Articles

Unidimensionality Analysis and Differential Item Functioning in the Applied Mathematics Final Examination Test of Politeknik Negeri Bali Students Using the Rasch Model

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The objectives of this research are (1) to analyze the fulfillment of unidimensionality assumptions on Applied Mathematics FSE instruments by the Rasch Model, (2) to identify and analyze the existence of items that have differential item functioning (DIF) among study programs in the polytechnic, and (3) to interpret as well as recommend improvements to instruments based on results from analysis about unidimensionality and DIF. This survey is quantitative research with a cross-sectional design. The sample consists of 206 students coming from three study programs: the Mechanical Engineering, the Refrigeration and Air Conditioning Engineering, and the Utility Engineering Technology, Politeknik Negeri Bali (PNB), selected by the total sampling method. The research instrument comprises five questions constructed according to an outcome-based education (OBE) curriculum where content validity was checked through Aiken’s V method, giving a value equal to 0.91. Data were analyzed using Winsteps 5.9 software based on the Rasch model. Results of the analysis indicated that the test has outstanding reliability and separation indices both on respondents and items. Most items fall within the fitting criteria of the Rasch Model. The unidimensionality test proved that it can consistently measure a single construct in applied mathematics competency. Based on DIF analysis, most items work well across different learning categories, but a few items have large and significant DIFs. These imply that this instrument is suitable to be used as an assessment tool for learning outcomes where several parts still need improvement to enhance fairness in measuring. It raises awareness about conducting comprehensive evaluations on assessment tools within the OBE context in vocational education.

Overview of the problems of VET education: an Attempt for Classification and Cross-Mapping the Problems from 2024: A Case study

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This study systematically examines the multifaceted challenges facing vocational education and training (VET) in Bulgaria, highlighting the persistent issues that undermine the effectiveness of the system. Through a comprehensive classification of these challenges, the research identifies key areas such as inadequate funding, outdated curricula, insufficient industry linkages, and a lack of qualified teaching personnel. The analysis reveals that long-term neglect, frequent political shifts, and ineffective policy measures have contributed to a significant skills gap among graduates compared to their predecessors. It summons cores of the multi-layered long-standing problems in Vocational education in Bulgaria. Long-term neglect, frequent changes in the views of various political entities with a strong influence on vocational education, inadequate malapropos and untimely fragmented half-measures, as well as the lack of the participation of serious business and expertise in vocational education are among the many reasons for the low level of technical and professional skills of the modern graduate of a vocational high school compared to his predecessor from the time of Polytechnicism. The absence of a cohesive framework for cooperation between educational institutions and industry stakeholders exacerbates the disconnect between VET programs and labor market needs. The paper also aims to provide a structured overview of the current state of VET in Bulgaria, offering insights that can inform future policy development and strategic interventions.

Negative Effects of Business-Driven Influence and Sequences in Vocational Education

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 Under the plausible pretext that vocational education should serve local businesses, certain negative effects are observed over time, especially where business has an extremely powerful influence on it. Problems detected are often defined as “brood parasitism” with mechanisms of hijacking the curriculum and pseudo technical and pseudo practical training, designed to serve employers’ needs. Thus, the VET lacks a significant amount of flexibility or transferability curriculum, dominated by concrete specific over the broad branch(sector) training, lacking broader theoretical vocational knowledge to enable participants transferable skills, than just knowing only a particular profession well-presented on the market. The combination of employer-centered curricula and students from low socioeconomic backgrounds, the system of VET acts as a mechanism for the reproduction of social inequality with subsequent socio-economic imbalances, and even to some extent to spiritual degenerate tendencies with ambivalent manifestations.

The Significance of Financial Control in Ensuring Targeted Spending in Vocational Education Institutions

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This article is devoted to consideration of the significance of financial control in ensuring the targeted spending in vocational educational institutions. Research papers of economists on the concept of financial control have been investigated and the impact of financial control contributing to economic efficiency has been analyzed. In reliance upon the research results the author has developed relevant proposals and recommendations.