近五年职业教育模块化课程开发的发展现状、前沿状态及国家相关政策文献评述

… and plans for vocational education appearing, modular curriculum in improving the vocational education and training system is more important to improve the education quality. The …

With the international development of vocational education, cultivating international high-end technical and skilled talents who meet the requirements of modern industrial development and have international competitiveness has become an important responsibility of current vocational colleges. By introducing the German “duale Ausbildung ”education mode and learning from the IHK vocational qualification certification examination method, the two sets of teaching standards in the German“duale Ausbildung ”education, J Mechatronics framework teaching plan and Mechatronics vocational training rules, are integrated to establish a curriculum design that meets the requirements of the enterprise’s professional post ability, and “double tutors” or “multi tutors” cooperate with modular teaching, Reform and innovate the way of curriculum assessment and evaluation, and cultivate high-quality and highly skilled talents.

… in curricular development, organization and implementation of target group-oriented continuing education. … Thereupon, Life Long Learning supports the creation of the curriculum with a …

In this paper, an application in developing a course for secondary vocational education settings in a modular manner is discussed and a number of conclusions are drawn from the process. The application was partly intentional and partly the result of circumstances, as it was realized, being a part of the redesign process of the specialties offered within the sector of Informatics of Vocational Lyceums (uppersecondary education), the schools that offer initial vocational education in Greece. Using modular design is applicable to secondary vocational education courses. It allows for adaptability, reusability and a variety of approaches within a competence-based syllabus. It is also suggested that more courses could benefit from a modular structure, definitely including other advanced laboratorial courses, but possibly even introductory ones.

The article analyzes the factors caused by the threat of spreading the coronavirus infection COVID-19 and introducing the martial law in Ukraine which affect the state of the vocational education. Taking into account the modern challenges and problems based on the analisys of the legislation the main directions of the vocational education development were determined. In particular, improving qualifications and professional development of teachers’ staff, enriching material and technical base of the vocational education institutions and educational programmes as well. Trendwatching of the modern labour market made it possible to single out its main trends: a change in the structure of employment, primarily an increase in the variability of employment; lifelong learning; automation and robotics; age diversity; forming hard skills, soft skills, digital skills; multipotentiality, background, interdisciplinarity. In order to solve the urgent problems and ensure the reorientation of the vocational training of qualified workers and improving its quality, special measures were suggested, including participating in the projects financed from the EU funds; developing educational modules and special courses for promoting lifelong professional development of teachers, improving educational programmes to enable improvement of the material and technical base of the vocational education institutions and professional development of teachers.

With the continuous changes in the educational environment, traditional knowledge-oriented curricula can no longer adequately meet students' practical competency needs in modern society. Consequently, competency-based curriculum design has gradually emerged as a key method for enhancing educational quality and students' practical abilities. This paper explores the impact of competency-based curriculum design on student learning outcomes, analyzes the theoretical framework of competency-based education, including constructivist learning theory and social cognitive theory, proposes a theoretical model and key elements of competency-based curriculum design, and discusses implementation strategies and resource support systems. The study finds that competency-based curriculum design significantly enhances students' knowledge mastery, skill application, and learning attitudes through clear competency goals, task-driven teaching strategies, and effective assessment systems. However, the dynamic adjustment of curriculum design remains crucial for improving student learning outcomes. Future research should focus on optimizing the adjustment mechanisms and assessment methods of curriculum design to further enhance educational quality and students' practical abilities.

… a competency-based … competency-based curriculum residents are very similar to those of our regular stream residents, with a couple of exceptions. The competency-based curriculum …

Competency-Based Education (CBE) is transforming current teaching and learning through prioritizing skill mastery over traditional time-based instruction. This shift in teaching and learning attempts to ensure graduates are job-ready and aligned with industry demands. However, many institutions and instructors face challenges in designing effective CBE programs due to a lack of structured instructional design frameworks. This paper proposes the CBE-ADDIE Model, which integrates the well-established ADDIE framework with CBE principles. The newly developed model provides a more robust and systematic approach for competency mapping, assessment design, content development, implementation, and continuous evaluation. By adopting this model, instructional designers and educators can create high-quality, scalable, and industry-aligned CBE programs that enhance learner success and workforce readiness.

Competency-based education is a feature of vocational training, medical education and other fields. Changes in technology, the abundance of information, and consequent shifts in education make competency-based learning a promising alternative to traditional content-centric, timed, and graded curriculum. Modularised content allows for manageable, achievable, and scaffolded competencies. However, implementing a competency-based modular curriculum will likely require functionality that is not readily available in existing learning management and curriculum management systems. This paper outlines key requirements for delivering such a curriculum based on educational specifications. Requirements are identified and articulated, justifying the need for a system to augment existing functionality. Examples of features are included, along with key considerations in the development process. A case study is presented to support the understanding of the underlying use case.

With the increasing demand for high-quality skilled talents in society, traditional vocational education models are facing pressure for transformation. Competency-based education (CBE), an educational philosophy focused on enhancing students' comprehensive abilities, is gradually becoming the core direction of vocational education reform. This paper explores strategies for curriculum design and implementation based on CBE, focusing on analyzing the core concepts of CBE and its application in vocational education, as well as revealing the main challenges in the implementation process. By constructing a competency framework, optimizing course content and structure, and innovating teaching models, this paper proposes a theoretical framework for competency-based curriculum design and discusses how to promote the implementation of the curriculum through optimizing resource allocation, enhancing teacher training, and establishing effective evaluation and feedback mechanisms. Finally, based on the current trends in vocational education reform, the paper suggests directions for future research, including the development of interdisciplinary competencies and the application of information technology in competency-based courses, providing both theoretical support and practical guidance for improving the quality of vocational education.

Many technical and vocational education institutions suffer from weak outcomes represented in qualifying their graduates to keep pace with the requirements of the industrial sector, and the negative impact on employment rates. This research has presented a way to link the training programs and curricula with the requirements of the industrial sector for the category of technicians and plant operators. By verifying the announced technical requirements for the jobs of technicians and plant operators in industrial companies with the outputs of courses and training programs in technical and vocational education institutions, as an example of this in the Jubail Technical Institute. In this article, a sample of (50) job advertisements for jobs of technicians and plant operators were used in order to extract the most required important technical skills. For this purpose, several tools and methods were used, such as text mining using the program in https://voyant-tools.org, in addition to Excel. Critical to Quality Tree was also used to clarify the importance of the technical skills required by the industrial sector. In addition, the cause and effect matrix which was used to link and evaluate the impact of training courses on the required technical skills. The article reached specific results, including extracting three of the most important skills required and declared for jobs in the technicians and plant operators and linking them with the training courses in the training program for plant operators. The impact of each training course on the required skills in the labor market, which facilitates the work of developing training courses to keep pace with the continuous improvement in the requirements of the labor markets for skills of the announced jobs.

The Turkish labor market faces substantial challenges because vocational training is not properly aligned with industrial developments and current sector demands. Turkey faces ongoing difficulties in matching vocational education curricula with industry demands through programs such as MYK and EU-funded initiatives even though it maintains investments in VET. This curricula misalignment impacts vocational education quality mainly in fast-evolving industries like manufacturing and renewables as well as tourism and information technology. The inadequate practices at vocational institutions include using stale curriculum and antiquated teaching approaches alongside weak employer relationships that produce graduates unprepared to join the workforce. A holistic investigation of Turkey's teaching-to-industry alignment uncovers the elements and origins of this challenge based on international criteria and domestic institutional examples. The article explains how government institutions need modernization at the structural level while highlighting the importance of industrial and educational institutions working together dynamically and showing how digital technology can transform vocational education systems. The article presents an inward strategic framework to close the gap which incorporates curriculum co-design along with upgraded labor market information and competency-focused training and enhanced public-private relations. The successful transition of Turkey towards sustainable growth requires vocational education to match current and forthcoming labor market requirements to fight youth unemployment and advance in global knowledge economies.

Industrial development has an impact on competency requirements that must be aligned with the provision of competencies in vocational school. Vocational school graduates who are able to work in accordance with their field of expertise are one of the keys to the success of vocational education. The purpose of writing this article is to determine the vocational alignment based on the schema. The method used is qualitative with a case study approach. Data collection techniques using interviews. The research was conducted during a workshop organized by the Directorate of Vocational Education. The research subjects were Indonesian vocational school teachers. The research procedure used the Denzin & Lincoln model. Data analysis was carried out with the assistance of the Atlas.ti software version 8.3. The results of this study provide information that there are three important things that need to be done by vocational school and Industry to be able to carry out and develop competencies, namely process, strategic management, and duties and responsibilities. The three things that are the findings, of course, have their respective indicators which can be done specifically by vocational school and Industry. The results of this research can be used as a collective reflection for vocational school and industry in increasing competence and developing the ability to create quality graduates for vocational school and to find competent workforce candidates for Industry.

Abstract This research focuses on Indonesia’s newly introduced Merdeka (Independent) curriculum for vocational schools (VSs), emphasizing the crucial involvement of the industry in aligning, executing and evaluating the curriculum. The study utilizes a combination of qualitative analysis through a multicase design and quantitative insights using descriptive methodologies. The empirical findings highlight a complex connection between VS and the industry, clarifying the diverse contributions of industrial players. The importance of the industry is initially demonstrated through curriculum synchronization, which includes the submission of competence designs, the development of a Memorandum of Understanding (MoU), and the precise alignment of competencies with industry requirements. Afterward, the industry promotes curriculum adoption by cultivating a 5S work culture through seminars, workplace assistance, and reinforcement of essential work character traits. Moreover, the industry’s assessment of the Merdeka curriculum implementation is considered vital, covering areas such as collaboration, education and the quality of work produced. This study enhances curriculum management research by revealing the dynamic connection between vocational education and industry stakeholders. It offers insights into the collaborative and transformational processes that influence vocational education.

This study develops a theoretical framework for transforming vocational education and training (VET) for the emerging Industry 5.0 paradigm by focusing on the critical role of VET trainers’ professional identity. As Industry 5.0 emphasizes human-machine collaboration, artificial intelligence integration, and sustainability, traditional VET programs—particularly in craft-based sectors like wood processing—require fundamental reconceptualization. While research has addressed curriculum reforms and technological adoption, limited attention has been given to how VET trainers must transform their professional identity and practices to effectively develop an agile workforce. We propose a conceptual framework for integrating Industry 5.0 approaches into VET programs, specifically applied to a wood processing technician education program in the Romanian VET system, and identify the key competencies for an agile workforce in the Industry 5.0 context. It further proposes a redesign of industry-partnered training modules and identifies how VET trainers must evolve from traditional instructors to facilitators of human-machine collaboration, developing competencies in digital tools, adaptive pedagogy, and sustainability practices. While requiring empirical validation, the research contributes a structured approach for aligning vocational training with Industry 5.0 requirements, offering a roadmap for educators and industry stakeholders to update VET programs for future labor market demands. It also provides the groundwork for targeted professional development strategies to equip VET trainers with the necessary skills to prepare an agile, technology-enabled, and sustainability-conscious workforce.

Background: Industrial Work Placement (PKL) is a mandatory course for Vocational High School (SMK) students involving practical activities in relevant industries. A significant gap persists between the competencies students have mastered and the professional standards required by the automotive industry. Objective: This study aims to identify the competency standards required for automotive engineering (TKRO) students to perform effectively during industrial work placement, in accordance with automotive industry requirements. Methodology: This research employed a qualitative case study design. Data were collected through in-depth semi-structured interviews with nine purposively selected automotive workshop managers in Surakarta, Indonesia. Data analysis followed the interactive model of Miles, Huberman, and Saldana (2014). Findings: To successfully execute tasks in the automotive industry, internship students must possess a triad of competencies: (1) general competencies (soft skills) including occupational health and safety, industrial culture, and work environment maintenance; (2) specific/technical competencies (hard skills) covering inspection and maintenance of engines, power transmission, electrical, and body electrical systems; and (3) automotive-specific supporting competencies related to digital literacy and modern automotive technology. Practical Implications: The findings provide a concrete reference for vocational curriculum design and student preparation before industrial placement, particularly in the context of Indonesia’s automotive vocational education

Malaysia’s Technical and Vocational Education and Training (TVET) has been positioned as a national priority for strengthening workforce readiness and industrial competitiveness. However, in textile design education, there remains no comprehensive, discipline-specific framework for assessing competencies that integrates national standards with evolving industry requirements. Existing models are largely generic, emphasising employability skills and accreditation compliance, while overlooking hybrid competencies such as creativity, sustainability, and digitalisation. This concept paper proposes an industry-aligned competency assessment framework for textile design education in Malaysian TVET. Guided by Competency-Based Education (CBE) theory and Constructive Alignment, the framework synthesises workplace requirements, MQF 2.0 outcomes, NOSS descriptors, and authentic teaching and assessment practices. It identifies five competency domains: technical, creative, transversal, sustainability, and digital structured through performance indicators, rubric-based assessments, and work-based evidence. Conceptual validation is achieved through expert review, consensus methods, and alignment audits. The proposed framework contributes to both theory and practice: theoretically, it advances the integration of CBE and alignment principles in creative vocational education; practically, it provides policymakers, institutions, and industry stakeholders with a tool for curriculum design, accreditation, and programme review. Future research will pilot and empirically validate the model, supporting Malaysia’s broader TVET transformation agenda.

This study examined the extent of training accessibility and the level of competency development among food technology educators in Surigao del Sur, Philippines. Using a descriptive design, the research assessed the educators' perceptions across four training accessibility indicators—availability of training programs, institutional support, geographic and financial constraints, and industry alignment—and three competency domains: pedagogical knowledge, technological integration (TPACK framework), and industry-relevant skills. Results revealed a moderate to high level of training accessibility, with institutional support and industry alignment receiving the highest mean scores. However, availability and frequency of specialized training programs received relatively neutral ratings, suggesting inconsistencies in professional development opportunities. On the other hand, competency development was rated high across all domains, with pedagogical knowledge scoring the highest. Educators demonstrated strong application of student-centered and experiential teaching strategies. Technological integration and industry-relevant competencies were also rated positively. However, findings indicated a need for increased participation in formal digital training and greater exposure to real-world food processing practices. These findings highlight institutions' need to allocate resources towards digital infrastructure, ongoing capacity-building programs, and enhanced industry partnerships to sustain and elevate teaching quality. The study provides empirical evidence that can inform policy directions for professional development in the technical and vocational education sector, particularly in food technology

At present, a new concept of industrial production is being implemented in Uzbekistan. The continuous process of updating equipment and technology places high demands on the training of specialists in the field of preparing future foreign language teachers. In modern scientific, technical and socioeconomic conditions, the main requirement for professional training of a specialist is the guarantee of the formation of a clearly defined level of professional competence. This inevitably entails a change in traditional educational technologies, in which it is impossible to assess the potential learning outcome. As a fundamental one, we accept the provision that the main, achievable goal of the functioning of the professional education system is to build the competence of a specialist, which also includes the development of professional qualities of his personality. Thus, the formulated goal of vocational training, in our opinion, is more consistent with the real requirements and conditions of production. The universally noted goal-setting as an orientation to the training of highly qualified specialists who are fluent in their chosen profession remains at the level of declarations, without changing the real situation in practice. The article on modular training analyzes the integration of the principles of modularity, self-organization and context that can guarantee the formation of a certain level of professional competence of future specialists, which determines the relevance of the chosen scientific direction of research

The research aims to identify and substantiate the organizational and pedagogical conditions for the effective implementation of modular technology for the devel-opment of professional competencies in welder students in a corporate training center. The practical analysis of student achievements based on the proposed modular training system with the participation of two groups of men undergoing vocational training (22 people in each of them) showed that the experimental group provided more qualitative average answers to 9 out of 20 test questions, and the total average score was higher in this group. The experimental group also showed statistically significant and higher average scores in 5 practical tests. The results of the study can be put into practice to improve the quality of engineering training in corporate training centers.

To address inefficiencies caused by fragmented content delivery, inconsistent instructional pacing, and subjective evaluation in foundational art education, this study proposes a computer-assisted modular teaching system based on a unified training pathway. The system incorporates a digital platform structured on a browser–server (B/S) architecture, featuring modules for content scheduling, demonstration standardization, progress tracking, and evaluation automation. The five instructional stages—Imitation Reinforcement, Geometric Structure, Basic Still Life, Complex Composition, and Figure Drawing—are encoded as structured task units. A lightweight image analysis algorithm based on OpenCV extracts visual features (e.g., contour continuity, spatial alignment) from student work, generating quantitative indicators that support semi-automated evaluation and reinforce instructional decision-making. A 16-week teaching experiment involving 86 foundational-level students was conducted using this platform. Four metrics—teaching progress consistency, module achievement rate, modeling accuracy, and teaching effectiveness dispersion—were used to assess outcomes. Compared to traditional instruction, the system achieved a 24.8% reduction in progression deviation, a 14.6% increase in achievement rate, and a 43.3% reduction in inter-class variance (p < 0.05). This research demonstrates the viability of integrating computational control mechanisms and visual analysis tools into art instruction, enhancing the process stability and reproducibility of modular teaching in exam-oriented contexts.

… Competency-based training seeks to match training programmes with the needs of industry. … Modular structure shows an indirect effect on professional skills through quality teaching …

Since the first electronic computer came out, computer hardware technology has been continuously developing, followed by computer software technology. In order to cultivate computer software talents, colleges and universities have gradually established computer software-related colleges. The main purpose of this article is to explore the modularized teaching and practice of software technology specialty based on professional characteristics. This article is a new review and discussion of the current software technology major related course teaching and talent training mode under the background of the rapid development of the computer software technology industry. Based on the characteristics of related courses of software technology major, as well as the analysis of the current situation and existing problems of related courses of software technology major, this paper proposes to adopt modular teaching mode to cultivate the comprehensive information literacy, innovation ability and practical ability of software technology students. The ability to meet the professional characteristics of software technology. This article expounds the concept of modular teaching, and on this basis, focuses on the basic principles of modular teaching design in software technology professional courses, and constructs a modular teaching model for the “java programming” course. Through the comparative practical research of modular teaching in the course of “Java Programming”, it can be seen that the average grade of the class using modular teaching is about 8 points higher than that of the class using the original teaching model. More than 80% of the classes that use modular teaching are interested in the “Java Programming” course. The above experimental results show that modular teaching can effectively improve students' performance, enhance students' interest in learning, and cultivate students' professional characteristics.

… curriculum mapping and examine the technology used in developing digital curriculum mapping in an effort to improve curriculum … of digital curriculum mapping in vocational education. …

The primary aim of Technical and Vocational Education and Training (TVET) is to prepare for the country labour force meeting needs of the labour market, to enable people contribute to sustainable social, economic, environment and industrial development. Ethiopia has implemented the outcome-based Technical and Vocational Education and Training system since 2007. The Ethiopian outcome-based TVET system is a training delivery approach in which the labour market demand is identified and Occupational Standards (OS) are developed by industry and then the curriculum is developed based on the OS developed. Both the Ethiopian occupational standard (EOS) and the Technical and Vocational Education and Training (TVET) curriculum derived from the OS have similar architectural structural mapping. The main objective of this article was to assess how the TVET curriculum mapping in the case of the building construction fields in Ethiopia responds to labour market demand. The main data gathering instruments used in the study were interviews and document analysis. The interviews were held with the TVET stakeholders such as the Federal and Regional TVET curriculum development officials, the TVET college principals, the HoDs and TVET trainers. The documents that were reviewed included the Ethiopian National TVET Strategy and other TVET working documents such as the Ethiopian Occupational Standard and the TVET Curriculum Development manuals as well as other literature related to the study. It is found out that the curricula of building construction fields are the direct and one-to-one conversion of their respective Occupational Standards. The findings again revealed that the general TVET curriculum mapping of the building construction fields have not addressed the country’s labour market demand and training needs. As a result of this, it was noted that the participants were not comfortable with the curriculum mapping of building construction fields laid by the Ethiopian TVET Authority. The paper concludes that the TVET curriculum should not necessarily have been the direct mirror and reflection of its OS when curriculum mapping was designed as it does not reflect the real societal and training needs of students.

… maps have become a key technology for promoting the digital transformation of vocational education … of digital textbooks in vocational education. Employing research methods such as …

… The production-education integration philosophy has exerted a pro… vocational education. Particularly, how to deepen the production-education integration during the actual education …

The construction of program clusters has become the main approach for higher vocational colleges to implement the cultivation of comprehensive technical talents, with the most important aspect being the integration of curricula between different programs. Based on field investigation and case study, we found that developing program clusters mainly follow the pathway of aligning with enterprise job standards, observing working process, focusing on typical work projects, drawing capability map, updating curriculum content or developing new curriculum content, and adopting the curriculum framework of "platform + module + direction". However, due to the different links of the industrial chain that program clusters served, the curricula will also present a different structure. We inductively identified three types of curriculum frameworks, the mutual integration module curriculum that serves the short and complete industrial chain, the separate module curriculum that serves the long and complete industrial chain, and the mixed module curriculum that serves the midstream and downstream of the industrial chain.

Purpose: The article focuses on the contribution of didactics and didactic theory as a distinct strand in research on vocational education and training (VET). Empirical research is reviewed to further explore what characterizes vocational didactics in the Swedish context of Upper Secondary VET. Approach: Semi-structured and flexible review methodology was used to identify didactic research and map its emergent features. An analytic framework was constructed for this purpose and used iteratively throughout the review process. The framework expresses the constitutive simultaneous interdependence of the relationships A-B-C. They refer to A) the ways of how the actors engage with the content as meaning and matter or relationship between the actors and the content, B) the relationship between the actors and the method through interaction with the content, and C) relationship between the methods embedded in work tasks and school assignments and how they underpin the content. A total of 26 sources was identified and thematized as school-based vocational didactics, collaborative vocational didactics, and work-based vocational didactics. Findings: Four distinct features of vocational didactics in Upper Secondary Vocational Education and Training (USVET) are outlined: 1) Diversification of the use of simulation as a method in school-based education pointing to vocational knowledge and skills 2) broadening of instruction (and reflection) as a method by inclusion of several parties (e.g., supervisors, workplace staff, instructors-practitioners), 3) work tasks as a method pointing to vocational knowledge and skills as content, 4) interaction between several parties using verbal and non-verbal means. Despite a growing interest in the importance of work tasks in their dual affordance of meaning and matter, few sources deal with students' learning processes in alignment with the logic of the production of goods and services. Conclusion: The analytic framework we have put forth strengthens the conceptual boundaries of vocational didactics from a point of view of profession-related learning objectives (content), actors, and methods involved. Applying the didactic theories to review empirical research on VET strengthens the integrity of vocational didactics as a particular field.

… professional education, where curriculum developers often continuously revise curricula to … and implemented, in addition to the execution of the curriculum or modules already in force (…

PurposeFew resources exist to incorporate principles of modular approach to course design. This research aimed to help instructors by presenting principles for practical and empirically informed modular course design in engineering education.Design/methodology/approachIn the first phase, a systematic literature review was completed to identify categories addressing a modular course design. Search and screening procedures resulted in 33 qualifying articles describing the development of a modular course. In the second phase, 6 expert interviews were conducted to elaborate on the identified categories.FindingsGuided by the interview results and the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) course design model, the categories were compiled into six design principles. To present the design principles in relation to the guiding principles of modular approach, an overarching conceptual model was developed.Originality/valueHere, we present our innovation; a foundation for an evidence-based systematic approach to modular course design. Implications have value for supporting flexibility and autonomy in learning.

Abstract The purpose of this study was to assess the implementation of modularization in Ethiopian higher education institutions with particular reference to the instructional process (active learning and continuous assessment). Mixed research design was employed. Three universities were focus of the study. Three hundred and eight undergraduate students and 144 instructors were selected using stratified and simple random sampling. Data were collected using questionnaire and semi-structured interview. The study found out that the instructional process in the modularized program is below the expectation. The teaching–learning process was found to be predominately teacher-centered and limited to PowerPoint presentations. Students were still found as an outsider in the process of knowledge construction playing a recipient role. It was also found that continuous assessment has continued to be perceived and practiced as continuous testing in which students sat for tests and quizzes frequently with no written and/or oral feedback. Large class size and shortage of time (i.e., nature of block teaching approach) have been found to be challenges for making the instructional process effective in helping the students achieve the objectives stipulated in the curriculums. Alternative teaching strategies that fit to large class size and further staff development activities that address misconceptions on active learning and continuous assessment were suggested.

Vocational education enhances traditional education by providing students with the advanced information and skills necessary for career success. Based on the traditional course structure, vocational education places equal emphasis on self-governance and occupational skills. This article proposes a Modularization-based Training Control Optimization (MTCO) approach to leverage the adaptability of vocational education training for market skills. This optimization approach classifies the training and its adaptability for the occupational and self-governance skills of the students. Based on the demand, the modular priority for skill-based training is pursued to provide better training efficiency. As optimization is induced for the personnel training, standard interchangeable modules based on the skills and agenda are optimized for maximum efficiency and the minimum swapping between the training sessions. The optimization uses fuzzy control to consider the current demand for personnel for modularization. This optimization relies on the modularization process's minimum swapping criterion for maximum training efficiency in consecutive and distinct training sessions. Based on this minimum swapping, the new fuzzy control criteria are designed to prevent modularization failures and time demands.

The world of work and therefore companies and employees are increasingly being challenged by megatrends such as a shortage of skilled workers. One important strategy of the federal government in Germany is to increase the proportion of skilled workers. This can be achieved, among other things, with the concept of modularized vocational training for adults by using "partial qualifications". The article explains the aims, functions and actual developments of the concept of "partial qualifications". Based on a literature review and case studies, the question of how guidance regarding partial qualifications takes place will be the focus of the paper. In the second step, preliminary results of an empirical study from a current European Union (EU) project on vocational guidance in networks are presented. Case studies are used to illustrate examples of good practice in guidance in networks.

This study aimed to design a competency-based curriculum for a Master of Information Science program that addresses the evolving demands of the digital era, aligns with labor market expectations, and supports lifelong learning. Using a mixed-methods approach, the research incorporated document analysis, stakeholder interviews, curriculum drafting, and expert reviews. The curriculum was developed based on the competency-based education model and the backward design framework, ensuring alignment between expected professional competencies, program learning outcomes, and curriculum structure. Key findings identified a set of generic and specific competencies required of high-level information professionals, including expertise in digital transformation, data analytics, digital communication, and digital records management. Stakeholders emphasized the importance of theoretical knowledge, digital literacy, critical thinking, ethical behavior, and the ability to apply knowledge in practical settings. The curriculum structure comprises 36 credits, organized into modular learning units, including core, elective, and independent study components. It also allows for flexible pathways such as stackable credentials, non-degree options, and a graduate diploma track for learners not pursuing a thesis. The resulting curriculum promotes outcome-based learning, integrates lifelong learning principles, and offers a flexible, student-centered framework aligned with global standards such as those advocated by the iSchools Organization. This study contributes a practical model for aligning academic programs with labor market needs and national qualification frameworks. Recommendations for future research include piloting the curriculum, evaluating its impact on learner performance and employability, and developing systems for continuous curriculum updates in response to technological change. While the study provides a comprehensive design model, it is limited to the design phase and would benefit from empirical validation during implementation.

Human motion is highly diverse and dynamic, posing challenges for imitation learning algorithms that aim to generalize motor skills for controlling simulated characters. Prior methods typically rely on a universal full-body controller for tracking reference motion (tracking-based model) or a unified full-body skill embedding space (skill embedding). However, these approaches often struggle to generalize and scale to larger motion datasets. In this work, we introduce a novel skill learning framework, ModSkill, that decouples complex full-body skills into compositional, modular skills for independent body parts, leveraging body structure-inspired inductive bias to enhance skill learning performance. Our framework features a skill modularization attention mechanism that processes policy observations into modular skill embeddings that guide low-level controllers for each body part. We further propose Generative Adaptive Sampling for Active Skill Learning, using large motion generation models to adaptively enhance policy learning in challenging tracking scenarios. Results show that this modularized skill learning framework, enhanced by generative sampling, outperforms existing methods in precise full-body motion tracking and enables reusable skill embeddings for diverse goal-driven tasks.

The study aims to analyze the leading researchers of vocational education and training from dimensions of individuals, institutions and countries. This article utilises the scientific information measurement software—CiteSpace—to conduct a scientometric analysis of 2,024 articles on vocational education and training from the Web of Science (W.o.S.). According to the research results, some useful conclusions can be drawn as follows: (1) vocational education and training research has become interdisciplinary and subject involved are “psychology”, “sociology”, “economics” and “pedagogy”; (2) the United States, the Netherlands and Australia make the majority of contributions and there are numerous collaborations among countries; (3) Univ Amsterdam, Univ Utrecht and Univ Melbourne were the main research institutions; (4) J Vocat Educ Train, Rev Educ Res, Thesis Elev, Econ Educ Rev and J Educ Work were the top 5 highly cited journals; (5) “Engagement”, “Program”, “Self-efficacy”, “High school”, “Predictor” and “Labor market” have become major research hotspots currently.

Introduction to The Problem: Along with the times, the learning process in schools, especially in vocational education, needs to be improved. Likewise, teacher competencies and skills are expected by the industry, so the learning process emphasizes improving work competencies. Purpose: This study aims to explore learning in project-based vocational education to produce a concept map that can be used for competency development for vocational teachers. Design/methods/approach: This research is a literature review with a systematic literature review approach. The data used are the results of publications that are relevant to the research theme. The results of the publications used were found in various journal databases. Findings: The PjBL approach is used as a learning method that can help the process of critical and creative thinking, raising problem issues in the community.  Students play a role in solving problems in their scientific fields. Based on the findings of the research results/concept map produced, this study has a novelty consisting of five components in the PjBL learning model in SMK, namely the learning model component, learning step, skills, supporting factors, and competency achievement. Research implications/limitations: The results of this study have a direct impact on vocational education units, especially school principals and productive teachers to be able to develop learning competencies through the right approach in accordance with student needs and the relevance of competencies expected by the industry. In the end, the learning process carried out can be used as capital and basis for students and graduates for employment and absorption of graduates. Originality/value: This research is a literature study so it needs to be redeveloped through various research approaches so that the expected results can be implemented in vocational education units.

Purpose: This paper presents a qualitative systematic review of Swedish research on vocational education and training (VET) at the upper secondary school level over the past 20 years. The review is based on a theoretical model on curriculum making as social practice that may serve as model for comparative studies between countries. By introducing the model, the ambition is to open for new perspectives on VET curriculum in policy and practice. Questions regarding key themes and the interplay of discourses and processes across multiple sites in the education system have not been addressed in previous systematic reviews of Swedish VET research.  Methods: The methodological approach in the present paper is a qualitative systematic research review with an integrative and interpretative purpose and research design. The qualitative review is based on the conceptual model of curriculum making as social practice, seeking to capture the inherent complexity and porous boundaries of education systems and movements of ideas, discourses and actors between sites of activity. The model is used for mapping the research, and a content analysis for identifying main themes and emphases and exploring and discussing the potential gaps that may inform future international research studies.  Findings: The results show that the research is focused on the micro and nano sites of curriculum making, with connections to macro site activities of national curriculum policy enactment. Research focusing on the macro site of activity has an emphasis on national policy and policymaking regarding the relationship between academic and vocational knowledge/programmes and apprenticeship and employability. In the micro and nano sites of activity – which comprise the majority of the research – the main themes are vocational knowing and identity, teaching, learning and assessment practices and work-based learning.  Conclusion: An observation is the absence of principals and middle leaders as actors and informants in the studies. There is little evidence of actors moving between sites of activity and the meso site of activity only comprise a very small part of the research. In this respect, there is a potential gap to be explored, not least regarding how local curricula and syllabi are made and shaped in terms of the influence of representatives from local authorities, companies, trade unions, employer associations, universities and regional agencies. Curriculum making as social practice has the potential to be used for comparative international studies and as a framework that takes national differences in VET education systems into account.