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The purpose of this paper is to estimate the causal effect of vocational high school (VHS) education on employment likelihood relative to general high school (GHS) education in Turkey using Census data.

To address non-random selection into high school types, the authors collect construction dates of the VHSs at the town level and use various measures of VHS availability in the town by the age of 13 as instrumental variables.

The first-stage estimates suggest that the availability of VHS does not affect the overall high school graduation rates, but generates a substitution from GHS to VHS. The OLS estimates yield the result that individuals with a VHS degree are around 5 percentage points more likely to be employed compared to those with a GHS degree. When the authors use measures of VHS availability as instruments, they still find positive and statistically significant effect of VHS degree on employment likelihood relative to GHS degree. However, once they include town-level controls or town fixed effects, IV estimates get much smaller and become statistically insignificant.

The authorsconclude that, although VHS construction generates a substitution from GHS to VHS education, this substitution is not transformed into increased employment rates in a statistically significant way.

This study aims to evaluate and develop a model for an internal quality assurance system for school self-evaluation based on a management information system (MIS) for Vocational High Schools based on National Education Standards. MIS has been implemented by the Ministry of Education and Culture of the Republic of Indonesia since 2016, which is called SIAP-PADAMU NEGERI Application. Although that MIS has been running, it still needs analysis and development in terms of both MIS and education management function. The purpose of the development model of self-school evaluation is to manage data and information online, real-time and integrated to control educational quality as a baseline for stakeholders to make further strategic policies.

This research methodology uses Research and Development (R&D) with a unified theory of acceptance and use of technology as a research approach where research techniques use triangulation techniques. The education management function uses the POAC approach (planning, organization, actuating and controlling).

The achievement of standar nasional pendidikan (SNP) quality in the education level of Sekolah Menengah Kejuruan (SMK) in Semarang City Central Java Province in 2016 is generally categorized to SNP level 3. Thus, SNP internal quality achievement in SMK education level in Semarang City in the year 2016 has not reached SNP. For SMK education level, the best quality achievement is at the lowest standard of content and quality achievement in the assessment standard. In theoretic integrated MIS model makes it easy in quality data reconnaissance and accreditation school. All of the process flow has been integrated into one framework so as to facilitate the monitoring of internal and external quality of school conducted by stakeholders.

SNP quality achievement in SMK/Vocational High School Education Level in Semarang City is categorized in SNP quality achievement in level of 3 from 5 of SNP. Because of that, the internal quality achievement of SNP in SMK/Vocational High School in Semarang City in 2016 does not reach SNP yet. The achievement of quality for SNP in vocational high school education level in central Java still above of quality achievement of vocational high school in Semarang City.

Detailed education, employment and training histories have been constructed for a cohort of 440 male respondents from the National Longitudinal Survey of Youth. The employment histories show that most respondents without college degrees have experienced at least one occupational break since entering the labour force. The training histories show that most of those in employment in 1992 have had no formal training for their current occupations. An assessment of whether those who received training before or on entering the labour force have subsequently had more stable employment histories than those who have not shows that this is true of college‐level vocational education but not of high school vocational education or training received in vocational/technical institutes. These findings suggest that the comprehensive provision of entry‐level training for those not college‐bound, as advocated by those promoting vocational education in high schools, cannot be justified in terms of labour market outcomes.

This study aims to highlight the differences between the public and foundation universities determining the level of job satisfaction of academic personnel working at vocational schools within the body of public and foundation universities in Turkey.

In the present study, the questionnaire developed by Ardic and Bas and used in a similar study is taken as the basis for this study. Some amendments have been made to the instrument. The reliability of the questionnaire was evaluated using the Cronbach alpha coefficient and some statistical methods such as independent samples t test and chi-square test depending on the data. Differences of opinion based on demographic characteristics are presented giving the frequencies and percentages of demographic characteristics of the data.

Three questions were focused on in the present study: the first is to present the most important factor affecting the job satisfaction or dissatisfaction of the academic personnel working at the public and foundation universities; the second is to determine whether there is a difference between public and foundation universities and the third is to set forth the reasons of these differences, if any.

The current study selected 12,160 academic personnel throughout Turkey and the questionnaire was used as a data collection instrument. The instrument could not be delivered to all the personnel. This is because it was not possible to have access to the e-mail addresses of some of the academic personnel, some of the e-mail addresses were not in use or out of date while some personnel do not use the internet.

The aim of this study is to determine job satisfaction level of academic personnel working in vocational high schools operating under the umbrella of state and foundation universities, which offer educational services in Turkey. Since no study is encountered as a result of the literature survey made, that addressed especially the level of the job satisfaction of the academic staff working in the vocational schools in Turkey in a way to cover all public and foundation universities, such a study was made for the purpose of removing the deficiency in this subject.

This paper examines the development of green skills across firms located in an institutional context, specifically the national education and skill-formation system, of the under-researched developing country of Thailand.

This paper qualitatively explores the Thai education and skill-formation system and conducts a cross-case analysis of four firms across different industries in Thailand. The empirical findings in this paper draws on semi-structured interviews with various stakeholders; field visits to vocational colleges, universities, a nongovernmental organization (NGO) and firms across industries both in Bangkok and in other provinces in Thailand; and a review of archival documents and web-based reports and resources.

This paper proposes that firms across industries in Thailand must be responsible for helping their employees/workers obtain the green knowledge and skills necessary to perform green jobs through high-road human resource (HR) practices in response to the fact that the Thai education and skill-formation system is unlikely to produce a sufficient number of employees/workers who have green knowledge, skills and abilities and are industry-ready to perform green jobs, leading to a shortage of employees/workers who possess green skills in the labor market. Specifically, curricula in vocational colleges and universities in Thailand are not likely to respond to the needs of firms in producing those employees/workers.

The limitations of this research concern its methodology. This research is based on the qualitative studies of the Thai education and skill-formation system and a case study of firms across industries in Thailand. Thus, this paper does not aim to generalize the findings to all other countries but to enrich the discussion on the effects of macro-level HR policies on the creation of green jobs and the development of green skills across firms in each country. Additionally, it is difficult to gain access to firms across several industries and various stakeholders to understand the development of green skills among employees in these firms. The reasons are resource constraints, time constraints and the hesitation of firms in permitting the author to access the data. These difficulties have restricted the sources of information to construct a more nuanced picture of firms across various industries in developing green skills among their existing employees. Consequently, this research does not include firms in several other industries, including the pulp and paper industry, textile and garment industry, plastic industry and agri-food industry. Thus, future research may extend the topic of the development of green skills among employees to these industries. Quantitative studies using large samples of firms across industries may also be useful in deepening the understanding of this topic, which is significant from the perspectives of the strategic human resource management (SHRM), comparative institutional perspectives on HR strategies and practices, and green economy.

This paper also provides practical implications for top managers and/or HR managers of firms in Thailand, other developing countries and other emerging market economies with deficiencies in the national education and skill-formation system. First, the top managers and/or HR managers can apply various methods to internally develop managers and employees/workers with the appropriate environmental/green knowledge and necessary skills to perform green jobs. The methods include classroom training, on-the-job training, coaching, mentoring systems, job shadowing and being role models for younger generations of employees. Second, these top managers and/or HR managers can cooperate with vocational colleges and/or universities in their countries to design educational programs/curricula related to environmental/green management to be able to produce graduates with suitable qualifications for their firms. These managers can request for assistance from universities in their countries when their firms confront sophisticated questions/problems related to environmental/green management. In this regard, universities will have an opportunity to solve real environmental/green problems experienced by industries, while firms can appropriately and accurately solve environmental/green questions/problems. Third, these top managers and/or HR managers can encourage their firms to apply for certificates of green-/environmentally friendly products or carbon footprint labels from NGOs to foster a green image among firms' consumers. These applications require the firms to pay special attention to the cultivation of green awareness and the development of green skills among their employees. Fourth, these top managers and/or HR managers can encourage their employees to express green-/environmentally friendly behaviors as well as sufficiency-based consumption behaviors. In fact, these top managers and/or HR managers can foster their employees to reduce energy consumption, including electricity and water, to conserve these types of energy for young generations. Fifth, these top managers and/or HR managers can adopt and implement green human resource management (GHRM) practices consisting of green recruitment and selection, green training and development, green performance management, green pay and rewards and green employee relations in their firms to upgrade both the environmental and social performances of firms. Finally, these top managers and/or HR managers must take serious actions regarding the implementation of environmental/green management policies and practices within their firms in order to facilitate the movement of the country toward the bioeconomy, circular economy, and green economy (BCG economy).

This paper provides social/policy implications for the government, vocational colleges and universities in Thailand, other developing countries and emerging market economies where the skill shortage problem is still severe. First, the government of each country should incorporate green/environmental policies into the national education policy and the long-term strategic plan of the country. Second, the government should continuously implement such national policy and strategic plan by encouraging government agencies, vocational colleges, universities, firms and NGOs to cooperate in developing and offering environmental/green management educational programs/curricula to produce graduates with suitable qualifications for those firms. Third, the government should encourage vocational colleges and universities to equip their students with green skills to be industry-ready in a real working context. Fourth, to alleviate the skill shortage problem in the labor market, the government should foster firms, especially private sector firms, to focus on the upskilling and reskilling of their existing employees. With this action, their existing employees will have green skills, be able to effectively perform green jobs and become an important driver to help the country move toward the BCG economy. Fifth, the government of each country should encourage firms to develop green-/environmentally friendly products by offering them various types of incentives, including tax reductions or tax exemptions. Sixth, the government should encourage universities in the country to sign a memorandum of understanding with leading research institutes and world-class digital technology companies such that these institutes and/or companies admit high-potential university students to work as trainees/entry-level employees for a certain duration. This action can ultimately facilitate knowledge transfer from these institutes and/or companies to those university students who will finally return to work in their home country. Seventh, the government, especially the Ministry of Education, should encourage vocational colleges and universities to teach students in the environmental/green management program based on real case studies/problems found across firms. In this way, graduates should be industry-ready to perform green jobs. Finally, the government must pay serious attention to the implementation of environmental/green management policies across levels within the country so that the transition of the country toward the BCG economy will finally come true in the future.

This paper contributes to the SHRM, comparative institutional perspectives on HR strategies and practices, and the literature on the green economy and the development of green skills in firms in the following ways. First, this paper focuses on examining how the institutional context of Thailand shapes the development of green knowledge and skills among employees across firms in Thailand. In this regard, the paper aims to fill the gap in the literature on strategic HRM and comparative institutional perspectives on HR strategies and practices as proposed by Batt and Banerjee (2012) and Batt and Hermans (2012), who suggested that the literature on strategic HRM should go beyond the organizational context and examine how firms adopt and implement HR practices in response to the national institutional context. Second, the paper aims to extend the literature on the green economy regarding the roles played by institutional factors in shaping the development of green knowledge and skills across firms. Finally, strategic HRM, comparative institutional perspectives on HR strategies and practices and green economy studies have overlooked the under-researched country of Thailand. Most studies in these three areas focus more on developed countries. Thus, the findings of this paper should extend the literature on those areas regarding the development of green skills among employees across firms in response to the Thai institutional context.

This paper aims to review technical vocational education and training (TVET) literature, identify different components of the TVET system and develop a conceptual framework that integrates human resource development (HRD) and national human resource development (NHRD) outcomes. The renewed focus on technical vocational education and training (TVET) is important for human resource development (HRD), as it expands current understanding of its role in economic development through workforce training. National human resource development (NHRD) perspectives recognize the role of TVET in linking regional and national economic development strategies. Furthermore, TVET’s focus on literacy education, poverty alleviation and inclusion of marginalized and vulnerable populations emphasizes social development outcomes that are critical for NHRD. Using this background, the integration of HRD and NHRD outcomes into one conceptual TVET framework for addressing workforce, economic and social development outcomes has been proposed.

A targeted literature review approach was used for exploring relevant research on TVET systems, identifying the components which support and/or inhibit its effectiveness and an integrative framework that connects education, workforce development, social development and economic development was developed.

Three major themes were identified. The first theme identifies nine sub-themes that make an effective TVET system. These are as follows: national TVET policy, regional TVET policy, training, participation, curriculum, coordination of stakeholder institutions, individual and institutional attitudes toward skill development, managing supply-demand mismatches and economic and social development outcomes. The second major theme underlines the increasing overlap and connection between workforce development, social development and economic development strategies. In the third and final finding, effective TVET systems are positioned as the linking pin connecting the four TVET components (skills, education, innovation and knowledge) to the strategic goals of workforce development, economic development and social development.

Integrating national and organizational-based HRD strategies is a unique focus and reflects the broader examination of the differences in the relationship between corporate HRD and more traditional TVET systems. It is argued that the role of TVET in social and workforce development at the regional and societal level cannot be ignored. HRD and NHRD outcomes were integrated by utilizing TVET as a framework for linking economic, social and workforce development strategies.

Gender inequalities in higher education have attracted interest in the academic literature. The paper aims to discuss this issue.

The author uses standardized high school final exam results and probit regression analysis to contribute to this highly important discussion.

Based on secondary, non-survey data, female students tend to outperform males in subjects requiring creativity. Consistent with this comparative advantage, female students also tend to be more affected by their abilities in choosing and preferring the related field of humanities as a higher education. In line with female students’ choices, the results presented in the paper confirm that men are more inclined toward exact and natural sciences, even though they do not prove to have stronger abilities in related subjects. In addition, men are also more influenced by their abilities in obtaining a professional higher education. The choice of social sciences is quite similarly affected by the academic abilities of men and women. The paper also provides evidence that, on average, individuals choose their field of study according to their academic abilities.

For evidence, a data set that makes it possible to relate quantitative measures of very different academic abilities to all major academic disciplines is used in the paper. This unique approach has so far been lacking in the literature due to data limitations. In other words, instead of concentrating on a specific area, such as science, technology, engineering, and mathematics (STEM), the author takes a broader view.

The purpose of this paper is to explain the extent and content of the sustainability disclosure of public and foundation (private but not-for-profit) universities in Turkey.

Subsequent to a systematic literature review of six academic databases and the National Thesis Center, a content analysis using a combination of Global Reporting Initiative and campus assessment tools from previous studies is conducted on stand-alone sustainability reports and websites of a purposive sample of eight universities in Turkey.

Infrequent and unsystematic sustainability practice done through websites seems to be more prevalent than formal reporting through international initiatives. Research and practice diverge by focusing on different sustainability indicators. Sustainability needs to be integrated into teaching and curriculum through university policies and regulations. Foundation universities show greater effort in sustainability reporting than public universities.

The research is limited by the availability of mostly self-reported, dispersed and unaudited data by foundation universities in addition to framework-imposed specificities. Furthermore, there is only one public university with a formal sustainability report in the sample.

The findings offer suggestions for developing extra sustainability indicators and may assist local policy-makers and researchers in their efforts to improve sustainability reporting by local universities.

This comprehensive research effort is one of the few studies from a non-Western country perspective and the only study on Turkey in relation to universities and sustainability reporting.

The evolution of the not‐for‐profit organisation sector in the Israeli economy is described, combining economic theory together with history and ideology to provide a multi‐dimensional explanation of this important phenomenon. Why some activities are performed by not‐for‐profit organisations instead of, or in addition to, for‐profit firms and government institutions is outlined, and explanations for the existence of NPOs in various fields of public service are offered.