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In India, the Industrial Training Institutes (ITIs) are a vital part the Vocational Education and Training (VET) system. Previous research reveals that in addition to some other problems, it is the strongly theory-based training that impedes the transition of VET graduates into the labour market, and leads to a lack of work-readiness in young graduates. Since there is still little empirical evidence about the actual forms of teaching and learning in Indian vocational schools, this paper will examine how the learning processes in ITIs in Delhi, Coimbatore and Mumbai take place. To identify the relationship between the theory and practice of training, teacher interviews were conducted, in order to specifically examine the teacher´s beliefs and behaviours as well as classroom observations to supplement the interviews. The evidence gathered supports the thesis that ITI training is theory-driven and teacher-centred, that training is very often not practical and application-orientated, and most ITI teachers in the examined institutes have limited knowledge in the field of micro-didactics. Content knowledge and repetition of facts are more common than problem-based and learner-centred teaching.

On the one hand, India is a growing economy that needs skilled labour, self-employed entrepreneurs and employees to tackle its economic and social challenges. On the other hand, India faces high unemployment rates, especially among young people. Graduates from industrial training institutes (ITIs) in particular are often facing difficulties in pursuing self-employment. Entrepreneurship education is an essential element in preparing young people for self-employment. This paper analyses how and to what extent entrepreneurship education has been conceived and implemented in vocational schools in and around Bangalore to face these challenges. Methodologically the authors use a three-step approach following the theories of a `prescribed', `adopted' or `enacted' curriculum. Qualitative interviews are used for the analysis of the adopted and enacted curriculum. The authors conclude that whereas the prescribed curriculum includes several elements of entrepreneurship education and teacher's understanding is in line with the prescription, the understanding is seldom translated into input in the day-to-day teaching. The plausible reasons for this gap are discussed in this paper.

Digital competence is a quite complex and evolving concept, difficult to be defined by using a single definition. The European Digital Competence Framework (DigComp) provides a consistent framework to guide cross-country measurements of digital competence. Even though there are many studies on measuring the digital competence level, there is a limited focus on the factors that may influence each DigComp area. The aim of this study is to examine the factors that affect the different areas of digital competence level of students at Vocational Training Institutes. For the purposes of the study, a set of laboratory tests was developed. The study employs parametric tests—t-test, one-way ANOVA, and Bonferroni correction—to examine those factors. According to the findings: (1) ‘age’ affects the ‘Communication and collaboration’ area of DigComp; (2) ‘educational level’ affects ‘Digital content creation’; (3) ‘specialization’ affects ‘Communication and collaboration’; (4) ‘possession and use of PC’ affects ‘Information and data literacy’, as well as ‘Problem solving’; (5) ‘possession and use of smartphones’ affects ‘Communication and collaboration’; and (6) ‘Internet use’ affects ‘Information and data literacy’. The results suggest that educational institutes should update their curricula to achieve a sufficient level of digital competence for their graduates by developing tailored made courses to reinforce the skills related to those areas separately, and employ educational practices to confront influential factors, such as age and use of technology. Employees’ training processes should also consider updating reskilling and upskilling programs towards improving the five DigComp areas.

This paper describes how an interdisciplinary design team used the Four-Component Instructional Design (4C/ID) model and its accompanying Ten Steps design approach to systematically design a professional development program for teaching differentiation skills to primary school teachers. This description illustrates how insights from a cognitive task analysis into classroom differentiation skills were combined with literature-based instructional design principles to arrive at the training blueprint for workplace-based learning. It demonstrates the decision-making processes involved in the systematic design of each of the four components: learning tasks, supportive information, procedural information, and part-task practice. While the design process was time and resource-intensive, it resulted in a detailed blueprint of a five-month professional development program that strategically combines learning activities to stimulate learning processes that are essential for developing the complex skill providing differentiated instruction in a mathematics lesson.

Background Entrustable professional activities (EPAs) are essential tools in implementing CBME and integrating milestones into clinical practice. This study aimed to develop a set of EPAs tailored to the psychiatric residency training context with local institutional needs, and to dissect the differences and factor analysis in perceived EPA importance. Methods 21 customized EPAs specific to psychiatric residency training at Taipei City Psychiatric Center (TCPC) were developed based on the Taiwanese Society of Psychiatry (TSOP) framework. A two-round Delphi method was used to achieve consensus for the EPAs. The finalized EPAs were evaluated using an online questionnaire, and faculty members and residents rated each activity’s importance on a Likert scale of 0–10. Statistical analyses were performed on perceptions differences between teachers and trainees, and to cluster EPAs into meaningful competency clusters. Results The finalized TCPC EPA framework included the TSOP’s original 17 EPAs and four additional EPAs to address advanced skills in psychotherapy, rehabilitation, legal applications, and innovative technologies. The total response rate was 89.6% for questionnaire assessing importance. Faculty consistently rated EPAs as more important than residents did, particularly clinical documentation, teaching and long-term care planning. Factor analysis revealed two loading factors, referring to internal knowledge and an external communication. Conclusion The experience of adapting EPAs from global and national standards to fit the characteristics of a local training institution provides a valuable reference for the localization of EPA development. Observed differences in perceptions between trainees and teachers highlight the importance of aligning educational expectations. Enhancing awareness of the underlying dimensions associated with EPAs may help optimize psychiatric training outcomes for both trainees and instructors.

Background Simulation-based learning (SBL) and augmented reality (AR) /virtual reality (VR) are increasingly adapted and investigated globally to aid traditional teaching methods of clinical skills in several fields of clinical dentistry. This cross-sectional study was, therefore, aimed to assess the availability of such technology to Prosthodontics postgraduate trainees in Pakistan, as well as their introspective views regarding the effectiveness of adapting to simulation-based learning methods. Method Total population sampling yielded a sample of 200 participants. Weblink of a pre-validated questionnaire designed using REDCap 0.001 version 11.0.3 software was disseminated to Prosthodontics postgraduate trainees across Pakistan with the ethical review board’s approval. Trainees were inquired regarding the availability of simulation-based learning and augmented/virtual reality technology in their centres and whether they receive regular training. The authors further explored trainees’ perceptions regarding the utility and effectiveness of adopting simulation-based training in the postgraduate education system. Frequencies of categorical responses were reported. Differences in data from all provinces of Pakistan were studied with Fisher’s exact. Results Ninety completed responses were analysed with SPSS 23.0. A few trainees ( n  = 18, 20%) were familiar with Augmented Reality. No participant reported having Augmented Reality in their centre. Though simulation-based learning was available to 38 (42.2%) of participants across Pakistan, with differences in distribution among provinces ( p  = 0.001), only 24% of them received regular simulator training. Participants believe that SBL can reduce procedure-related risks (72.2%). Combining simulation-based learning with traditional teaching was favoured by 81.1% of participants. Conclusion A varied availability of SBL was observed across provinces, whereas AR was unavailable to Prosthodontics postgraduate trainees in Pakistan. Stakeholders and regulatory bodies should continually strive to incorporate technological advancements of simulation-based learning and Augmented/Virtual Reality in teaching strategies to improve Prosthodontics postgraduate students’ academic and clinical training quality. Clinical trial number Not applicable due to the cross-sectional nature of the study.

Introduction The Dutch Medical Doctor-Global Health (MD-GH) prepares to work in low-resource settings (LRS) by completing a hybrid postgraduate training program of 2 years and 9 months, with clinical and public health exposure in the Netherlands and a Global Health residency in LRS. The objectives of the program include acquiring clinical skills to work as a physician in a setting with different (often more severe) pathology and limited resources. In public health teaching, emphasis is given, among other, to adapting to a culturally different environment. After graduation, MD-GH work in a wide variety of countries and settings for variable time. As part of a curriculum review, this study examines MD-GHs' perception of the quality of the training program and provides recommendations for improvement. Methods A qualitative study was performed. Thematic analysis was applied to semi-structured interviews with 23 MD-GH who graduated between 2017 and 2021. Results MD-GHs predominantly worked as clinicians; several were (also) involved in management or capacity building. The clinical training program adequately addressed general skills, but did not sufficiently prepare for locally encountered, often severe, pathology. During the training, adequate supervision with clear learning goals was found pivotal to a positive learning experience. Gaps included clinical training in Internal Medicine (particularly infectious diseases and non-communicable diseases) and Paediatrics. Public Health teaching as well as cultural awareness should be intensified and introduced earlier in the program. The Global Health residency was considered important, but tasks and learning outcomes varied. Teaching, supervision, and capacity building were considered increasingly important key elements of working in LRS. Consensus favoured the current duration of the training program without extension. Discussion While the generalist nature of the MD-GH training was appreciated, the program would benefit from additional clinical training in infectious diseases, non-communicable diseases, and Paediatrics. Moving forward, emphasis should be placed on structured mentorship, enhanced public health teaching, and standardized residency programs with clearly delineated objectives to better equip MD-GH professionals for their multifaceted roles in LRS. Moreover, future revisions of the training program should incorporate the perspectives of host institutes in LRS and tailor the training needs.

AimsThe purpose of this research is to evaluate the safety climate and safety competence indicators and their influence on safety performance in a paramedic training institute.MethodsThis research used a stratified random sampling strategy to obtain data from 258 respondents who completed a self-administered questionnaire based on five dimensions of predictor factors to safety performance. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to examine the data collected.ResultsThe examination of structural models revealed a significant direct relationship between two dimensions of safety climate (management commitment and supervision in safety and safety system) and safety competence with safety performance. The data also show an indirect association between safety climate dimensions and safety performance, demonstrating the significance of safety competence as a mediator. The proposed model is also examined for prediction accuracy, effects, and relevance in assessing safety performance. Furthermore, Importance-Performance Map Analysis (IPMA) investigated the importance of safety climate dimensions and safety competence.ConclusionAccording to the findings, management commitment and supervision in safety are the essential aspects in influencing safety performance. The IPMA analysis also revealed that worker participation, safety system, and safety competence perform well in determining safety performance.Learning OutcomesThe results of this research are likely to assist paramedic training institutes in understanding the function of different dimensions of safety climate and safety competence as intermediate factors in boosting their safety performance.

The authors introduce readers to three design features of the University of Rhode Island's Summer Institute in Digital Literacy, a 42-hour, weeklong professional learning experience in digital literacy for educators, librarians, college faculty, and other adult learners. The program is explicitly designed to promote reflection on one's motivations for advancing digital literacy, deepen appreciation for collaborative inquiry, and focus on how educators and learners (not machines) personalize learning. Evidence of how these themes are developed through practice illustrates the design philosophy that is embedded in the program. Digital media platforms, texts, and technologies enable pedagogical practices that put learners and teachers at the center of an increasingly networked social world, but these approaches also require respect for diverse perspectives, deliberative dialogue, and collaborative inquiry to bring them into the mainstream educational practice of schools, libraries, universities, and communities.