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All Journal Jurnal Pendidikan Vokasi Socia : Jurnal Ilmu-Ilmu Sosial INVOTEC Curricula: Journal of Curriculum Development Jurnal Saintifik Business and Applied Management Journal International Journal of Universal Education
Paramole, Oyeronke Christiana
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The effect of educational aspirations on labor market outcomes in secondary vocational education in Africa Paramole, Oyeronke Christiana; Adeoye, Moses Adeleke
Jurnal Pendidikan Vokasi Vol. 14 No. 2 (2024): June
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v14i2.76926

Abstract

The study explores the relationship between educational aspirations and labour market outcomes among African secondary vocational education students. It reveals that students with vocational education are more aware of labour market demands and desire to acquire skills that align with industry needs. However, disparities in access to quality vocational training and societal perceptions of vocational education significantly impact students' aspirations. A comprehensive systematic literature review was explored to examine the impact of educational aspirations on labour market outcomes in secondary vocational education in Africa, focusing on countries like Nigeria and Ghana. The review focuses on studies published between 2010 and 2024, reflecting current trends and challenges vocational education graduates face. The study identifies key labour market outcomes linked to vocational education, including employment rates, job stability, and income levels. Graduates of vocational programs secure employment more rapidly than general education students but face challenges in advancing their careers due to limited opportunities for further training and professional development. The research calls for policy interventions to enhance the quality and perception of vocational education in Africa, ensuring that they meet immediate labour market needs and empower young people to achieve their long-term career aspirations. This research can potentially inform vocational education policy in Africa by developing targeted strategies to enhance the effectiveness of vocational training programs. Adapting policies that align vocational education with labour market demands can create a more responsive educational system that addresses the needs of both students and employers.
Reassessing standardized tests: Evaluating their effectiveness in school performance measurement Paramole, Oyeronke Christiana; Adeoye, Moses Adeleke
Curricula: Journal of Curriculum Development Vol 3, No 2 (2024): Curricula: Journal of Curriculum Development, December 2024
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v3i2.74535

Abstract

This research article reassesses the role of standardized tests in educational assessment, focusing on their complexities, historical context, and implications. It examines the accountability, and academic achievement benchmarks these tests provide while addressing criticisms such as cultural bias and narrowly teaching to the test. Alternative assessment methods, including formative and performance-based assessments, are also explored to offer a more holistic view of student learning and school performance. The article aims to contribute to a nuanced understanding of standardized tests' role in education, driving discussions on potential reforms that prioritize equitable and comprehensive assessment strategies. Critics raise concerns about the limitations of these tests, including their inability to capture the full range of student abilities, leading to biased and narrow educational outcomes. The study calls for a more balanced approach to educational assessment, integrating multiple methods to foster a more prosperous and fairer evaluation of student performance.
Navigating career paths: The role of socio-demographics in vocational education outcomes among Yoruba ethnic group Paramole, Oyeronke Christiana; Adeoye, Moses Adeleke
INVOTEC Vol 20, No 2 (2024)
Publisher : Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/invotec.v20i2.73466

Abstract

This study examines the relationship between socio-demographic factors and vocational education outcomes among the Yoruba ethnic group in Nigeria. It highlights the importance of understanding how factors such as age, gender, socioeconomic status, educational background, and geographical location influence educational attainment and career choices within this demographic. The research uses qualitative interviews to gather data from a diverse sample of Yoruba participants. Key findings show that socio-demographic characteristics significantly affect participants' access to vocational education and their career outcomes. Younger individuals and those from higher socioeconomic backgrounds are more likely to enroll in advanced vocational training programs while older participants face challenges due to limited opportunities and resources. Gender disparities also emerge, with women often encountering cultural and societal barriers that hinder their participation in certain vocational fields. Geographical factors also play a critical role with urban residents having greater access to quality vocational training institutions than rural ones. The study advocates for inclusive policies that cater to the diverse needs of the Yoruba population, aiming to enhance vocational education outcomes and promote sustainable career paths.
Overcoming Teacher Burnout to Improve Performance Through Spiritual Approach Services Rozi, Fathor; Hina, Shahzadi; Paramole, Oyeronke Christiana
Business and Applied Management Journal Vol. 2 No. 2 (2025): January-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/bamj.v2i2.504

Abstract

This study aims to analyze the approaches in community building, positive habits in educational institutions, and support services and stakeholders in two educational institutions with a comparative concept in dealing with teacher burnout. The focus of this study is to explore how both institutions implement positive habits and stakeholder engagement in an effort to improve the quality of education. This study uses a qualitative approach with a case study method, which includes observation, documentation, and in-depth interviews with key stakeholders in both institutions. The findings indicate that community and positive habits are built through a profoundly spiritual approach, while in the second institution, the main focus is on collaboration between stakeholders and the development of positive habits in the context of modern education. Both institutions show that adequate stakeholder support, such as teacher training and parent involvement, plays an important role in creating a supportive educational environment. The contribution of this study is to provide new insights into understanding the influence of community, positive habits, and the role of stakeholders in improving the quality of education and to suggest an integration between spiritual and modern approaches to achieve more holistic educational success.
THE IMPACT OF ARTIFICIAL INTELLIGENCE ON EDUCATIONAL LEADERSHIP: THEORETICAL FRAMEWORKS FOR MEASUREMENT AND EVALUATION PARAMOLE, Oyeronke Christiana
Jurnal Saintifik (Multi Science Journal) Vol 23 No 1 (2025): JANUARI
Publisher : Fakultas Pertanian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58222/js.v23i1.389

Abstract

The integration of artificial intelligence (AI) in educational leadership presents both opportunities and challenges, prompting the need for a comprehensive understanding of its implications. This research explores how AI technologies can enhance decision-making, improve student outcomes and address ethical considerations within educational settings. Employing a qualitative case study approach, the research examines specific instances of AI implementation in various educational institutions including Georgia State University and San Diego Unified School District. Data collection involved document analysis and observations of AI tools in action. Thematic analysis was utilized to identify patterns and insights related to the effectiveness of AI in educational leadership. The findings reveal that AI tools significantly enhance data-driven decision-making, leading to improved student engagement and retention rates. Notably, the research highlights the importance of ethical considerations, such as data privacy and equity in access to AI technologies. The study concludes that while AI holds transformative potential for educational leadership, it necessitates a shift in leadership practices and frameworks to accommodate its complexities. Educational leaders must prioritize professional development, stakeholder engagement, and the establishment of ethical guidelines to ensure responsible AI integration. Overall, this research contributes valuable insights into the practical applications of AI in education, emphasizing the need for ongoing dialogue and adaptation as technology continues to evolve
Implementing Engaging Strategies to Cultivate Study Habits and Propel Academic Achievement among Secondary School Students ADEOYE, Moses Adeleke; PARAMOLE, Oyeronke Christiana; JOLAOYE, Joshua Durotoye; JIBRIL, Ayuba Olaniyi
SOCIA: Jurnal Ilmu-Ilmu Sosial Vol. 20 No. 2 (2023): Socia: Jurnal Ilmu-Ilmu Sosial
Publisher : Yogyakarta State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/socia.v20i2.65956

Abstract

Effective study habits are essential for academic success among secondary school students. However, many students struggle to develop and maintain effective study habits, leading to poor academic performance. The paper explores the significance of building bridges to success by implementing engaging strategies to cultivate study habits and propel academic achievement in secondary school students. It highlights the theoretical framework behind this approach and emphasizes the importance of study habits in the lives of students. Additionally, the paper presents evidence-based strategies and interventions that can be applied in educational settings to enhance students' study habits and academic performance. The paper also provides practical strategies that educators can employ to foster a supportive learning environment and teach effective study techniques. Additionally, it discusses the implementation of engaging strategies in the classroom, such as active learning techniques, technology integration, and collaborative learning. Lastly, the paper addresses the importance of assessing and monitoring students' progress to ensure the effectiveness of these strategies. In conclusion, cultivating study habits and promoting academic achievement among secondary school students can foster a positive and engaging learning environment and students can develop the necessary skills and habits to excel academically.
The Impact of Active Listening on Student Engagement and Learning Outcomes in Educational Settings Paramole, Oyeronke Christiana; Adeoye, Moses Adeleke; Arowosaye, Saheed Abiodun; Ibikunle, Yejide Adepeju
International Journal of Universal Education Vol. 2 No. 2 (2024): International Journal of Universal Education
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/ijue.v2i2.8898

Abstract

Active listening is a crucial skill in education, fostering meaningful communication between educators and students. This paper explores the theoretical foundations of active listening, including historical developments and key models such as those proposed by Carl Rogers and Stephen Covey. Empathy, a core component of active listening, is examined for its role in enhancing student engagement and creating a supportive learning environment. The paper also discusses the implications of active listening within various learning theories, including constructivism, social learning, and transformative learning. In expanding the theoretical framework, relevant philosophical perspectives are integrated. Phenomenology emphasizes understanding individual experiences, which can strengthen teacher-student relationships. Pragmatism positions active listening as a tool for practical problem-solving, enhancing real-world learning applications. Existentialism highlights the importance of authenticity and self-expression in communication, promoting personal growth among students. Lastly, critical pedagogy underscores the significance of dialogue in education, advocating for active listening as a means to empower students. Through this comprehensive exploration, the paper illustrates how active listening not only improves classroom dynamics but also equips students with essential communication skills. By recognizing and addressing barriers to effective listening, educators can create an inclusive environment that values every student’s voice. In conclusion, active listening emerges as a transformative practice that supports both academic success and personal development in the educational landscape.
Co-Authors Adeoye, Moses Adeleke Arowosaye, Saheed Abiodun Hina, Shahzadi Ibikunle, Yejide Adepeju Jibril, Ayuba Olaniyi Jolaoye, Joshua Durotoye Rozi, Fathor