The transmission of vocational skills in informal sectors remains a critical yet underexplored dimension of labor sustainability in developing economies. This study investigates the intergenerational inheritance of construction-related skills among workers in Indonesia through an ethnographic lens. Grounded in qualitative research paradigms, the study explores how socio-cultural norms, experiential learning, and informal apprenticeship structures facilitate the continuity of vocational competencies across generations. Drawing upon established frameworks of learning-by-doing and informal education systems, the research develops a socio-cultural model explaining skill transmission dynamics. Data interpretation reveals that familial lineage, community-based learning environments, and embodied practice significantly shape vocational knowledge continuity. The findings contribute to theoretical discussions on informal learning systems and offer policy implications for strengthening vocational education frameworks. The study also critically evaluates limitations associated with informal apprenticeship systems, including skill standardization challenges and vulnerability to economic shifts.

Career choice readiness among university students remains a complex, multidimensional phenomenon influenced by cognitive, psychological, and contextual variables. This study proposes a systematic model integrating self-awareness and career exploration as primary determinants of effective career decision-making. Drawing upon established theoretical constructs such as the PIC model, career adaptability theory, and self-efficacy frameworks, the research synthesizes empirical findings to construct a structured analytical model suitable for higher education contexts. The methodology adopts a conceptual modeling approach supported by literature-based analysis of decision-making competence, self-esteem, and job-search behaviors. The findings indicate that self-awareness functions as a foundational cognitive mechanism that enhances occupational exploration processes, ultimately improving career decision readiness. Furthermore, the study identifies critical moderating factors such as socio-cultural influences, institutional support, and psychological preparedness. The proposed model offers a robust framework for academic institutions to design interventions that optimize student career outcomes. The research contributes to theoretical advancement and practical application by bridging gaps between career psychology and educational systems.

In-house training has become a strategic instrument for enhancing workforce competencies in biotechnology enterprises, where rapid technological advancement demands continuous skill upgrading. However, many organizations struggle to align training design with measurable competency development outcomes, resulting in suboptimal employee performance and inconsistent training returns on investment. This study proposes a structured competency development model aimed at optimizing in-house training effectiveness among technical employees in biotechnology settings. The model integrates training evaluation mechanisms, competency mapping, and performance feedback loops grounded in established human resource development theories. Drawing upon prior literature on training effectiveness, employee development, and organizational learning systems (Blanchard & Thacker, 1998; Obisi, 2011; Champathes, 2006), the study synthesizes a multi-layered framework that links instructional design with competency acquisition and workplace application. Furthermore, insights from digital learning and e-learning integration highlight the evolving role of technology-enabled training environments in improving learning outcomes (Zare et al., 2016). The proposed model emphasizes structured skill diagnosis, targeted competency enhancement, and continuous evaluation through performance analytics. Findings suggest that competency-driven in-house training significantly improves technical proficiency, adaptability, and productivity among biotechnology employees. The study contributes to both theoretical understanding and practical implementation of training optimization strategies in knowledge-intensive industries.

Technical and Vocational Education and Training (TVET) systems are increasingly recognized as critical drivers of workforce readiness and economic development. However, the effectiveness of TVET institutions largely depends on the competency level of educators responsible for delivering industry-relevant instruction. This study proposes an integrated competency development model for TVET educators aimed at enhancing instructional excellence and teaching quality in vocational education systems. The model synthesizes pedagogical, technical, and professional competency dimensions grounded in international teacher education frameworks and vocational training standards. A conceptual and analytical synthesis approach is employed using secondary data from established literature and policy documents to construct a multidimensional competency framework. The findings indicate that effective TVET educator development requires alignment between instructional competencies, supervisory support mechanisms, continuous professional learning, and industry engagement. Furthermore, the study highlights that competency development is not static but evolves in response to socio-economic transformation and educational reform pressures. The proposed model integrates competency mapping, structured training pathways, and performance evaluation systems to ensure sustainable instructional improvement. The study contributes to TVET literature by offering a structured framework that addresses existing gaps in competency standardization and instructional quality enhancement. The implications suggest that institutional policymakers must prioritize competency-based training ecosystems to achieve long-term educational effectiveness and workforce alignment.

Service quality has emerged as a critical determinant of institutional performance in Technical and Vocational Education and Training (TVET) systems, particularly in the context of increasing global competitiveness and stakeholder expectations. This study develops a multidimensional analytical framework to evaluate service quality in TVET institutions by incorporating demographic variations among students. Drawing on established service quality models and empirical literature, the research integrates SERVQUAL-based constructs with demographic segmentation to examine differences in perception across age, gender, educational background, and socio-economic status. The study adopts a quantitative, model-driven methodological approach supported by conceptual synthesis from existing literature. The findings reveal that demographic variables significantly moderate perceived service quality dimensions such as reliability, responsiveness, assurance, empathy, and tangibility. Furthermore, the proposed framework demonstrates that a one-size-fits-all approach to quality management in TVET institutions is insufficient. The research contributes to the theoretical advancement of service quality assessment by introducing a demographic-sensitive evaluation model while offering practical implications for policy-makers and institutional administrators aiming to enhance educational service delivery.