Relevant bibliographies by topics / Career And Vocational Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Career And Vocational Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 March 2023

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Journal articles on the topic "Career And Vocational Education"

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Masdonati, Jonas, Geneviève Fournier, and Imane Zineb Lahrizi. "The Reasons Behind a Career Change Through Vocational Education and Training." International Journal for Research in Vocational Education and Training 4, no. 3 (November 22, 2017): 249–69. http://dx.doi.org/10.13152/ijrvet.4.3.4.

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We report the results of qualitative research on adults who enrolled in a vocational and education training (VET) program with the intention of changing their careers. The participants were 30 adults aged between 25 and 45 years. A modified version of the consensual qualitative research method was applied to transcriptions of semi-structured interviews with the participants. There appeared to be two main reasons underlying the decision to enrol in a VET program with the aim of initiating a career change. Based on the reasons given, two groups (career changers and proactive changers) and five distinct categories were recognized. The career changers included individuals who wished to change careers due to dissatisfaction with their current situation. In this group, the decisions were motivated by either health problems or personal dissatisfaction. The proactive changers included individuals who wished to reorient their career because of a desire to undertake new projects. In this group, there were three categories of reasons: a wish to attain better working conditions, a search for personal growth and a desire to have an occupation that fitted the person’s vocation. Thus, the participants reoriented their careers according to various motivations, pointing to the existence of a heterogeneous population and the complexity of the phenomenon. The results highlight the importance of understanding the subjective reasons behind career changes and the need to adjust career interventions accordingly.
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Ismail, Rusli, Nurlaela Nurlaela, Amiruddin Amiruddin, Fiskia Rera Baharuddin, and Wirawan Setialaksana. "Development and validation of a new career maturity questionnaire for vocational high school students." Cypriot Journal of Educational Sciences 17, no. 11 (November 30, 2022): 4045–54. http://dx.doi.org/10.18844/cjes.v17i11.7978.

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For vocational school students, career maturity is an important part of the curriculum. The evaluation of career maturity can be done using a questionnaire. The existing career maturity instruments of CMI and revised CMI show low internal consistency. This research aims to develop new instruments for measuring career maturity. The instrument consists of a 20-item Career Maturity Questionnaire and is constructed based on the theory of vocational career maturity. Exploratory factor analysis (EFA) was conducted to examine the measurement property of the new questionnaire. The results of the analysis show that the construct consists of three factors deriving from four factors of the vocational career maturity theory. Two factors are consistent with the vocational career maturity theory. The last factor is found to be the combination of career planning and self-concept. The Indonesian vocational career maturity comprises three factors (1) Career Planning and Self Concept, (2) Career Decision Making and (3) Career Exploration. The questionnaire contains sixteen items giving the required factor loadings. Further research can investigate the concurrent validity of the instrument. Keywords: career maturity, vocational school, exploratory factor analysis, development, validation;
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Paik, Sunhee, and Woo-jeong Shim. "Career Education in Vocational High Schools." Institute for Education and Research Gyeongin National University of Education 40, no. 3 (September 30, 2020): 227–53. http://dx.doi.org/10.25020/je.2020.40.3.227.

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Dougherty, Shaun M., and Allison R. Lombardi. "From Vocational Education to Career Readiness." Review of Research in Education 40, no. 1 (March 2016): 326–55. http://dx.doi.org/10.3102/0091732x16678602.

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Wu, Ya-Ling, Yu-Lin Tsai, and Cheng-Wu Chen. "EXAMINING THE EXPERIENCES OF CAREER GUIDANCE, VOCATIONAL SELF-CONCEPT, AND SELF-PERCEIVED EMPLOYABILITY AMONG SCIENCE EDUCATION MAJORS IN TAIWAN." Journal of Baltic Science Education 13, no. 2 (April 25, 2014): 182–90. http://dx.doi.org/10.33225/jbse/14.13.182.

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This study aims to investigate the science education majors’ experiences of career guidance, vocational self-concept, and self-perceived employability, as well as the relationships among these variables in the Taiwanese context based on the developmental-contextual model of career development. Data were collected from a questionnaire survey of 614 science education majors in the selected Taiwanese universities. It was found that the science education majors’ experiences of career guidance directly and indirectly influenced their self-perceived employability vis-à-vis the effect on their vocational self-concept. The findings suggest that the science education departments of universities in Taiwan may provide sufficient and appropriate career guidance and vocational information for science education majors to promote their vocational self-concept and employability. Keywords: career guidance, science education majors, self-perceived employability, vocational self-concept.
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Watson, Mark B., and Darryl Smith. "Career Decision of South African Students in Vocational Education." Psychological Reports 84, no. 2 (April 1999): 488–90. http://dx.doi.org/10.2466/pr0.1999.84.2.488.

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The career decisiveness of postsecondary South African students in vocational education ( N = 1062) were assessed. Analysis indicated that White students were more decisive about careers than Asian and Black students in the first year. The implications of this finding for postsecondary education in South Africa are discussed.
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Mahfud, Tuatul, Yogiana Mulyani, Ria Setyawati, and Nur Kholifah. "The Influence of Teaching Quality, Social Support, and Career Self-Efficacy on the Career Adaptability Skills: Evidence from a Polytechnic in Indonesia." Integration of Education 26, no. 1 (March 30, 2022): 27–41. http://dx.doi.org/10.15507/1991-9468.106.026.202201.027-041.

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Introduction. Changes in the industry impact the stable condition of working in a company or industry and it is not something that can be guaranteed again in the future. The proof is that there are many phenomena of job transfers or even layoffs in various business sectors due to COVID-19 pandemic. Many studies have examined the importance of developing career adaptability skills to face the changing needs of the industry. However, studies that discuss the mechanism of forming career adaptability skills involving important antecedent factors such as teaching quality, social support, and career self-efficacy of polytechnic students are still limited. Therefore, this study aims at examining the effect of teaching quality, social support, and career self-efficacy factors on the career adaptability skills of polytechnic students. Materials and Methods. This study involved 265 students at a polytechnic in East Kalimantan, Indonesia. The students expressed their perceptions of the quality of their internship learning, social support, and career selfefficacy – data analysis used Structural Equation Modeling by Amos 18 software. Results. This study reveals that teaching quality and social support does not have a direct effect on career adaptability skills. Meanwhile, career self-efficacy has a direct effect on the career adaptability skills of polytechnic students. Other findings, teaching quality and social support have a direct effect on the career self-efficacy of polytechnic students. Finally, career self-efficacy mediates the effect of teaching quality and social support on the career adaptability skills of polytechnic students. Discussion and Conclusion. This study provides important implications for the development of learning in vocational education so that students have a good mastery of career adaptability skills. Vocational education practitioners must design a vocational teaching model that combines vocational teaching, social support, and career self-efficacy to form mastery of career adaptability skills for pop-polytechnic students. In addition, the development of a vocational education curriculum needs to include mastery of career adaptability skills for students in vocational education, be it vocational high schools or polytechnics. In further research, it is necessary to develop a vocational learning model that aims to inculcate career adaptability skills for vocational students.
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Mahfud, Tuatul, Ibnu Siswanto, Danar Susilo Wijayanto, and Putu Fajar Puspitasari. "ANTECEDENT FACTORS OF VOCATIONAL HIGH SCHOOL STUDENTS' READINESS FOR SELECTING CAREERS: A CASE IN INDONESIA." Jurnal Cakrawala Pendidikan 39, no. 3 (October 26, 2020): 633–44. http://dx.doi.org/10.21831/cp.v39i3.32310.

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Vocational graduates' readiness for selecting careers is an important topic for vocational education research. Although there have been many studies on vocational student career selection readiness, there are only few studies on the roles of teaching quality, social capital, and psychological capital in shaping vocational students' readiness for selecting careers. This study aims to examine the antecedent factors of high school students' readiness for career selection which involve teaching quality, psychological capital, and social capital factors. This study employed the quantitative approach with ex-post facto design. The data were randomly collected from 279 vocational high school students in North Lampung-Indonesia by means of online questionnaires. SEM analysis was carried out in this study to see the effects among variables. The results show that readiness for selecting careers is influenced by teaching quality and psychological capital, as social capital does not directly influence student readiness. Besides, psychological capital is influenced by teaching quality and social capital. Then, social capital is influenced by teaching quality. Social and psychological capitals together mediate the effect of teaching quality on the readiness for selecting careers. The research findings present some implications for vocational education practitioners wishing to make further improvements.
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Onojah, Amos Ochayi, Omotayo Olabo Obielodan, Adenike Aderogba Onojah, Olawale Sunday Koledafe, and Faruq Adebayor Ishola. "Extent at Which Vocational Guidance Influence Career Decision of Vocational and Technical Students." Indonesian Journal Of Educational Research and Review 4, no. 3 (December 1, 2021): 424. http://dx.doi.org/10.23887/ijerr.v4i3.41634.

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Personal guidance centers on problems of personality, physical and emotional development, interpersonal relations and similar matters. But vocational guidance given to students may or may not influence their career after graduation. This study thus examined extent at which vocational guidance influence career decision of vocational and technical students. This is a descriptive research design of the survey type. 220 technical students were sampled all technical education students in Ilorin metropolis. Frequency count and mean were used answer the research questions and Hypothesis was tested with t-test at 0.05 level of significance. The findings established that vocational guidance has been able to influence career decision making of vocational and technical education students to a high extent. Also, there was no significant difference in the impact of vocational guidance on career choice of junior and senior vocational and technical education students. It was therefore recommended that Vocational and Technology Education students should be exposed to the importance of guidance services and what counseling is all about in order for them to make good career decisions.
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Bright, Jim E. H., and Robert G. L. Pryor. "chaos theory of careers in career education." Journal of the National Institute for Career Education and Counselling 28, no. 1 (March 1, 2012): 10–20. http://dx.doi.org/10.20856/jnicec.2803.

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Approaches to career education in schools continue to be dominated by a focus on school to work or further or higher education transition planning. It is argued that as a consequence of this, the emphasis is on identifying relatively stable and singular vocational goals or outcomes. Furthermore the theories, techniques and models that support this focus characterise the world as largely stable and predictable. It is argued that these assumptions about the world and careers are increasingly questionable and this calls into question the theories and models used to support the short-term vision of transition. The Chaos Theory of Careers is introduced as a dynamical systems theory alternative and contemporary model of career development that emphasises continual, uncertain and non-linear change, complexity of influences, and emergent fractal patterns in career. The application of this approach to career education is adumbrated challenging traditional notions of career planning and goal setting, and highlighting the importance of creativity, reinvention and resilience as important outcomes of contemporary career education.
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Dissertations / Theses on the topic "Career And Vocational Education"

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Moss, Roy Allen. "The Impact of Secondary Career and Technical Education on Postsecondary Career and Educational Placement." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125130.

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The purpose of this research was to provide evidence of the impact career and technical education courses have on students after graduation. Numbers of Career and Technical Education (CTE) completers have continually dropped at the participating schools for the past five years. Five categories of placement after graduation were studied including the following: college, employment, postsecondary vocational training, military, and no placement. Archival data were gathered from postgraduate surveys conducted by high schools as required by the Missouri Department of Elementary and Secondary Education. Data were collected for graduates in 2011, 2012, and 2013 from four area high schools that provide CTE training to some students at their own high schools and send a portion of students to an area career center for additional offerings. A Pearson product-moment coefficient of correlation (Pearson r) was calculated, and t-tests were used to assess the data. The findings revealed large positive relationships between completers of CTE programs and placement in college, employment, or related locations, yet the results of the t-test indicated there was no significant difference (at p < .05) between the placement for students who attended either a District or Area Career and Technical facility. This research may assist schools in presenting the benefits of CTE training to fifth- through tenth-grade students, provide ways for schools to better implement CTE programs, and to make the programs more accessible to future students.

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Law, Yee-ling. "Careers education : a study of students' and teachers' perceptions /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057994.

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Kendall, Katherine A. "STEM Vocational Socialization and Career Development in Middle Schools." Thesis, Trevecca Nazarene University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620079.

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Economic forecasts predict an unprecedented shortage of STEM workers in the United States. This study examined the vocational anticipatory socialization factors and classroom stratagems influencing middle school students’ science, technology, engineering and mathematics (STEM) career development. Student attitudes towards STEM content areas and related career aspirations were measured. Parental, peer, media, out-of-school time activities and physical school environmental influences were examined along with teacher and school counselor capacities. The results showed middle schools were not actively engaging in STEM identity formation and career development practices nor were they providing out-of-school time STEM activities for their students. Parents, peers and the use of the online learning platform, Learning Blade did, however, have significant influences on students’ STEM career development.

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Barton-Cox, Florence Faye. "The Effects of a Career Education Program on the Career Choices of Fifth-grade Students." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4978/.

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The career development of students, demonstrated by students' career interest, is important for a more effective career education program. This study focused on the career choices of fifth grade students through the use of a career interest inventory before and after the use of a career education program. The design was experimental, and the purpose was to determine if there were differences in the career interest of fifth grade students who participated in a career education program compared with the career interest of fifth grade students who did not participate in a career education program. The COPS-PIC Picture Inventory of Careers (COPS-PIC) was used as a pretest and posttest for fifth grade students to determine baseline career interests. The COPS-PIC career inventory results were incorporated into the career education program and served as a career planning guide for incorporating students' input into career choices and exploration of those choices for a better understanding of the process of finding out who they want to be and what type of careers exists. The experimental group was provided instruction and career exploration opportunities for 4 weeks. The control group was not provided career education instruction and career exploration opportunities. This study suggests that fifth grade students who participated in a career education program were able to make more concentrated career choices at higher levels of interest after participating in the career education program. Additional studies that include the use of career interest inventories and a career education program are needed before extensive generalizations can be made.
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Hyslop-Margison, Emery J. "Liberalizing vocational study, an Aristotelean approach to career education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61651.pdf.

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Brenana, Stacy Lyn, and Deborah Gayle McTee. "School-to-career curriculum." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1803.

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The mission of this project is to develop a school-to-career curriculum that can be utilized by all middle school students. It is designed to help educate these students in the skills they will need to become successful in their future careers.
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Martin, Gary Richard. "Career Counseling Practices In Abet-Accredited Engineering Cooperative Education Programs." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3321.

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Purpose. The purpose of this study was to describe and evaluate the career counseling practices in all schools of engineering in the United States with ABET-accredited engineering Cooperative Education programs. Procedure. A thirty-two item questionnaire was developed and sent out to all ABET-accredited Cooperative Education offices. All the engineering coordinators in each office filled out the questionnaire. Eighty-six percent of the schools responded to the surveys. Findings. (1) Most engineering Co-op coordinators have educational backgrounds in engineering and have taken at least one class in career counseling. (2) Co-op coordinators tend to have caseloads and other responsibilities which restrict the amount of career counseling they can offer. (3) Little correlation exists between the amount of time coordinators spend career counseling and the ability of students to obtain jobs. (4) There is a slight negative correlation between coordinators' caseloads and their placement rate. (5) There is a slight positive correlation between coordinators' caseloads and the amount of time their students receive in career counseling. (6) There is a slight positive correlation between coordinators' caseloads and the amount of time they believe students should receive in career counseling. (7) There is no correlation between the total amount of time students receive in career counseling and their ability to secure Co-op jobs. (8) There are very slight positive correlations between the amount of time students receive in seven of eighteen specified career counseling services and their ability to get a Co-op job. Conclusions. The average coordinator was found to have a career counseling training level of one class. Many slight correlations were found between the amount of career counseling which students receive and their ability to secure Co-op employment. It was also found that coordinators with average amounts of career counseling training tend to spend the most time in career counseling services. Recommendations. (1) Similar studies should be conducted with engineering Co-op programs which were not necessarily accredited by ABET, and non-engineering Co-op programs. (2) It would also be of interest to correlate time spent career counseling with other measures of "success" such as cost-effectiveness, and student satisfaction.
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Ko, Jang Wan. "Performance standards and labor market outcomes of postsecondary career and technical education in Missouri /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091938.

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Watkins, Marita. "A study to determine the level of emphasis on middle school career awareness and exploration." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1120.

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Miles, Jean. "The impact of a career development programme on career maturity and academic motivation." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/143.

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The present study addresses the problems experienced by South African youth in making effective, informed career decisions. The goal of this study was to determine the effect of a career intervention programme on the career maturity and academic motivation of Grade 11 learners at Alphendale High School. Furthermore, the relationship between career maturity and academic motivation was explored. Using a pre-post test quasi-xperimental design it could be demonstrated that different dimensions of the learners’ career maturity and their academic motivation improved subsequent to the career intervention programme and therefore underscored the value of a career intervention programme.
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Books on the topic "Career And Vocational Education"

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Sander, Phil. Career education. Toronto: Ontario Secondary School Teachers' Federation, 1997.

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ERIC Clearinghouse on Adult, Career, and Vocational Education., ed. Benefits of vocational education. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 2000.

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Makinde, Olu. Profile of career education. Ibadan, Oyo State, Nigeria: Signal Education Services, 1987.

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Education as a career. Washington, D.C: NEA Professional Library, National Education Association, 1988.

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Brown, Bettina Lankard. Applying constructivisim in vocational and career education. Columbus, Ohio: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 1998.

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United States. Federal Trade Commission. Office of Consumer and Business Education, ed. Choosing a career or vocational school. [Washington, D.C.]: Federal Trade Commission [Bureau of Consumer Protection, Office of Consumer and Business Education, 2001.

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Evaluating career education and guidance. Camberwell, Vic: ACER Press, 2007.

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Career and technical education. Detroit: Greenhaven Press, a part of Gale, Cengage Learning, 2014.

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Gleadall, David. Social and vocational skills. Edinburgh: Holmes McDougall, 1988.

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National Clearinghouse for Professions in Special Education. Promoting special education career awareness. Reston, Va: Council for Exceptional Children, 1992.

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Book chapters on the topic "Career And Vocational Education"

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Manley, R. Adam, and Katherine Manley. "Career and Technical Education in the United States." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 453–77. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-6474-8_27.

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Nota, Laura, Salvatore Soresi, Ilaria Di Maggio, Sara Santilli, and Maria Cristina Ginevra. "Threats and Challenges of the XXI Century and the Role of Career Counseling and Vocational Designing." In Sustainable Development, Career Counselling and Career Education, 15–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60046-4_2.

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Zelloth, Helmut. "Technical and Vocational Education and Training (TVET) and Career Guidance: The Interface." In Handbook of Career Development, 271–90. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-9460-7_15.

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Nota, Laura, Salvatore Soresi, Ilaria Di Maggio, Sara Santilli, and Maria Cristina Ginevra. "Career Counseling and Vocational Designing, from the Origins to the End of the Last Century: The Moment of Maximum Possibilities." In Sustainable Development, Career Counselling and Career Education, 1–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60046-4_1.

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Sweet, Richard. "Apprenticeship, Pathways and Career Guidance: A Cautionary Tale." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 51–68. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5398-3_4.

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Terada, Moriki. "Challenges of Vocational Education and Career Education in High Schools in Japan – From the Viewpoint of Career-competency Formation for Transition." In The Future of Vocational Education and Training in a Changing World, 96–112. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18757-0_7.

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Toutain, Olivier, and Alain Fayolle. "Labour Market Uncertainty and Career Perspectives: Competence in Entrepreneurship Courses." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 985–1005. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41713-4_46.

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Austin, Kylie, and Sarah O’Shea. "Partners in Career Education: Exploring Collaboration Between Universities, Schools, Industry, Communities And Vocational Education Providers in Developing Best Practice Career Approaches." In Career Development Learning and Sustainability Goals, 17–30. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-6637-8_2.

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Dunbar, Muriel H. "Careers Guidance and Job Placement Services: The Missing Link Between Education and Employment." In Handbook of Vocational Education and Training, 1–16. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_49-1.

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Dunbar, Muriel H. "Careers Guidance and Job Placement Services: The Missing Link Between Education and Employment." In Handbook of Vocational Education and Training, 569–84. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_49.

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Conference papers on the topic "Career And Vocational Education"

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Arismen and Dadang Lukman Hakim. "How Career Interventions and Digital Career Counselling Affect Students’ Career Maturity." In 4th International Conference on Innovation in Engineering and Vocational Education (ICIEVE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220305.002.

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Votava, Jiri, and Jitka Jirsakova. "Benefits of Career Guidance for Secondary Vocational School Students -Evaluation of a Pilot Program." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.053.

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Although career guidance in the Czech Republic is officially perceived as a priority of the education system, guidance support is not provided equally at all types of schools and on all levels of the education system. For example, we register insufficient support for students at secondary vocational schools. As previous research by the authors of the article has shown, it seems that once a young person decides to pursue a career, the effort of the school system to pay further attention to career guidance will also decrease. This paper is aimed to suggest a new program for career education, counselling and training, afterwards to pilot it at three secondary vocational schools, and with the help of action research to collect and to evaluate experience from the school practice. The empirical part of this article consists of three research phases. First, a baseline analysis was performed using mixed data resources (questionnaire survey among students, interviews with school counsellors and document analysis). In the second phase, a new career guidance program was proposed. Finally, the program was tested at three vocational schools in the years 2019 and 2020. Using action research design, the researchers gathered evidence and identified the benefits of new counselling activities. Based on these results, proposals for further improvement and implementation of career guidance and education at secondary vocational schools were submitted.
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Lukyanchenko, N. V. "Understanding The Career Of Students Receiving Secondary Vocational Education." In International Conference on Economic and Social Trends for Sustainability of Modern Society. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.03.163.

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Esser, Ilona, Kristina Hochreuther, Amelie Reichwald, Katja Sanen, Bjoern Paape, Iwona Kiereta, and Christoph Maus. "An Analysis of Learners’ Self-Assessments in Comparison With Their Actual Performances in the Subject of Economics." In Organizations at Innovation and Digital Transformation Roundabout: Conference Proceedings. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-388-3.13.

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This study compares vocational college learners’ selfassessments of their abilities and their performances with their actual examination results. Until now, the ability to self-assess has principally only been addressed in the primary school sector. However, it is of central importance specifically in the vocational college sector, where the focus is on career choice. We hypothesize that 1. Students with a lower level of education self-assess themselves more incorrectly or they overestimate their abili-ties and that 2. Female students self-assess themselves more realistically than male students do. Our hypotheses are tested and confirmed in different vocational colleges and classes. This study, then, is an important first contribution to indicating the risk of an inappropriate career choice particularly for weaker students. Furthermore, our study can provide a starting point for examining whether the focus on support and assistance for female students in their career choices mean that appropriate measures in the planning of school and educational careers for male students have been neglected.
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Jirsáková, Jitka, and Lukas Herout. "CAREER GUIDANCE AT VOCATIONAL SCHOOLS IN CZECH REPUBLIC." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2362.

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Sudjani. "A Model of Trait and Factor Career Counseling to Enhance Students' Career Maturity State Vocational Schools in Bandung." In 2015 International Conference on Innovation in Engineering and Vocational Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icieve-15.2016.2.

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Anggraeni, Birawani Dwi. "Student Internship Experience on Career Selection Survey: Vocational Education Accounting Program." In 3rd International Conference on Vocational Higher Education (ICVHE 2018). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200331.148.

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Musyono, Ari Dwi Nur Indriawan, and Soenarto. "Effects of the Technology Development, Socioeconomic Status, Career Information, and Learning Process on the Career Aspiration of Vocational High School Students." In Proceedings of the 1st Vocational Education International Conference (VEIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.005.

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Marsono, Yoto, Eddy Sutadji, and Bella Cornelia Tjiptady. "Career Development and Self-Efficacy Through Industrial Working Practice in Vocational Education." In 2020 4th International Conference on Vocational Education and Training (ICOVET). IEEE, 2020. http://dx.doi.org/10.1109/icovet50258.2020.9230111.

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Saraswati, Sinta, Edwindha Nugraheni, Mungin Wibowo, Mulawarman Mulawarman, and Soesanto Soesanto. "Career Learning Self-Efficacy as a Mediator between Career-Training Mentorship and Vocational Identity." In Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.29-6-2019.2290366.

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Reports on the topic "Career And Vocational Education"

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Kreisman, Daniel, and Kevin Stange. Vocational and Career Tech Education in American High Schools: The Value of Depth Over Breadth. Cambridge, MA: National Bureau of Economic Research, September 2017. http://dx.doi.org/10.3386/w23851.

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Karetai, Mawera, Samuel Mann, and Rachel McNamara. Decolonising Vocational Computing Education. Otago Polytechnic Press, 2022. http://dx.doi.org/10.34074/ocds.20221.

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Taysumova, H. V., and D. S. Saralinova. PURPOSE OF DIGITIZATION VOCATIONAL EDUCATION. Ljournal, 2019. http://dx.doi.org/10.18411/ds-2019-2-mah.

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Rozelle, Scott, Albert Park, Sangui Wang, Linxiu Zhang, Wang Rong, Yingquan Song, Prashant Loyalka, and Yaojiang Shi. Investment in vocational versus general schooling: evaluating China`s expansion of vocational education and laying the foundation for further vocational education evaluation. International Initiative for Impact Evaluation, 2015. http://dx.doi.org/10.23846/ow2208.

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Bettinger, Eric, Michael Kremer, Maurice Kugler, Carlos Medina, Christian Posso, and Juan Saavedra. School Vouchers, Labor Markets and Vocational Education. Banco de la República de Colombia, August 2019. http://dx.doi.org/10.32468/be.1087.

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Hanushek, Eric, Ludger Woessmann, and Lei Zhang. General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle. Cambridge, MA: National Bureau of Economic Research, October 2011. http://dx.doi.org/10.3386/w17504.

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Lemaire, R. Environmental Education Training and Career Development,. Fort Belvoir, VA: Defense Technical Information Center, April 1996. http://dx.doi.org/10.21236/ada310831.

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Marnet, Oliver. Beginning a Career in Higher Education. Bristol, UK: The Economics Network, February 2007. http://dx.doi.org/10.53593/n186a.

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Dave, Dhaval, Nancy Reichman, Hope Corman, and Dhiman Das. Effects of Welfare Reform on Vocational Education and Training. Cambridge, MA: National Bureau of Economic Research, January 2011. http://dx.doi.org/10.3386/w16659.

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Snel, Herman, and Herman Brouwer. Strengthening Myanmar’s agricultural technical and vocational education and training system. Wageningen: Wageningen Centre for Development Innovation, 2021. http://dx.doi.org/10.18174/543718.

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