Ocean Literacy Competency in Vocational Education in the Perspective of Blue Curriculum: A Document Analysis
DOI:
https://doi.org/10.12928/joves.v7i1.9665Keywords:
Continuing Education, Blue Curriculum, Ocean Literacy, Vocational EducationAbstract
Blue Curriculum is a new paradigm in curriculum development that utilizes ocean potential as the main basis for learning. Education is considered an easy and effective way to address the negative impacts of human activities on the marine environment. All aspects of vocational education are equipped with knowledge and skills that support sustainable development goals (SDGs), especially to reduce the negative impacts caused by human activities on the environment through sustainable and environmentally friendly practices. Vocational education is closely related to the competencies that graduates must possess. To realize the blue curriculum in vocational education, knowing the ocean literacy competencies that vocational education graduates must possess is necessary. Content analysis of the two documents found that vocational education competencies under the themes of Critical Thinking, Hard Skills, Technology, Soft Skills, and Market Orientation are present in both marine literacy documents and can be integrated into vocational education. These competencies aim for vocational education graduates to have the ability to understand the role of the ocean, respond to ocean challenges with innovative ideas, and participate in sustainability solutions.
References
Ashley, M., Pahl, S., Glegg, G., & Fletcher, S. (2019). A change of mind: Applying social and behavioral research methods to the assessment of the effectiveness of ocean literacy initiatives. Frontiers in Marine Science, 6(JUN). https://doi.org/10.3389/fmars.2019.00288
Assarroudi, A., Heshmati Nabavi, F., Armat, M. R., Ebadi, A., & Vaismoradi, M. (2018). Directed qualitative content analysis: the description and elaboration of its underpinning methods and data analysis process. Journal of Research in Nursing, 23(1), 42–55. https://doi.org/10.1177/1744987117741667
Bettencourt, S., Costa, S., & Caeiro, S. (2021). Marine litter: A review of educative interventions. Marine Pollution Bulletin, 168(April). https://doi.org/10.1016/j.marpolbul.2021.112446
Bettencourt, S., Freitas, D. N., Lucas, C., Costa, S., & Caeiro, S. (2023). Marine litter education: From awareness to action. Marine Pollution Bulletin, 192(May). https://doi.org/10.1016/j.marpolbul.2023.114963
Bolin, M. K. (2018). Literature Review. In The 21st Century Academic Library. https://doi.org/10.1016/b978-0-08-101866-8.00004-5
Brennan, C., Ashley, M., & Molloy, O. (2019). A system dynamics approach to increasing ocean literacy. Frontiers in Marine Science, 6(JUN). https://doi.org/10.3389/fmars.2019.00360
Carannante, A., Adam Woźniak, M., & Zych, I. (2022). More than just food from the sea: Exploitation of marine resources in Hellenistic Berenike on the Red Sea (Egypt). Journal of Archaeological Science: Reports, 44(June). https://doi.org/10.1016/j.jasrep.2022.103515
Clarke, V., & Braun, V. (2017). Thematic analysis. Journal of Positive Psychology, 12(3), 297–298. https://doi.org/10.1080/17439760.2016.1262613
Dalpadado, P., Roxy, M. K., Arrigo, K. R., van Dijken, G. L., Chierici, M., Ostrowski, M., Skern-Mauritzen, R., Bakke, G., Richardson, A. J., & Sperfeld, E. (2024). Rapid climate change alters the environment and biological production of the Indian Ocean. Science of the Total Environment, 906(September 2023), 167342. https://doi.org/10.1016/j.scitotenv.2023.167342
Education brief. (2019). Key considerations on Technical and Vocational Education and Training ( TVET ). 1–4.
Fanini, L., Plaiti, W., & Papageorgiou, N. (2019). Environmental education: Constraints and potential as seen by sandy beach researchers. Estuarine, Coastal and Shelf Science, 218(September 2018), 173–178. https://doi.org/10.1016/j.ecss.2018.12.014
Fernández Otero, R. M., Bayliss-Brown, G. A., & Papathanassiou, M. (2019). Ocean Literacy and Knowledge Transfer Synergies in Support of a Sustainable Blue Economy. Frontiers in Marine Science, 6(October), 1–8. https://doi.org/10.3389/fmars.2019.00646
Fogarty, H. E., Cvitanovic, C., Hobday, A. J., & Pecl, G. T. (2019). Prepared for change? An assessment of the current state of knowledge to support climate adaptation for Australian fisheries. Reviews in Fish Biology and Fisheries, 29(4), 877–894. https://doi.org/10.1007/s11160-019-09579-7
Hartley, J. M., Stevenson, K. T., Peterson, M. N., Busch, K. C., Carrier, S. J., DeMattia, E. A., Jambeck, J. R., Lawson, D. F., & Strnad, R. L. (2021). Intergenerational learning: A recommendation for engaging youth to address marine debris challenges. Marine Pollution Bulletin, 170(June), 112648. https://doi.org/10.1016/j.marpolbul.2021.112648
Heck, N., Paytan, A., Potts, D., & Haddad, B. (2022). Variations in stakeholders’ ecosystem service priorities for managing a marine protected area. Marine Policy, 146(April), 105330. https://doi.org/10.1016/j.marpol.2022.105330
Hong Nham, N. T., Mai Hoa, T. T., & Ha, L. T. (2023). Influences of digitalization on sustaining marine minerals: A path toward sustainable blue economy. Ocean and Coastal Management, 239(March), 106589. https://doi.org/10.1016/j.ocecoaman.2023.106589
Hornborg, S. (2023). Follow the herring – A case study on the interplay between management and markets for marine resource utilization. Marine Policy, 158(September), 105874. https://doi.org/10.1016/j.marpol.2023.105874
IOC-UNESCO. (2022). A New Blue Curriculum: A toolkit for policy-makers. 1–127. http://www.unesco.org/open-access/terms-use-ccbysa-en
Kelly, R., Elsler, L. G., Polejack, A., van der Linden, S., Tönnesson, K., Schoedinger, S. E., Santoro, F., Pecl, G. T., Palmgren, M., Mariani, P., Glithero, D., Evans, K., Cvitanovic, C., Cook, J., Bartram, J., & Wisz, M. S. (2022). Empowering young people with climate and ocean science: Five strategies for adults to consider. One Earth, 5(8), 861–874. https://doi.org/10.1016/j.oneear.2022.07.007
Kelly, R., Evans, K., Alexander, K., Bettiol, S., Corney, S., Cullen-Knox, C., Cvitanovic, C., de Salas, K., Emad, G. R., Fullbrook, L., Garcia, C., Ison, S., Ling, S., Macleod, C., Meyer, A., Murray, L., Murunga, M., Nash, K. L., Norris, K., … Pecl, G. T. (2022). Connecting to the oceans: supporting ocean literacy and public engagement. Reviews in Fish Biology and Fisheries, 32(1), 123–143. https://doi.org/10.1007/s11160-020-09625-9
Leitao, R. (2021). Gamification and ocean literacy in early secondary education. Loughborough University. /articles/thesis/Gamification_and_ocean_literacy_in_early_secondary_education/14237885/1
Leung, L. (2015). Validity, reliability, and generalizability in qualitative research. Journal of Family Medicine and Primary Care, 4(3), 324. https://doi.org/10.4103/2249-4863.161306
Liu, S., Zeng, W., & Li, X. (2023). Toward an integrated framework of ocean literacy: A Delphi-AHP approach. Marine Policy, 157(August), 105830. https://doi.org/10.1016/j.marpol.2023.105830
Lucrezi, S., Esfehani, M. H., Ferretti, E., & Cerrano, C. (2019). The effects of stakeholder education and capacity building in marine protected areas: A case study from southern Mozambique. Marine Policy, 108(December 2018), 103645. https://doi.org/10.1016/j.marpol.2019.103645
McCauley, V., McHugh, P., Davison, K., & Domegan, C. (2019). Collective intelligence for advancing ocean literacy. Environmental Education Research, 25(2), 280–291. https://doi.org/10.1080/13504622.2018.1553234
McGrath, S., & Yamada, S. (2023). Skills for development and vocational education and training: Current and emergent trends. International Journal of Educational Development, 102(July), 102853. https://doi.org/10.1016/j.ijedudev.2023.102853
McKibben, W. B., Cade, R., Purgason, L. L., & Wahesh, E. (2020). How to Conduct a Deductive Content Analysis in Counseling Research. Counseling Outcome Research and Evaluation, 13(2), 156–168. https://doi.org/10.1080/21501378.2020.1846992
McKinley, E., Acott, T., & Yates, K. L. (2020). Marine social sciences: Looking towards a sustainable future. Environmental Science and Policy, 108(April), 85–92. https://doi.org/10.1016/j.envsci.2020.03.015
McKinley, E., Burdon, D., & Shellock, R. J. (2023). The evolution of ocean literacy: A new framework for the United Nations Ocean Decade and beyond. Marine Pollution Bulletin, 186(November 2022), 114467. https://doi.org/10.1016/j.marpolbul.2022.114467
McKinley, E., Kelly, R., Mackay, M., Shellock, R., Cvitanovic, C., & van Putten, I. (2022). Development and expansion in the marine social sciences: Insights from the global community. IScience, 25(8), 104735. https://doi.org/10.1016/j.isci.2022.104735
Mokos, M., Realdon, G., & Čižmek, I. Z. (2020). How to increase ocean literacy for future ocean sustainability? The influence of non-formal marine science education. Sustainability (Switzerland), 12(24), 1–12. https://doi.org/10.3390/su122410647
Morgan, H. (2022). Conducting a Qualitative Document Analysis. Qualitative Report, 27(1), 64–77. https://doi.org/10.46743/2160-3715/2022.5044
National Oceanic and Atmospheric Administration. (2021). Ocean Literacy The Essential Principles and Fundamental Concepts of Ocean Sciences for Learners of All Ages. www.oceanliteracyNMEA.org
Nham, N. T. H., & Ha, L. T. (2023). The role of financial development in improving marine living resources towards sustainable blue economy. Journal of Sea Research, 195(March), 102417. https://doi.org/10.1016/j.seares.2023.102417
Niner, H. J., Barut, N. C., Baum, T., Diz, D., Laínez del Pozo, D., Laing, S., Lancaster, A. M. S. N., McQuaid, K. A., Mendo, T., Morgera, E., Maharaj, P. N., Okafor-Yarwood, I., Ortega-Cisneros, K., Warikandwa, T. V., & Rees, S. (2022). Issues of context, capacity and scale: Essential conditions and missing links for a sustainable blue economy. Environmental Science and Policy, 130(December 2021), 25–35. https://doi.org/10.1016/j.envsci.2022.01.001
O’Brien, M., Freitas, C., Venzo, P., & Francis, P. (2023). Fostering ocean literacy through informal marine education programs. Marine Pollution Bulletin, 193(June). https://doi.org/10.1016/j.marpolbul.2023.115208
Pearson, N., & Thompson, B. S. (2023). Saving two fish with one wreck: Maximizing synergies in marine biodiversity conservation and underwater cultural heritage protection. Marine Policy, 152(October 2022), 105613. https://doi.org/10.1016/j.marpol.2023.105613
Salazar, J., Dominguez-Carrió, C., Gili, J. M., Ambroso, S., Grinyó, J., & Vendrell-Simón, B. (2019). Building a new ocean literacy approach based on a simulated dive in a submarine: A multisensory workshop to bring the deep sea closer to people. Frontiers in Marine Science, 6(SEP), 1–8. https://doi.org/10.3389/fmars.2019.00576
Tsai, L. T., Sasaki, T., Wu, C. K., & Chang, C. C. (2023). Ocean literacy among Taiwanese and Japanese high school students. Marine Policy, 150(2), 105555. https://doi.org/10.1016/j.marpol.2023.105555
UNESCO. (2022). State-of-the-Art of Ocean Literacy. 26.
UNESCO IBE. (2017). Prototype of a National Curriculum Framework.
Voctech, S. (2020). TVET Country Profile Indonesia. Oncology, May, 1–23.
Weiss, C. V. C., Guanche, R., Ondiviela, B., Castellanos, O. F., & Juanes, J. (2018). Marine renewable energy potential: A global perspective for offshore wind and wave exploitation. Energy Conversion and Management, 177 (September), 43–54. https://doi.org/10.1016/j.enconman.2018.09.059
Winchenbach, A., Hanna, P., & Miller, G. (2022). Constructing identity in marine tourism diversification. Annals of Tourism Research, 95. https://doi.org/10.1016/j.annals.2022.103441
Worm, B., Elliff, C., Fonseca, J. G., Gell, F. R., Serra-Gonçalves, C., Helder, N. K., Murray, K., Peckham, H., Prelovec, L., & Sink, K. (2021). Making ocean literacy inclusive and accessible. Ethics in Science and Environmental Politics, 21, 1–9. https://doi.org/10.3354/esep00196
Yu, Y., Bao, Y., Zhang, Q., Shen, P., Yang, H., & Xu, Z. (2023). Evaluation of marine resources environmental responsibility audit based on PSR framework. Ocean and Coastal Management, 245(July), 106742. https://doi.org/10.1016/j.ocecoaman.2023.106742
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Universitas Ahmad Dahlan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Journal of Vocational Education Studies (JOVES) agree to the following terms: Authors retain the copyright and grant the Universitas Ahmad Dahlan right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in Universitas Ahmad Dahlan. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Universitas Ahmad Dahlan. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).