into how training content and provision are changing to respond to labour markets’ rapidly evolving skill needs.
Junior and senior high school students and recent graduates from across Africa were joined by policymakers and education specialists in a series of three panels and Q&A sessions on workplace skills gaps, digital skills, and soft skills.
Canada’s innovation economy faces a dual challenge. Firms that want to innovate and grow often struggle to find workers with the right skills and knowledge, while many workers have difficulty finding and participating in education and training initiatives that would help them develop the skills and knowledge they need. Some firms address the challenge by working with training institutions to reskill their current workforce or develop programs to ensure that new hires have relevant skills and knowledge. Yet, too few pursue this strategy. The result is missed opportunities and foregone growth in the innovation economy.
This report and accompanying case studies share insights from three skills for innovation training initiatives which can inform the design and operation of models in Canada. As this briefing and the case studies reveal, well-designed and operated skills for innovation initiatives can improve the skills and well-being of workers and the strength and growth of dynamic regional economic sectors.
While vocational and skills training programs have had mixed results, those that included practical experience, soft-skills training, and job referrals often increased the hours worked and earnings of people who were targeted. Vocational training programs often helped trainees acquire hard skills and certify and communicate those skills.
The policy note examines the results of 28 randomized evaluations of apprenticeships and vocational training programs. While vocational and skills training programs have had mixed results, programs that included practical experience, soft-skills training, and job referrals often increased the number of hours worked and earnings of those who were targeted. Vocational training programs often assisted trainees in acquiring hard skills, as well as certifying and communicating those skills to employers.
This handbook provides information, evidence and basic conceptual models to facilitate the adoption of lllin national and local settings. It provides evidence from diverse initiatives and describes some of the contemporary issues to which lifelong learning responds – including how it shapes the 2030 agenda for Sustainable development.Â
Parents & Youth More and more parents are encouraging their children to consider a career in the skilled trades. Young people may need more information about what options are available and want to learn more about these exciting career opportunities.
Canada. Career Influencers - Guide to Careers in the Skilled Trades - Guide for Educators http://ow.ly/wkhA50H3NzW
As educators work to equip students with the skills and mindsets they’ll need to navigate massive change, the experts we interviewed discussed how and why they’re rethinking the role of education.
Find out how recent technological advances are evolving how we think about teaching and learning from a one-to-many model to a more personal approach to learning.
The education and skilling industry is expected to see a number of positive trends in the year 2023. These trends will offer more opportunities for people to access quality education and training, and will ultimately help to improve the quality of the workforce. Upskilling has been the focus in the year 2022 and is expected to be the same in 2023. The education sector has seen a significant transformation in recent years and appears to be the most impacted by the introduction of technology breakthroughs across industries. The new and innovative technologies are being adopted to cater the needs of the students and to make the overall learning process more engagement, interactive and efficient. The stage is already set for innovation to reimagine the future of learning, with its worth predicted to reach USD 30 billion over the next 10 years.
Expansion of program service providers into other industry areas Integration of AI into the learning process and delivery Deep-rooted outreach toward grassroots upskilling and education Continuous development in job-ready skill and soft-skill training
So what is GPT-3 and how is it used to make ChatGPT? What is it able to do, and what in the world is a language processing AI model? Everything you need to know about OpenAI’s latest viral baby can be found below.
As metaverse mania continues, three things appear true.
First, innovation theory suggests that the early successful instances that apply elements of the metaverse will be proprietary in nature. They will be optimized initially to maximize the performance and reliability of an immature technology at the expense of scale and interoperability. That immediately suggests a problem. Many of the instances that are called a metaverse won’t meet a key criterion of Ball’s definition: interoperability. Indeed, much of what passes for metaverse hype right now is still virtual reality clothed in new marketing language.
This may not be a bad thing, however, given concerns about whether the metaverse will be a safe and healthy place for children. Experiences in walled-off gardens—think Prodigy and America Online, not the whole of the World Wide Web—could be safer, at least initially, even though that might temporarily undermine the vision of innovating instruction or skill development through the blockchain or decentralized autonomous organizations.
Second, the metaverse seems more of a sustaining than a disruptive innovation for full-time virtual schools. Unlike disruptions, sustaining innovations improve the performance of an existing product or service to better serve users who already exist. Full-time virtual schools that have sometimes struggled to engage students would likely benefit from a more immersive, social experience. Combining their programs with the metaverse, as well as with in-person learning pods, could create a more robust and accessible schooling experience. Alongside the flexible models of learning that took root during the pandemic, such as pods and hybrid online and in-person programs, a socially rich, immersive metaverse could, eventually, disrupt traditional, brick-and-mortar schools.
Finally, metaverse applications can create educational experiences that are otherwise impossible in a traditional environment. Virtual reality can bring content alive with dynamic images and hands-on digital exploration. It can bring real people and knowledge from other parts of the world into classrooms everywhere. Consider the potential for science labs, language learning, internships, cultural exchanges, and field trips (see “The Educational Value of Field Trips,” research, Winter 2014
As metaverse mania continues, three things appear true.
First, innovation theory suggests that the early successful instances that apply elements of the metaverse will be proprietary in nature. They will be optimized initially to maximize the performance and reliability of an immature technology at the expense of scale and interoperability. That immediately suggests a problem. Many of the instances that are called a metaverse won’t meet a key criterion of Ball’s definition: interoperability. Indeed, much of what passes for metaverse hype right now is still virtual reality clothed in new marketing language.
Finally, metaverse applications can create educational experiences that are otherwise impossible in a traditional environment.Â
Looking ahead to 2023: Here’s what’s in store for higher education Giving students access to instruction, focusing on impact and promoting student outcomes are key for administrators in K-12 and higher ed alike. Ask anyone and they’ll tell you it’s been a challenging year for both students and faculty in both higher education and K-12. But like any obstacle, it’s been overcome with perseverance and innovation, ultimately carrying us to the other side with hopes of a brighter tomorrow.
Better job prospects, higher income potential, and advancement opportunities are more obtainable for those who graduate from a higher education institution. The field of post-secondary education is responsible for preparing a large part of the upcoming workforce and, as such, leaders in the field should be made aware of imminent trends.Â
Universities incorporating Indigenous education, inflated post-secondary grades and student protests are in store
This year, Canada’s colleges and universities will welcome an influx of students from all over the globe—which is one way to inject some young talent into the country’s rapidly aging workforce.
Schools have become battlegrounds: in 2023, more parents will pull out of the public system, universities will face mass protests and grade schools will experience security threats. The upsides? Greater safety measures and new options in distance learning.Â
The future is shaping up to look radically different from today. As educators work to equip students with the skills and mindsets they’ll need to navigate massive change and prepare for a new future, the educational experts we interviewed discussed how and why they’re rethinking the role of Education.
Vocational education and training (VET) is an important part of education systems around the world. VET systems differ widely between countries in how programmes are designed and delivered. Moreover, countries differ in terms of the types of providers that deliver VET. This report looks at the VET provider landscape in Australia, Denmark, Germany, the Netherlands and Sweden. It provides insights into the number of different providers by country, their focus areas and target populations. It describes how providers are different and how they overlap, as well as structures and initiatives to foster co-ordination between them.
Technical and Vocational Education and Training (TVET) connects education and the world of work, unlocking the potential of young people and adults for a brighter future. Yet, it is estimated that 267 million young people are not in employment, education or training.
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This strategy presents UNESCO's vision to transform TVET for successful and just transition during the period 2022 to 2029, by promoting skills development for empowerment, productive employment and decent work, and facilitate the transition to more digital, green and inclusive economies and societies.
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UNESCO will support Member States to respond to current and future challenges in TVET, proposing three main priorities:
-Develop skills for all individuals to learn, work and live;
2.Develop skills for inclusive andsustainable economies and;
3.Develop skills for inclusive andpeaceful societie
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UNESCO will work alongside bilateral and multilateral partners, institutions, governments, the private sector, and educators from all over the world to put TVET at the top of the education agenda.
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