Relevant bibliographies by topics / Vocational Education and Training (VET) In Schools

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

Academic literature on the topic 'Vocational Education and Training (VET) In Schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Vocational Education and Training (VET) In Schools"

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Squires, Don. "Providing Vocational Education and Training (VET) for NSW Rural Schools and Students: the 'Stage of Play'." Australian and International Journal of Rural Education 10, no. 2 (July 1, 2000): 37–46. http://dx.doi.org/10.47381/aijre.v10i2.456.

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A strategic framework for VET in Schools (1998-2000) was developed by the Department of Education and Training to coordinate the development and implementation of Vocational Education andTraining (VET) in government schools across NSW. One clear advantage of the vocational education curriculum in schools is that it offers a broader range of choices to students and has the potential to satisfy the needs and aspirations of a broader range of students than can be accommodated within the traditional curriculum. Vocational learning and VET are also emerging as major mechanisms for helping young people negotiate the complex transition from CHILD to ADULT. The major distance education provider for NSW school and TAFE students is the Open Training and Education Network - Distance Education Directorate (OTEN-DE). OTEN-DE meets the needs of students across the state who must access vocational education and training by means of distance education, either as isolated learners or as students in smaller rural schools. This paper explores some conceptual and practical issues associated with the provision of vocational learning and VET for students in isolated and rural areas.
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Sandirasegarane, Sharmila, Staci Sutermaster, Alyssa Gill, Jennifer Volz, and Khanjan Mehta. "Context-Driven Entrepreneurial Education in Vocational Schools." International Journal for Research in Vocational Education and Training 3, no. 2 (August 24, 2016): 106–26. http://dx.doi.org/10.13152/ijrvet.3.2.3.

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Vocational Education and Training (VET) is offered throughout the world to students of various educational backgrounds and career aspirations in an effort to create a skilled workforce. The structure of VET varies greatly across different fields and countries with high-growth, low-growth, and transitional economies. However, a common critique of many vocational institutions is that they focus on skills training without addressing related business systems. Thus, students may not understand the business strategies related to their field, which stifles job readiness and entrepreneurial potential. To counter this, a more context-driven and integrated entrepreneurial approach is proposed for VET. Benefits, disadvantages, and exemplars of various types of vocational and entrepreneurial programs are evaluated to determine how their strengths might be leveraged. Such integrated entrepreneurial and vocational training would more suitably address context-specific market needs via both practical and transferrable skills, thus helping to reduce unemployment, particularly among youth in sub-Saharan Africa.
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Fjørtoft, Henning, and Elin Bø Morud. "Assessment decision making in vocational education and training." Studia paedagogica 26, no. 4 (February 14, 2022): 119–37. http://dx.doi.org/10.5817/sp2021-4-6.

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Assessment decision making is a highly contextual phenomenon. In this paper, we explore this topic in vocational education and training (VET). Thirty-eight teachers from five Norwegian upper secondary schools were interviewed before and after an 18-month research–practice partnership. To understand assessment decision making in VET, we draw on two bodies of knowledge: (a) research on teachers' decision making in assessment and (b) conceptualizations of teachers' professional capital. Four main findings emerged from the analysis: three assessment-related dilemmas and one professional capital-related dilemma. We then discuss how these aspects of practice affect assessment decision making and the implications for developing VET teachers' decisional capital.
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Helme, Sue. "Indigenous Students and Vocational Education and Training in Schools: Ladder of Opportunity or Corrugated Iron Ceiling?" Australian Journal of Education 49, no. 2 (August 2005): 169–81. http://dx.doi.org/10.1177/000494410504900205.

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Indigenous students complete secondary education at about half the rate of non-Indigenous students, yet are twice as likely to participate in Vocational Education and Training (VET) in Schools subjects. This paper explores the reasons for this phenomenon. It draws on data from two national studies: a survey of 20 000 young people and their experience of vocational learning, and a qualitative study that included interviews with 118 Indigenous VET in Schools students and 160 school staff and other stakeholders. It discusses the role of VET in addressing the needs and aspirations of Indigenous students, and identifies key aspects of good practice in the provision of VET for Indigenous students. The paper argues that VET in Schools cannot succeed as a ‘stand alone’ solution to the problem of Indigenous educational disadvantage, but must be offered within the context of educational provision that accommodates the diverse educational needs and aspirations of Indigenous students.
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Nore, Hæge. "Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training." International Journal for Research in Vocational Education and Training 2, no. 3 (December 15, 2015): 182–94. http://dx.doi.org/10.13152/ijrvet.2.3.4.

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This article explores teachers and trainers didactical practices in different contexts in Norwegian VET: schools and workplaces. With the introduction of e-resources and e-portfolios in VET, learners as well as teachers and trainers experience a more hybrid learning-arena, which claims for a recontextualization of vocational didactics as well as re-defining roles and responsibilities of the actors. The article discuss new forms of boundary crossing, dealing with e-portfolios as boundary objects, increasing learner autonomy, transformative learning outcomes, interaction between actors and designing learning processes in hybrid learning-arenas. Vocational didactics as understood in a teacher-training context are challenged by more actors and new forms of interactivity with technological tools crossing sites. The study is based on a longitudinal study in a national project on quality assessment, interviews with teachers and trainers as well as apprenticeship training offices supported by documentary evidence from three trades: sales, plumbing and industrial mechanics.
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Bauer, Waldemar, and Karin Przygodda. "New Learning Concepts within the German System of Vocational Education and Training." European Educational Research Journal 2, no. 1 (March 2003): 22–40. http://dx.doi.org/10.2304/eerj.2003.2.1.8.

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In 1997, a new curricular framework for vocational education and training (VET) schools — ‘learning fields' — was implemented in Germany. As a result, vocational curricula with their elements and contents had to relate to work and business processes and be described on the basis of competences. Regarding the German tradition of curricula, a paradigm shift can be observed, because earlier curricula were organised according to disciplines. In 1998, a pilot programme was launched which focused on ‘new learning concepts within the dual vocational education and training system’ and involved projects in the construction of learning fields, which were implemented in VET schools. These projects developed concepts for the empirical analysis of work processes or tasks and identified the competences required as a basis for curricula, in order to link qualification research with curriculum development. By analysing the different approaches, it became clear that an integration of the analysis of work and the transformation of the empirical results into curricula was necessary. This work also implies a model of competence development, because the focus of this VET research is ultimately teaching and learning practices in VET schools. Research in these areas has to be domain specific because it deals with the content and expertise in an occupational field and therefore requires an in-depth understanding of knowledge and skills in these fields.
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Smak, Magdalena. "Models of private sector involvement in vocational education and training." European Journal of Teaching and Education 4, no. 1 (April 20, 2022): 37–47. http://dx.doi.org/10.33422/ejte.v4i1.746.

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Since 2008 youth unemployment and poverty have been a challenge for many countries. In order to equip young people in practical knowledge and skills and help them in transition to labour market governments started to invest in vocation education and training (VET). However effective VET is hard to build. In the text I analyse qualitatively data from 23 national reports covering VET systems prepared during Torino Process for European Training Foundation (ETF). The analysis shows that there are many obstacles to overcome: low prestige and attractiveness of VET for youngsters and their parents, aging work force, pending reforms on school management, ability to form partnerships between public and private sector. The text describes successes and challenges connected to private sector involvement in VET and builds on a theory of partnerships from Marriot and Goyder (2009) and Hands (2005). Additionally the paper provides examples of good practices, such as: clear division of responsibilities between schools and employers, tax incentives for employers, cooperation between state, university and companies.
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Puhovska, Liudmyla, and Snizhana Leu-Severynenko. "EU AND UKRAINIAN INNOVATIVE EXPERIENCE IN EDUCATION: THE ORIENTATION POINT FOR VET OF UKRAINE." Education: Modern Discourses, no. 3 (December 25, 2020): 42–49. http://dx.doi.org/10.37472/2617-3107-2020-3-04.

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The article analyses the EU policy for innovations in the sector of vocational education and training (VET). It reveals the activity results of the European network “Innovations in vocational education and training” leading by the European Centre for the Development of Vocational Training (Cedefop). The paper identifies main development directions in VET systems and reviews its best practices of the EU countries based on the analysis of the experience of Campus of Occupations and Qualifications (France), Centre for Management, Training and Employment of Youth (Italy) and Centres of (Vocational) Excellence (Great Britain). Additionally, the following research covers some best practices in public and private educational sectors of Ukraine e.g. two university-based models of innovations eco-system realised via innovation hubs and startup schools, STEM-centres and Fabrication Laboratories. Therefore, the main ideas of positive European experience are identified being the valuable tool for developing the modern policy for innovations and VET in Ukraine. The identified local practices in education sector can be adapted to the capacity and needs of VET sector after additional and more detailed study.
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Єршов, Микола. "DIGITALISATION OF PROFESSIONAL (VOCATIONAL) AND PRE-HIGH TERTIARY EDUCATION: PROBLEMS AND PROSPECTS." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 18 (June 24, 2019): 67–74. http://dx.doi.org/10.32835/2223-5752.2019.18.67-74.

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The national professional (vocational) and pre-high tertiary education are represented based on the analisys national legislation, the materials of Ukrainian and foreign mass-media, scientific articles on reforming education system issues, statistic data of Ministry of Education and Science of Ukraine, State Statistics Service of Ukraine, State Employment Service, the Internet-sources (HeadHanter, UNESCO Database, Approved Event (UFI), Eurostat Educational Statistics), VET schools and colleges web-sites, analytical materials the Institute of vocational education of the National academy of educational sciences of Ukraine (NAES), Institute of information technologies and learning tools of the NAES of Ukraine. Common problems of professional (vocational) and pre-high tertiary education digitalisationare the following: education development lagging (content, training forms and methods, technical equipment) in comparison with digital technologies development pace: outdated occupations; education program content and labour market requirements disbalance; conservative training methods and forms for future specialists training and the teaching staff upskilling, VET schools outdated material and technical basis; low digital competence level of most VET schools managers and teaching employees; poor communication of business, IT companies and education establishments. The professional (vocational) and pre-high tertiary education digitalisation prospects are identified in the context of digital society building and digital economy development: public-private partnership strengthening; dual form of education introduction; distance and mixed learning (blended learning) organization; inclusive education introduction; competence-based approach in the educational process; scientific and educational on-line platforms creation; individual education pathways building at educational institutions for employment in "digital workplaces"...
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Mewaldt, Andrea. "The Market-Oriented And Integrative Management Model For Successful Internationalisation Of Vocational Education And Training Services." Journal of Service Science (JSS) 7, no. 1 (January 22, 2015): 53–70. http://dx.doi.org/10.19030/jss.v7i1.9108.

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Export of VET services has become the rapidly growing business field within the service sector. Austria and Germany traditionally run the vocational education and training (VET) by the so-called Dual Apprenticeship System, the public-private co-management of employers and public vocational schools. Both countries promote VET internationalisation, and VET service providers seek for respective management strategies. This paper contributes to the question How do VET providers successfully internationalise?As finding the paper presents the market-oriented and integrative management model for VET internationalisation into emerging markets. The explorative study applied the market-oriented innovation management research method that was chosen to highlight the paradigm shift in VET internationalisation towards market-orientation. Moreover, the method strongly involves the users view what is is in compliance with latest value creation and value co-creation theories in service management.
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Dissertations / Theses on the topic "Vocational Education and Training (VET) In Schools"

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Swan, Michelle Deanne. "Implementation and participation in vocational education and training in Catholic schools." Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/3377f5796936035a938c5ae571b49d70254ad31f603d5868a3f63429cb30af62/4350036/SWAN_2019_Implementation_and_participation_in_vocational_education.pdf.

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Vocational Education and Training in Schools (VETiS) is recognised in all Australian states’ and territories’ education systems in the senior secondary certificates of education. The federal government has researched the benefits of VETiS and promoted it as a subject area of worth through both policy and funding. System leadership in schools have also included VETiS in their strategic direction by establishing and resourcing Registered Training Organisations (RTOs) to manage the compliance issues associated with the national Vocational Education and Training (VET) system. VETiS is offered in the majority of schools in New South Wales (NSW), including Catholic Schools; however, there are varying levels of implementation within schools along with wide differences in student participation across schools. With government and school leadership placing emphasis on the importance of VETiS as part of the curriculum, it is important to find out why some schools offer less VETiS than others, and why some schools have greater student take-up of VETiS than is found at other schools. Is this a result of limitations imposed by systems and situations which are difficult for schools to change, or is it caused by misunderstanding, misconceptions, or even ignorance, which—if left unchallenged— could have a detrimental impact on students’ academic choices, achievements, and ultimately, their career options? The reasons behind the variation between schools in implementation and participation in VETiS were the focus of this research. The research, situated in rural New South Wales, reports the experiences of four systemic Catholic schools and their students when making decisions in relation to Higher School Certificate (HSC) subjects. The perspectives of the students, parents, teachers and leadership were sought in order to unpack potential reasons for variation among schools and to identify any contributing issues that may impact on VETiS as a subject area of choice. The research utilised case study methodology, employing the epistemological approach of constructionism which is premised on the understanding that meaning is constructed rather than discovered. Constructionism focuses on the assumption that knowledge and meaning as constructed by the participants forms the basis for making judgements and decisions. The issues of subject implementation and subject choice provided the framework for the suite of data collection instruments, using a mix of qualitative and quantitative approaches in a multisite case study. The research identified a number of major characteristics and factors that were found to affect the rate of participation and implementation of VETiS in specific schools. It was found that the combination of specific factors—including the characteristics of students, subject advice, school staff, subject decision processes, school leadership, school vision, school reputation and school culture—impacted on the number of courses implemented in schools and the participation rates of students. The most significant overriding contribution to decision-making both by school leadership and students about VETiS was found to be the school culture, which is established and maintained by school leadership with the principal at the top. Most other issues—curriculum choice, information dissemination, staff attitudes and commitment, and parity of subjects—were found to be a consequence of the school culture and leadership beliefs. In schools where the leadership was responsive to policy and equity issues, the school processes were found to enhance the quality of information provided to students about these subjects—and foster real choice. While the study focused on Catholic schools, the results give valuable insight into the VETiS experience which can be applied to the Australian educational sector more generally.
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Kaminskienė, Lina. "Social partnership in the school based vocational education and training system." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20081202_100208-13474.

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Social partnership, as interaction between the state, employees and employers, functions in all the democratic states. Social partnership became one of the important quality assurance factors in VET, which make influence on the change, innovation and renewal processes in the VET system. On the one hand, social partners have been involved into the identification of the curriculum aims, implementation and evaluation processes; on the other hand, they have been also involved into the VET policy-making. For Lithuania, with the dominating school-based VET model, it is characteristic that for a long time the interaction between the activity and education systems was influenced by the supply principle: training of specialists was organised according to the decisions and possibilities of the educational system not taking into consideration demands from the labour market. Social dialogue in Lithuania had to be born in extremely difficult situation. Initiatives of social partners were blocked by the centralised system; there was no culture and tradition of social dialogue, labour relations were affected by the soviet regime. The research problem is defined by still fragmented relations and interaction between the activity and education systems, vocational education and training sub-system, and vocational education and training quality assurance processes, influencing social partnership. The research focuses on the questions of social partnership forms in the school based VET system... [to full text]
Socialinė partnerystė darbdavių, darbuotojų ir valstybės institucijų sąveika – veikia visose demokratinėse valstybėse. Socialinė partnerystė tapo vienu iš svarbių profesinio rengimo kokybės užtikrinimo veiksnių, sąlygojančių kaitos ir atsinaujinimo procesus profesinio rengimo sistemoje. Socialiniai partneriai ne tik įtraukiami į profesinio rengimo turinio tikslų nustatymą, jų įgyvendinimą, pasiekimų ir rezultatų vertinimą, bet ir dalyvauja formuojant profesinio rengimo politiką, administruojant ir organizuojant profesinio rengimo veiklą. Lietuvoje, kur dominuoja mokyklinis profesinio rengimo modelis, švietimo sistemos ir veiklos pasaulio ryšiai ilgą laiką buvo veikiami pasiūlos principo: specialistai buvo rengiami neatsižvelgiant arba minimaliai atsižvelgiant į veiklos pasaulio poreikius. Socialinis dialogas Lietuvoje turėjo gimti ypatingai sudėtingomis sąlygomis. Viena vertus, socialinių partnerių iniciatyvą stabdė ne tik centralizuotai valdoma profesinio rengimo sistema, žemas profesinio mokymo prestižas, bet ir darbo santykiai, kurių formavimuisi įtakos turėjo sovietinė sistema. Antra vertus, socialinė partnerystė, kaip reiškinys, atsirado tik prasidėjus demokratizacijos procesams, todėl neturėjo nei tradicijos, nei partnerystei palaikyti reikiamos infrastruktūros, resursų ir kompetencijų, todėl dar ir šiandien socialinė partnerystė, kaip organizacinė forma, priimama be didelio pasitikėjimo, neaiškūs jos principai ir siekiai, neapsispręsta, kaip ir kokiu būdu ji turėtų... [toliau žr. visą tekstą]
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Sharma, Akhila Nand. "Management of the vocational education and training programme (VETP) in Fijian secondary schools." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294618.

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Fjellström, Magnus. "Becoming a construction worker : a study of vocational learning in school and work life." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-132075.

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This thesis describes and analyses vocational learning in school and workplaces, particularly the vocational learning involved in becoming a construction worker in Sweden. This includes learning the trade in upper secondary school education and a subsequent apprenticeship. An underlying argument is that activities in these contexts enable a diverse vocational learning outcome. However, there are potential tensions and contradictions, especially between production- and education-oriented aspects of the learning activities in these settings. To address these and associated issues, two research questions were posed. First, how do work-based activities enable vocational learning? Second, what forms of learning are enabled in school and work life settings and how are these forms of learning constituted? These questions were addressed using information drawn from observations, interviews and a survey. Analyses of the data, using a theoretical framework based on activity and forms of learning theory, show that the school and workplace settings enable different types of learning that form a joint constructed object. Further, the contexts provide diverse tasks that, with guidance from more experienced persons, can enhance the learning outcomes. So, vocational learning is enabled through tensions in the activity systems that form a learning outcome. In project-based vocational education and training (PBVET) provided in upper secondary school, vocational learning is enabled through basic training and opportunities to learn key techniques. In subsequent apprenticeships, the transformation of basic knowledge into specialized knowledge is enabled through close guidance and by the apprentices performing complex tasks. There are also clear differences in the freedom allowed in the performance of tasks between the PBVET and apprenticeships. The PBVET does not allow students to develop and apply their own solutions, while apprentices are encouraged to discover and implement solutions that enhance the performance of tasks. So, different forms of learning are enabled in the two contexts; the PBVET largely promotes reproductive learning and the apprenticeships largely promote productive learning. Scope for improvement was detected, as the PBVET does not appear to provide knowledge that fully meets criteria in the syllabuses, and the apprenticeship does not fully meet the learners’ educational needs. However, the settings provide complementary vocational learning opportunities. Thus, tensions and contradictions can be identified in the activity systems in the school and workplace settings that collectively form the boundaries of a learning outcome that largely corresponds to what the learners need to know and (hence) become construction workers.
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Parris, Sandra A. "Encouragement, Enticement, and/or Deterrent: A Case Study Exploring Female Experience in a Vocational Education (VET) Initiative in Northern England." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26295.

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This case study examined how a group of young girls at a secondary school in northern England made sense of their participation in a gender specific vocational education initiative designed to encourage female interest in skilled trade education and professions. The investigation consists of a qualitative case study that included ‘practical’ and historical components. On the practical side, the study looked at a gender specific initiative (girls only) aimed at Year 9 students (12-14 years old) at Garden Road Community and Technology School. The one-day sessions were held at local area colleges or vocational education and training (VET) training facilities and covered skilled trade fields that are traditionally male-dominated (e.g. automotive, construction and engineering). My methodology for the study consisted of two data sources, interviews and a review of public VET policy-related documents. The data was gathered using two methods, with individual and group interviews as the primary one, and public VET policy-related document analysis as the secondary one. In total, 13 current, 2 former and an additional 2 formerly registered (now graduates who decided to pursue non-traditional vocational education and professions) students at the school were interviewed. Beside former and current students, interviews were conducted with 2 instructors and 1 senior administrator at the school. The selection of government policy-related documents covered 2002 to 2011. The study is framed by a feminist informed genealogy that invokes Foucault’s (1990) notion of ‘biopower’ and Pillow’s (2003) notion of the ‘gendered body.’ Meanwhile, Ted Aoki’s (2003) concepts of curriculum-as-plan and curricula-as-lived are used to analyze and discuss the review of UK government policy-related documents and participant narratives. The theme-based presentation of student narratives centred on the girls’ understanding and experience of: the session process and content; gender; non-traditional VET as educational and occupational options; and the impact of the sessions on their educational and professional choices. The student narratives suggest several things that relate to their understanding of gender and non-traditional VET. First, the sessions proved to be both interesting and informative and students expressed an interest in taking part in more (and) varied gender-specific sessions. Second, traditional constructions of gender and gendered behavior are commonly used in job-related discourse as evidenced by the use of the terms ‘boys jobs’ and ‘girls jobs’ among the students. In addition, students had limited opportunities for exposure to non-traditional VET education and professions; and what knowledge they do have is generally dependent upon family knowledge and experience in the area. From a document review standpoint, the findings show that government commitment in terms of interest and financial backing for VET has been inconsistent. Resultantly, schools are left to identify and maintain a range of community-based partnerships that may not always see gender segregation in VET as a major concern. The significance of this study rests in the presentation of the girls’ ‘lived curriculum’ and ‘gendered’ experiences as points that can offer insight into what transpires within vocational education initiatives and settings. Furthermore, from a feminist perspective the research also highlights the continued need to work with schools on how gender is presented, discussed and understood among students. Failure to consider the gendered nature of discourse about education and professional options that takes place within school and class settings limits students’ perspectives about what is available and possible.
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Ozaltan, Asli. "Sociological Analysis Of New Trends In Vocational Education And Training (vet) In Turkey." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12612014/index.pdf.

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The aim of this study is to put forth the relationship between the transformation of the labor market and the production process and the vocational education and training in Turkey. The Study will reflect the effects of transformation on the individual and society. The research is conducted through interviews with social partners. The study touches upon the reflection of the understanding of new vocationalism adopted in line with the flexibilisation in the organization of work on the vocational and technical education in Turkey. It tries to explain how this new educational approach is shaped on the basis of the main three discourses such as lifelong learning, employability and flexibility. Consequently, the research focuses on the idea that transformation of vocational education and training in Turkey has occurred at discursive level and also based upon the prevailing opinion on the necessity of developing human resources in compliance with the needs of the economy
that the transformation process. Contrary to expectations of the new vocational education and training system, it produces individual who feel themselves anxious and uncertain about the future, fear and feel in insecure, and accordingly, experiences deprivation and social exclusion.
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Dempsey, Mairead. "Impacts of the changing nature of the Vocational Education and Training (VET) system on educators within the VET system in Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/586.

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Vocational Education and Training (VET) in Australia has experienced an unprecedented rate of change in recent times dominated by economic discourses that point to the need for the VET system to contribute to economic development. This discourse includes increasing the competence of the present and future workforce to meet the emerging needs of the economy so Australia can compete in the global market. The VET sector in Australia operates within a National Training Framework that has been constantly changing over the past decade. This study considered the impact of the changing nature VET policy on trainers of VET. The study explored the proposition that there is a link between VET trainer competency and a high level of non-compliance in the delivery and assessment aspects of the Australian regulatory standards. This study includes an environmental scan, a review of key literature, interviews, a survey and findings from focus groups that relate to the VET trainer profile, impacts of sector changes and benchmarks for trainers of VET. The study draws on both quantitative and qualitative data to determine some of the impacts of policy changes on trainers operating within the system, from regulatory to operational perspectives. This study identifies a basic profile of VET trainers in Australia. It found the pace of change of government policy, regulatory changes, expectations of industry and changes in learners had placed considerable strain on VET providers and their trainers. Some of the challenges identified by trainers included the capacity to reflect the requirements of National Training Packages and meets the needs of the diverse learner’s, and the use of new technology. They identified increased stress levels and pressure of time constraints to produce results. The evidence indicated the disparity of content, delivery and assessment and modes of the benchmark Certificate IV in Training and Assessment was not conducive to consistency in trainer competency and ability to meet the changing needs of the VET environment. An important conclusion was that the benchmark qualification for training and assessment within the VET sector does not provide sufficient skills and knowledge to enable trainers to confidently adjust to the speed of evolution within the VET sector. The findings led to recommendations that may help to inform government and policy makers who hold responsibility for the VET sector in Australia of possible future considerations in relation to trainers of VET.
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Volkoff, Veronica, and vvolkoff@unimelb edu au. "Changing drivers, shifting trends: a decade of equity research in Australian vocational education and training (VET) 1996-2006." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080603.095451.

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This integrating essay presents and discusses the findings of the research studies that Veronica Volkoff completed within the context of the shifts in the Australian vocational education and training landscape and resultant trends in vocational education and training policy, in particular equity policy, during the period of researching and writing the nominated works, 1995 to 2004. The research included analysis of vocational education and training in relation to: equity policy; provider inclusiveness strategies; and access, participation, completion and outcomes in relation to learners, in particular members of designated and emerging equity target groups. A range of methodologies was implemented in these studies, usually utilising a mix of both quantitative and qualitative methods. The first study, the Longitudinal study of student experiences in vocational education and training, explored the experiences of access, participation and outcomes of students in vocational education and training from a range of equity target groups. It was undertaken in six Australian locations across three states and territories. It revealed that intentions, experiences and outcomes varied across students and equity target groups and that membership of multiple equity target groups compounded disadvantage and had an adverse effect upon outcomes. The second study, a Review of equity literature, was commissioned to inform national policy and broad strategy development and analysed the situation for five designated equity target groups in vocational education and training, nationally. Two other studies focussed on Vocational education and training for people from non-English speaking backgrounds, undertaken five years apart, reviewed the literature and analysed participation and outcomes for people from non-English speaking backgrounds. A further study analysed the Delivery of vocational education and training programs by adult and community education providers, particularly its provision for people belonging to disadvantaged groups.
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Nakar, Sonal. "Ethical Dilemmas Faced by VET Teachers in Times of Rapid Change." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/370433.

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Vocational education and training (VET) in Australia in recent decades has been subject to a range of major policy reforms in response to globalized pressures for it to become more effective, efficient, and competitive in its responsiveness to consumer demand. Those policy reforms have been noted to date as raising significant ethical challenges for teachers in the sector. There is, though, a dearth of research-based knowledge of how those challenges are being experienced, interpreted, explained, and responded to by the teachers themselves and how the teachers see the challenges as impacting on them. The research project described in this thesis sought to respond to that situation. It was directed to developing an understanding of how VET teachers in Australia experienced, interpreted, explained, and responded to the ethical challenges raised by changes in the contemporary cultural context of their work and what they saw as being the impact of those challenges on them as teachers in the sector. Correspondingly, the study was phenomenological in nature, drawing primarily on exploratory, discursive, conversational interviews with 18 VET teachers in South-East Queensland, who were selected from those responding to a call for participation in the study. Participants were selected to include a diversity of background and participatory involvement in the field and to ensure the each had some years of experience in VET teaching. Interview questioning was focused on the ethical challenges faced by the participants in their work as teachers in VET and which they attributed to changes in the contemporary cultural context of their work. Data analysis followed the process articulated as interpretative phenomenological analysis. It focused on identifying pertinent dilemmas shared by the participants: how the dilemmas were experienced, interpreted, explained, and responded to, and their impact on the participants. Four common dilemmas were identified: the dilemmas of (a) responding flexibly to heightened student diversity, (b) limiting educational engagement, (c) constraining teacher responsiveness, and (d) manipulating learning assessment. Each was seen as being created by tensions between what participants (intrinsically) understood that they should do in a particular situation and what they felt impelled to do by extrinsic imperatives or pressures from changed circumstances in the contemporary cultural context of VET. The extrinsic imperatives were identified from the ethical challenges attributed by the teachers to changes in that cultural context, each dilemma being defined by a small number of such challenges particular to it, with a total of 13 challenges emerging across the four dilemmas. The identified impacts of the dilemmas on the participants were all seen by them as being negative: disappointment, confusion, anxiety, discomfort, and distress. Three types of response on the part of participants to their experience of the dilemmas were evident: marginalizing the extrinsic imperatives through standing by their intrinsic moral commitments, compromising those commitments to accommodate the extrinsic imperatives, and appealing for ethical training. Three of the four categories of participant explanations for their experience of the dilemmas focused on what they saw as external realities of their teaching: changing immigration rules, changing funding requirements, and the changing culture and philosophy of their employing registered training organization. The fourth identified explanation focused on inadequacies in their teacher preparation. The study pointed to the value of dilemmas as constructs through which to generate knowledge of ethical conflicts arising from contextual changes. It highlighted the significance of those conflicts to VET teachers involved in the study. It also pointed to actions that may be taken to support teachers in better managing the conflicts. The negativity of the identified impacts and the disparate responses to the dilemmas suggested the need for such intervention. The challenges presented by each of the dilemmas and the participants’ explanations of the dilemmas suggested themselves as points for attention in any such intervention. Foremost among the implications of the study for such intervention are the need for effective teacher training in applied ethics and for better teacher support for their understanding and management of the challenges presented by the extrinsic imperatives. While the extrinsic imperatives – and hence the challenges for educational action – identified in this study may be expected to vary across educational and policy contexts, the dilemmas themselves, of which they are a part, may well be more stable. Therein lies an argument for further research to examine the extent to which the findings of this study may be applied to other educational sectors and contexts where policy changes of a similar nature are being implemented.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
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Williams, Shannon M. "Self-determination Training: A Collaboration Model for Schools and Vocational Rehabilitation." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4872.

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Students with disabilities often have difficulties transitioning from high school to employment. Many students lack the self-determination skills needed to make this transition. Self-determination involves students implementing strategies that enable them to modify and regulate their own behavior; and utilizing strategies that support them to track progress toward goals. The research literature has shown that self-determination instruction can facilitate positive transition outcomes. Collaboration between districts and outside agencies has also been shown to improve transition outcomes, according to existing research. This study examines the effects of self-determination training, taught by Vocational Rehabilitation counselors, on self-determination skills of students with disabilities. Participants included 11 students, ages 15-18, who have been identified as having a specific learning disability, intellectual disability, other health impairment, or autism. The target behavior will be increased self-determination scores on two instruments: a formal rating scale and curriculum-based assessment. The effects of the lessons will be measured by the AIR Self-Determination Scale and a Curriculum Based Assessment. Ten lessons were taught by a Vocational Rehabilitation Counselor. The researcher found that student self-determination scores did not substantially increase after receiving “Job Club” instruction taught by the Vocational Rehabilitation Counselor, but that participants showed an increased knowledge surrounding disability disclosure in the workplace and increased self-determination scores in the area of self-monitoring of progress towards a goal. The research also showed that participants who had been previously or were currently employed showed greater progress on a curriculum based assessment than those with no employment history.
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Books on the topic "Vocational Education and Training (VET) In Schools"

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Victoria. Department of Education. VET in schools: A study of post-schooling destinations : destinations of students enrolled in VET in schools programs in 1997. Melbourne: Dept. of Education, 1999.

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Odekunle, S. O. A comparative analysis of the junior secondary school (JSS) in Osun State and vocational education and training (VET) in Germany. Ibadan: Nigerian Institute of Social and Economic Research (NISER), 1999.

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Fullarton, Susan. VET in schools: Participation and pathways. Camberwell, Vic: ACER, 2001.

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Polesel, John, and University of Melbourne. Educational Outcomes Research Unit. The 1998 VET in Schools cohort: How do their post-schooling destinations compare? destinations of students enrolled in VET in Schools programs in 1998. Melbourne: Dept. of Education, Employment and Training, 2000.

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Høst, Håkon. Continuity and change in Norwegian Vocational Education and Training (VET). Oslo: NIFU STEP, 2008.

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Western Australia. Education Department. Review of enterprise and vocational education and training in schools, 2001. [Perth, W.A.]: Education Dept., 2001.

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Inc, NetLibrary. The 2000-2005 world outlook for vocational schools and schools and educational services, nec. San Diego, Calif: Icon Group Ltd., 2002.

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Seyfried, Erwin. Indicators for quality in VET: To enhance European cooperation. Luxembourg: Office for Official Publications of the European Communities, 2007.

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Polesel, John. Two years out - The Class of 1997: A report on the 1999 destinationsn of the 1997 VET in Schools cohort. Melbourne: Dept. of Education, Employment and Training, 1999.

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Assuring the quality of VET systems by defining expected outcomes: A cross-country analysis in seven member states. Luxembourg: Office for Official Publications of the European Communities, 2008.

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Book chapters on the topic "Vocational Education and Training (VET) In Schools"

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Arias-Contreras, Carolina. "Teaching Language and Content in Chilean Vocational Education Training (VET) Schools." In Research on Integrating Language and Content in Diverse Contexts, 110–25. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003181859-9.

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Middleton, Stuart. "Secondary/Tertiary High School, Changing Student Experiences Through VET." In Reshaping Vocational Education and Training in Aotearoa New Zealand, 191–207. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12168-5_11.

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Zhao, Zhiqun, Zishi Luo, and Donglian Gu. "Innovative Models of More Interactive Cooperation of VET Schools and Enterprise in China." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 193–205. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5398-3_13.

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Wärvik, Gun-Britt, and Viveca Lindberg. "Integration Between School and Work: Changes and Challenges in the Swedish VET 1970–2011." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 279–301. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8857-5_15.

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Berg, Sabrina. "Reproduction of Social Inequalities in the Case of Economic Education in Vocational Education and Training (VET) Schools – Theoretical Considerations on the Concept of Reflexive Pedagogy." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 407–22. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47856-2_22.

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Sappa, Viviana, Carmela Aprea, and Barbara Vogt. "Success Factors for Fostering the Connection Between Learning in School and at the Workplace: The Voice of Swiss VET Actors." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 303–25. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8857-5_16.

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Pantea, Maria-Carmen. "The VET Project." In Precarity and Vocational Education and Training, 35–59. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02689-9_3.

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Gregson, Maggie, and Brian Todd. "Realizing Standards of Practice in VET." In Handbook of Vocational Education and Training, 1–23. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_16-1.

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Gregson, Maggie, and Brian Todd. "Realizing Standards of Practice in VET." In Handbook of Vocational Education and Training, 1471–92. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_16.

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Orr, Kevin. "VET Teachers and Trainers." In The Wiley Handbook of Vocational Education and Training, 329–48. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2019. http://dx.doi.org/10.1002/9781119098713.ch17.

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Conference papers on the topic "Vocational Education and Training (VET) In Schools"

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Đenić, Slobodanka, Vera Petrović, and Svetlana Štrbac-Savić. "Vocational Teacher Training in Online Course Design and Tutoring: Motivating Teachers to Participate in the E-training." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.341q.

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The professional development of teachers is carried out for the sake of continuous progress in the level of their professional, pedagogical and technological competencies. In contemporary conditions, it is considered that technological competencies of teachers are their capability to prepare and realize teaching in an online environment, which can be an addition to or an option of teaching in the classroom. The School of electrical and computer engineering in the Academy of technical and art applied studies in Belgrade is one of the partner institutions of the Erasmus+ program „Professional Development of Vocational Education Teachers in Russia and Serbia with European Practices Pro-VET“ (2018-2022) with the goal to develop the training program „Online course design and tutoring“. In this paper is a short overview of the above mentioned training program, which was developed (2018-2019), redesigned based on results of alfa and beta testing (2020-2021) and realized twice (2022). In the paper is a brief presentation of the following: an overview of the training program, methods used to motivate teachers to enter the program, work on it and successfully complete it, teachers’ achieved success in the program and their grades for the quality of the training program.
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Bényei, Rita Sápiné, and Mária Csernoch. "PEDAGOGICAL EVALUATION PHASES – LESSON STUDY SURVEY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end122.

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"The results of international cooperation in the field of vocational education and training are reported in the Erasmus+ international project LS4VET (Lesson Study for VET, 2021) and the implementation of the lesson study theory of Stigler and Hiebert has been explored. Our pilot lesson study on classroom evaluation in primary schools fits into this line of research and explores further aspects of the theory. The project was launched in Hungary, in the academic year of 2021/2022. Our action research was conducted in the fields of sciences, humanities, and physical education in Grades 5–8. We wanted to find out how assessment methods and tools in these areas are adapted to the age group, the situation, and the curriculum. We must highlight that the focus of the project was not on the measurement of the growth of the learners’ learning ability, but rather on the teacher-student-student interactions. During the research, different lessons and lesson segments were visited and video recorded, then discourse analysis (Burgess and Cargill, 2013) – a new approach to content analysis – was applied to investigate the evaluation methods in the lessons. Our main research questions are: (1) What are the consciously used evaluation methods? (2) What is the distribution of the evaluators? (3) Are there subject or science specific tools applied in the evaluation process? (4) How personal, supportive, and tactful is the evaluation? (5) What is the quality and quantity of verbal and non-verbal feedback? (6) What activities are emerged to support learners’ self-evaluation skills?"
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"Vocational Education and Training (VET) for Maritime Safety." In Maritime Safety International Conference. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/mastic.027.

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Susanti, Luqman Hakim, Irin Widayati, and Vivi Pratiwi. "Students’ Perspectives: ICT Usage in Vocational Education and Training (VET)." In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.33.

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Arthur, Riyan, Salma Maharani, Arris Maulana, and Ahmad Marzuq. "Vocational literacy: A new paradigm of vocational education and training (VET) in Indonesia." In THE 3RD INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION: Flexibility in Research and Innovation on Science, Mathematics, Environment, and education for sustainable development. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0105750.

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Silva, Paulino, José Luzia, and José Ribeiro. "E-LEARNING IN VOCATIONAL EDUCATION AND TRAINING (VET): CHALLENGES AND OPPORTUNITIES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2386.

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Arnold, Maik, Bettina North, Helge Fischer, Josefin Mueller, and Madeleine Diab. "GAME-BASED LEARNING IN VET SCHOOLS: A LEARNING ARCHITECTURE FOR EDUCATORS IN VOCATIONAL EDUCATION." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0692.

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KITIASHVILI, ANASTASIA, and TAMAR ABASHIDZE. "Integrating Environmental Education in Vocational Education and Training VET The case of Georgia." In Third International Conference on Advances In Social Science, Management and Human Behaviour - SMHB 2015. Institute of Research Engineers and Doctors, 2015. http://dx.doi.org/10.15224/978-1-63248-067-5-62.

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Dimitrios, Kotsifakos, Bill Kostis, and Douligeris Christos. "A case study of a laboratory experimental process in Vocational Education Training (VET)." In 2018 South-Eastern European Design Automation, Computer Engineering, Computer Networks and Society Media Conference (SEEDA_CECNSM). IEEE, 2018. http://dx.doi.org/10.23919/seeda-cecnsm.2018.8544931.

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Sohidin, Sohidin. "Revitalizing of Vocational High Schools for Productivity Improvement and Graduates Competitiveness (Standard Formatting for Alternative Excellence of Vocational High Schools)." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.9.

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