Development of a Work-Related Learning Model for Enhancing the Occupational Competencies of Vocational Education Students Based on Exploratory Factor Analysis

Abstract

Occupational training at establishments helps students develop professional skills by emphasising direct hands-on practice together with professional skills and learning work processes before entering occupational training at an establishment. This study employed a mixed-methods design. The target group for interviews consisted of 8 people, each possessing at least 15 years of experience in the field of vocational education, and the instrument used for the qualitative study was an in-depth interview form for content analysis. The sample providing quantitative data consisted of 390 people, from the director of the vocational college, deputy director for academic affairs, head of department, and head of the dual vocational education project, under the office of the vocational education commission, and the instrument used for the quantitative study was a questionnaire for exploratory factor analysis. The data analysis results yielded a KMO value of 0.918, which is greater than 0.50, indicating that all variables were appropriate and sufficiently correlated. The analysis ultimately identified five key factors comprising a total of 50 variables. A model was then developed consisting of input factors: setting goals and analysing workplace data to enhance learning development; process factors: driving work-related learning through five key activity areas; and output factors: focusing on qualitative outcomes that reflect learners' competencies. The findings of this research have been applied to implement work-related learning management aimed at promoting occupational training for vocational education students so that they gain knowledge and skills that meet labour market demands and are effectively prepared before entering occupational training at establishments.