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Journal articles on the topic 'Vocational Education and Training (VET) In Schools'
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1
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 (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.
2
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 (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 (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 (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 (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 (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 (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 (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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Hofmann, Claudia, Barbara E. Stalder, Franziska Tschan, and Kurt Häfeli. "Support from teachers and trainers in Vocational education and training: The pathways to career aspirations and further career development." International Journal for Research in Vocational Education and Training 1, no. 1 (2014): 1–20. http://dx.doi.org/10.13152/ijrvet.1.1.5.
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Transition from school to work is a challenging period for young people with learning difficulties. In the dual vocational system of Switzerland, teachers at vocational educational and training (VET)-schools, as well as trainers at VET companies, provide important support. We were interested in the different pathways from this support to apprentice's career aspirations and further training. Structural equation modelling was used to analyse data from a longitudinal study in four occupational sectors. Results show that VET-teacher support is directly and indirectly related to career aspirations at the end of the apprenticeship, whereas VET-trainer support influences career aspirations only indirectly. Domain specific constructs (ability self-concept at VET-school, skill variety at the VET-company) and self-esteem are important as intermediary variables. Ability self-concept at VET-school had a strong influence on further education three years after the apprenticeship.
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Roppertz, Sophia. "Artificial Intelligence and Vocational Education and Training – Perpspective of German Vet Teachers." EDEN Conference Proceedings, no. 1 (October 21, 2020): 207–16. http://dx.doi.org/10.38069/edenconf-2020-rw-0023.
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The digital transformation will lead to a reorganization of the occupational world. Educational institutions play an important role in this context, as they train the future workforce. This raises the question of how vocational schools are already responding to changes in the world of work today? Does Artificial Intelligence and automation play a role and if so, which one? These and other questions are addressed in this article based on an online survey of German vocational school teachers. The survey was conducted through the European Taccle AI project.
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Guo, Henan, and Matthias Pilz. "A comparative study of teaching and learning in German and Chinese vocational education and training schools: A classroom observation study." Research in Comparative and International Education 15, no. 4 (2020): 391–413. http://dx.doi.org/10.1177/1745499920959150.
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This study compares teaching and learning in German and Chinese vocational education and training (VET) schools. The adoption of teaching methods and instructional media are used as two descriptive dimensions. Relevant data on these factors were collected through systematic classroom observation. Generally, both similarities and differences can be noted between German and Chinese VET schools. The results concerning adoption of teaching methods and instructional media are discussed in the context of two factors: teacher education; and curriculum.
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Lyckander, Rønnaug H. "Å tilrettelegge for elevenes yrkesinteresser: En surveystudie av yrkesfaglærernes kompetanse i yrkesdifferensiert opplæring." Nordic Journal of Vocational Education and Training 12, no. 2 (2022): 24–49. http://dx.doi.org/10.3384/njvet.2242-458x.2212224.
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In Norway there exist two different educational pathways for vocational teachers, a bachelor programme and a postgraduate programme in education. This article reports on a comparison of teacher preparation in these two programmes that qualify vocational teachers for work in schools. The purpose is to explore the competence vocational teachers develop during teacher education that is particularly relevant for the broad introductory courses in vocational education and training (VET). Previous research has found that teachers should choose authentic learning activities relevant for working life, as well as developing students’ interests in a vocation. Cross-sectional survey data were collected among vocational teacher graduates (n = 279). Tests of mean differences indicated that the bachelor sample reported being significantly better prepared for teaching in broad courses than the postgraduate sample. However, the same difference could not be found in teachers’ report of different learning activities in school. The discussion points to how differences and similarities between content and practice arenas in teacher education can explain teachers' experiences and whether both teacher programmes develop the competence needed to teach in the broad structure of Norwegian VET.
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Tabatadze, L. M. "Teacher’s Competency Model in Vocational Education and Training within Uncertainty of Labor Markets (On the Example of L.B. Krasin Moscow Vocational School of Creative Industries)." Prepodavatel XXI vek, no. 2, 2020 (2020): 43–55. http://dx.doi.org/10.31862/2073-9613-2020-2-43-55.
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In the article the author presents a relevant experience of designing an actual competency model of an educator in vocational education and training (VET) which is based on the researches of the world and Russian labor markets. There is explained a term “innovative segment of a labor market” and given risks of vocational education and training in part of its interaction with this segment. The author made an analysis of trends affecting the vocational education and training development and analyzed data of the VET economics monitoring. The approach to designing a competency model of an educator in VET is described in consideration of the transforming role of an educator. The L.B. Krasin vocational school of creative industries experience in designing a competency model of an educator is presented, the competency models is given with detailed description of the competencies. Keywords: vocational education and training, VET, staff development, labor market, innovative segment human capital, educator, competency model.
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Svatiuk, Oksana, Yosyf Sytnyk, and Yuriy Myronov. "DYNAMICS OF THE SECTORAL STRUCTURE OF VOCATIONAL (VOCATIONAL AND TECHNICAL) EDUCATION INSTITUTIONS IN THE LVIV REGION." Educational Analytics of Ukraine, no. 3 (2022): 41–56. http://dx.doi.org/10.32987/2617-8532-2022-3-41-56.
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This paper is devoted to the study of the problem of changing the sectoral structure of vocational education and training (hereinafter - VET) institutions in Ukraine. An analysis of the statistics of this category of students and official information from the state websites of education is presented. The strengths and weaknesses of vocational and technical education institutions in the Lviv region were analysed. The article provides a quantitative and qualitative analysis of the VET network as of today, namely 72 VET institutions of various types, including 5 higher vocational schools; 67 vocational and technical schools, which were gradually reorganized into 53 VET institutions. This confirms the need to provide the region with capable working junior specialists. Attention is focused on the problem that the level of Ukrainian VET institutions often does not correspond to the realities because there are gaps between them. With this in mind, education policy faces the challenge of reducing these gaps and developing the skills needed by entrepreneurs specialties are offered by institutions and those in need of business. Entrepreneurs note that they have long felt a shortage of workers, so they are ready to cooperate with the use of production facilities for student internships to stimulate the production of the necessary staff. This will reduce the outflow of personnel abroad, and work for the business that responded to the offer together to develop vocational education. The article also noted that business representatives should be more actively involved in the process of establishing Supervisory Boards at VET institutions. This will make it possible to introduce in institutions methods of improving practical training in which entrepreneurs are interested. Providing enterprises with workers, namely car repairmen, builders, truck drivers, electric welders, cooks, confectioners, waiters, carvers, hairdressers, stylists, manicurists, and IT specialists allows forming personnel of enterprises for the main types of economic activity of Lviv region (industry, trade, agriculture, construction, IT-sphere). In this regard, we recommend the practice of reorganization and creation of educational and practical centers in the Lviv region with the involvement of grants and employers for other regions of Ukraine.
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Eiríksdóttir, Elsa, and Per-Åke Rosvall. "VET Teachers’ Interpretations of Individualisation and Teaching of Skills and Social Order in two Nordic Countries." European Educational Research Journal 18, no. 3 (2019): 355–75. http://dx.doi.org/10.1177/1474904119830022.
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The age at which young people leave education for the labour market has increased in recent decades, and entering upper secondary education has become the norm. As a result, the diversity of the student population has increased, for instance in terms of students’ academic merits and achievements at school. Increased diversity seems to affect vocational education and training more than tracks preparing students for higher education, because entry into vocational education and training (VET) programmes is rarely selective. In this article we analyse a series of interviews with VET teachers regarding VET practices in upper secondary schools in Sweden and Iceland. We examine how policy plays out in practice in VET by looking at how VET teachers navigate the sometimes-conflicting educational goals of employability and civic engagement, while simultaneously teaching a highly diverse group of students. In both countries, pedagogic practices are dominated by individualisation with a focus on task-related skills. Those practices are important in VET, but can exclude broader understandings of civil and workplace life, because general knowledge about areas such as ethics, democracy, equality, and environmental issues is difficult to obtain if education gives students few opportunities to interact with others, such as through group work or classroom discussions.
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Gessler, Michael, Sandra Bohlinger, and Olga Zlatkin-Troitschanskaia. "International Vocational Education and Training Research: An Introduction to the Special Issue." International Journal for Research in Vocational Education and Training 8, no. 4 (2021): 1–15. http://dx.doi.org/10.13152/ijrvet.8.4.1.
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The seven articles in this special issue represent a wide range of international comparative and review studies by international research teams from China, Germany, India, Russia, Switzerland and Mexico. The presented projects are part of the national program "Research on the Internationalisation of Vocational Education and Training", funded by the German Federal Ministry of Education and Research (BMBF). An adapted version of Urie Bronfenbrenner’s ecological systems theory forms the conceptual framework of the special issue. The four system levels (micro, meso, exo and macro) are addressed by one article each. The article on the microsystem level focuses on the intended and implemented curricula in a cross-country comparison of China and Russia. The article on the mesosystem level aims at the development of a quality management model for vocational education and training (VET) institutions in India. At the exolevel, the regional structures of the education and employment systems in Mexico, particularly the cooperation between schools and companies in the hotel industry, are investigated. At the macrosystem level, the social representation of non-academic labour in Mexico is examined in terms of cultural artefacts. Furthermore, three overarching review studies systematise relevant research developments and approaches. The topics of the three review studies are European VET policy, transfer of VET and VET research. The scope ranges from the development of a comparative research tool to a summary analysis of over 5,000 individual publications. Given the broad scope and heterogeneity of the findings, a summative conclusion would hardly be appropriate. Nevertheless, with regard to the model of the ‘triadic conception of purposes in comparative VET research’ that represents a heuristic for describing the purposes of international VET research, we conclude with an emphasis on a need of more criticality. In this context, one finding can be pointed out as an example: One review study found that most studies (here, with reference to VET transfer) refer to the recipient country without a comparative perspective. Thus, there is a clear demand for more comparative research following a critical-reflective approach.
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Pano, Enkeleda Fejzulla. "Students' Attitudes Towards Vocational Education in Albania and the Challenges of the COVID-19 Pandemic." European Journal of Social Science Education and Research 8, no. 1 (2021): 162. http://dx.doi.org/10.26417/392afl80z.
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The COVID-19 pandemic has posed serious challenges to the Albanian education system, schools, universities, colleges, childcare, which all had to shut down to stop the spread of the virus. This led to adaptation and an instant introduction of online education while students, teachers and other stakeholders were not prepared for it. The Albanian Vocational Education and Training (VET) schools and institutions were the most affected by the difficulties of the system to adapt to online learning, because the VET students are more in need of practical knowledge and skills development. This article is intended to acquire knowledge about the basic concepts and theories of attitude: nature, definition, and importance, to explore the dimensionality of Albanian students' attitudes towards vocational education through literature review, qualitative research and social media research and the COVID-19 pandemic challenges. Research of theories to understand this concept and definitions of various scholars related to them in this article suggest some recommendations on how to improve the poor image and low reputation that vocational education has suffered in Albania. VET is not always preferred within the Albanian society and is often considered a second opportunity for low success-rate faculty students.
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Ahmed Alnaqbi, Saif Khamis. "Attitudes towards Vocational Education and Training in the Context of United Arab Emirates: A Proposed Framework." International Journal of Business and Management 11, no. 1 (2015): 31. http://dx.doi.org/10.5539/ijbm.v11n1p31.
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<p>The main goal of this study is to investigate the effect of parents and students’ attitude towards the intention to enter the vocational education in the UAE through examining the impact of different factors of attitude such as individual, organization, social, and demographic. Due to the inconsistent results, a new research has established for further investigation through introducing new variables that may better explain the nature of that relationships. In the literature, many theories have suggested that link between variables such as The Theory of Reasoned Action (TRA), Theory of Planned Behavior (TPB) and Social Cognitive Theory (SCT). The scope of the study is limited to the students who involved and non-involved in vocational education and along with their parents in the UAE. The importance of this study has many sides in both theoretical and managerial contribution. Theoretically, however, the variables of this study before studied separately in different counties especially in developed countries, but not studied in developing countries such as the UAE. In addition, this study will investigate the integrated variables in one of the developing countries, which fill the gaps in the existing body of knowledge. Therefore, the effects of attitude of students and parents on students’ intention to VET program will be study. The target of sample will be the students in grade 12 from the vocational and technical schools and institutions in the UAE and also another students who are not in the VET program which were from grade eight, the grade which before the grade that accept student to enter VET program. After all the relevant interviews are complete, the answers for all of the questions will then be analyzed. The process of analyzing will has three major stages. Firstly, to obtain the correct knowledge and realize the profound meanings from the answers given, the investigators have to re-read the answers a few times. Second stage will be categorizing the answers into different groups. In the third stage, analyzing the answers according to these groups and defines them in a qualitative manner; this is to ascertain the main themes and applied meanings behind the answers given.<br />Statistical Package for the Social Sciences 18.0 software (SPSS) was used in order to test the quantitative questions of this research. The data will analyze in four ways: Descriptive statistics, independent, samples (t) test, one-Way ANOVA test and scheffe’ test. <br />In case of finding the results, the parents’ questionnaire will distribute the three domains: Vocational education importance, Vocational education future and Social perception of vocational education. Whereas the students’ questionnaire will distribute the four domains: vocational education attitudes, social perception of vocational education, vocational education future and vocational education importance. <br />Furthermore, this study will help UAE government to plan, implement, enhance the vocation education within students to motivate them and develops their skills to find jobs for sustainable future. The increasing amount of technical education and vocational training resembles to a lowering capacity by business owners in the private industries, reflecting the negative effects of the basic operating sector of the production of technical education and vocational training. The significance of the study is prevail in being one of the first studies dealing with the connection between the schools of technical education and vocational training schools and the private sector (as a business) market.</p>
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Leonardsen, Julie Klovholt. "One size fits nobody: En casestudie av yrkesfaglæreres deltakelse i kompetanse-utviklingsarbeid i videregående skole." Nordic Journal of Vocational Education and Training 11, no. 2 (2021): 1–24. http://dx.doi.org/10.3384/njvet.2242-458x.211211.
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Vocational education and training (VET) teachers have a dual profession as teachers and vocational workers. Professional development projects in school must apply to both sides of their profession. However, VET teachers’ need for professional development, particularly in terms of student assessment, has not been significantly explored. This ethnographic case study examines what aspects of professional development projects VET teachers perceive as meaningful for developing their assessment literacy. Data was collected through observations of 31 VET teachers in two upper secondary schools, in the context of a professional development project aiming to strengthen assessment literacy. Eighteen of these teachers also participated in focus group interviews. Findings show that if VET teachers are to find professional development projects in school meaningful for developing their assessment literacy, the projects must 1) have vocational relevance, 2) maintain a vocational perspective on the validity of assessment of students’ vocational competence, and 3) take place in a learning and development-oriented culture. Unfortunately, professional development projects do not address teachers’ developmental needs due to tensions among professional, socio-cultural and organisational contexts in school and vocational workplaces.
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Leonardsen, Julie Klovholt. "One size fits nobody: En casestudie av yrkesfaglæreres deltakelse i kompetanse-utviklingsarbeid i videregående skole." Nordic Journal of Vocational Education and Training 11, no. 2 (2021): 1–24. http://dx.doi.org/10.3384/njvet.2242-458x.211121.
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Vocational education and training (VET) teachers have a dual profession as teachers and vocational workers. Professional development projects in school must apply to both sides of their profession. However, VET teachers’ need for professional development, particularly in terms of student assessment, has not been significantly explored. This ethnographic case study examines what aspects of professional development projects VET teachers perceive as meaningful for developing their assessment literacy. Data was collected through observations of 31 VET teachers in two upper secondary schools, in the context of a professional development project aiming to strengthen assessment literacy. Eighteen of these teachers also participated in focus group interviews. Findings show that if VET teachers are to find professional development projects in school meaningful for developing their assessment literacy, the projects must 1) have vocational relevance, 2) maintain a vocational perspective on the validity of assessment of students’ vocational competence, and 3) take place in a learning and development-oriented culture. Unfortunately, professional development projects do not address teachers’ developmental needs due to tensions among professional, socio-cultural and organisational contexts in school and vocational workplaces.
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Yuliyah, Yuliyah, and Budi Santosa. "Development of Worksheets on Creative Product Learning and Entrepreneurship in Indonesia’s Vocational Education & Training Schools." Journal of Vocational Education Studies 5, no. 2 (2022): 289–302. http://dx.doi.org/10.12928/joves.v5i2.6895.
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This research is a research and development (R & D) that aims to analyse and develop Problem-Based Student Activity Sheets/PBSAS using android in the subjects of Creative Products Learning and Entrepreneurship (CPLE) in Vocational Education & Training/VET School that meets the proper and effective requirements. The development of PBSAS using the ADDIE model includes analysing, designing, developing, implementing, and evaluating. Research location conducted at VET School Negeri 2 Cilacap with sample study participant educate XI level majoring in Mechanical Engineering (27 participants educate), with type study experiment, one group pretest-posttest design. retrieval technique sample that is simple random sampling. Data analysis techniques are carried out qualitative and quantitative. Analysis qualitative conducted to results related to observations and interviews with analysis needs. Whereas analysis quantitative was conducted on data on the feasibility and effectiveness of PBSAS on CPLE lessons in VET School. PBSAS implementation of CPLE lessons at VET School is not yet in accordance with the hope, because students still experience confusion on PBSAS instructions that have not been clear. PBSAS was developed served in google slide form, students could work on the PBSAS to edit it on the slide shared by the teacher and containing material in the form of animated videos. PBSAS on CPLE lessons at VET School has high effectiveness, demonstrated with the value of N Gain score is 0.749 and strong.
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Astuti, Nurul Fajri Vidi, and Diahhadi Setyonaluri. "Labor Market Outcomes of Vocational High Schools (SMK) and General High Schools (SMA) during the COVID-19 Pandemic." Journal of Indonesia Sustainable Development Planning 3, no. 3 (2022): 278–93. http://dx.doi.org/10.46456/jisdep.v3i3.328.
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The fourth Sustainable Development Goals (SDGs) adopts a lifelong learning approach to education and introduces vocational and tertiary education into the global agenda. While Vocational Education and Training (VET) was almost absent in previous international development frameworks, the agenda 2030 and its SDGs highlight greater importance to it. Consequently, many governments in developing countries promote vocational secondary education to improve labor market outcomes. This study aimed to determine the development of return on investment for Vocational High Schools (SMK) and Senior High Schools (SMA) in 2020. The data used the August 2020 National Labor Force Survey (SAKERNAS) data with Two-Step Heckman and the Mincer Revenue Function. As a result, in 2020, the return on investment in vocational education was 16.82% higher than the rate of return on investment in high school education. However, observed by the age group, the results show that SMK only provides an initial wage advantage for men, which then declines with age. Although male SMK graduates experienced poorer results, female SMK graduates did not experience the same decline.
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Zhang, Zhixin, Jinyou Tian, Zhiqun Zhao, et al. "Factors Influencing Vocational Education and Training Teachers’ Professional Competence Based on a Large-Scale Diagnostic Method: A Decade of Data from China." Sustainability 14, no. 23 (2022): 15871. http://dx.doi.org/10.3390/su142315871.
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China has the world’s most extensive vocational education and training (VET) system, and VET teachers are central to training high-quality technical and skilled workers. This study aimed to explore the factors influencing VET teachers’ professional competence based on empirical research. We used a large-scale diagnostic method based on the competence measurement of VET, the teachers’ professional competence model. Comprehensive diagnostic tasks, assessment criteria, and test protocols jointly developed by Chinese and German researchers were used to diagnose professional competence. Background questionnaires were collected from 601 VET teachers in 39 vocational colleges and schools in China over ten years. Path analysis was used to explore factors influencing the professional competence of VET teachers. The study found that skill awards, highest academic degree, course type (practical over theoretical), highest level of professional qualification, and enterprise support positively influenced professional competence. School support negatively influenced VET teachers’ professional competence. Organizational identification mediated the relationship between enterprise support, school support, and professional competence. However, professional identity or learning strategy aren’t mediated the relationship between enterprise support, school support, and professional competence. This study provides an empirical basis for enhancing VET teachers’ professional competence and facilitating further development of theories regarding the professional competence of VET teachers.
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Oeben, Melanie, and Matthias Klumpp. "Transfer of the German Vocational Education and Training System—Success Factors and Hindrances with the Example of Tunisia." Education Sciences 11, no. 5 (2021): 247. http://dx.doi.org/10.3390/educsci11050247.
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As the German vocational education and training (VET) system, with its dual learning environment in both firms and vocational schools, is an international benchmark, many concepts and projects are aiming to transfer this approach to other countries and education systems. In such contexts, it is important to consider the specific concepts and requirements of educational transfer. This paper outlines success factors and hindrances for such endeavors. Therefore, a literature review is combined with empirical survey results from Germany. This is directed at a specific project regarding a transfer of the dual VET system from Germany to Tunisia, but it also exemplifies general factors for any such concept transfer. As important success factors, “quality assurance” and “perspectives for graduates”, for example, are identified.
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Katsande, Tapiwa Emmanuel. "Vocational Education and Training in Rural Zimbabwe: Attitudes and Opinions of Students, Teachers and Education Inspectors: The Case of Murewa District." Journal of Education and Vocational Research 7, no. 3 (2016): 12–29. http://dx.doi.org/10.22610/jevr.v7i3.1412.
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The 2008 global economic crisis has seen young people’s career and employment prospects dwindle, particularly for those based in rural areas. Governments in both industrialised and developing countries are considering vocational education reform to meet nations’ employment and economic needs. Despite renewed interest in VET, the sentiments of students and teachers remain largely unexplored. This study investigated the views and attitudes of students, teachers and education inspectors towards VET in rural Zimbabwe. The findings revealed divergent views. It emerged that most students did not necessarily have negative views of VET, but they were put off by the low status, lack of choice and the lacklustre delivery of VET. Teachers and students alike were sceptical about the role of VET in securing employment. This study will contribute to the on-going review of Zimbabwe’s education system and will inform school managers and policy makers on curriculum development and culture change in rural communities and schools.
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Aspøy, Tove Mogstad, and Torgeir Nyen. "Short-Term Benefits, Long-Term Harm? Alternative Training to Apprenticeships in Norway." International Journal for Research in Vocational Education and Training 4, no. 4 (2017): 306–24. http://dx.doi.org/10.13152/ijrvet.4.4.1.
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Many countries with apprenticeship-based systems of VET face a shortage of apprenticeships. Some countries, including Denmark and Norway, address this supply-demand mismatch by offering alternative school-based routes to vocational qualifications for students not able to secure an apprenticeship. Other countries offer no alternative routes, but focus instead on pre-vocational education and training to prepare students for apprenticeships. This paper discusses the effects on the VET system of a recent Norwegian attempt to organise alternative training primarily as workplace training. Unlike the more established Danish system of alternative training, which relies primarily on school-based training in learning centres, Norway has attempted to make alternative training as similar to apprenticeship-based learning as possible. Most training in the pilot projects takes place in the work environment of a company, rather than in vocational schools. Our paper shows that the students in the pilot projects experience many of the learning and motivational benefits offered by workplace learning in general, and apprenticeships in particular. In certain circumstances, such schemes can improve the chances of completing VET despite for young people without an apprenticeship. However, such training schemes also generate important dilemmas. In particular, there is a risk that full-scale implementation of a system of alternative workplace-based training could reduce the number of new apprenticeships, potentially undermining the apprenticeship model on which Norwegian VET is based.
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Findeisen, Stefanie, Andreas Jüttler, Markus P. Neuenschwander, and Stephan Schumann. "Transition from School to Work – Explaining Persistence Intention in Vocational Education and Training in Switzerland." Vocations and Learning 15, no. 1 (2022): 129–54. http://dx.doi.org/10.1007/s12186-021-09282-4.
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AbstractVocational education and training (VET) programs are typically regarded as the means to enable successful school-to-work transitions. However, high rates of premature contract terminations in VET programs suggest that adolescents face difficulties during this transition. This paper aims to examine the determinants of persistence intention, claiming that persistence intention is a crucial indicator of imminent dropout decisions. The analysis is based on a longitudinal data set of trainees in dual VET programs in Switzerland (n = 1,163) containing two measurement points (before and after the transition from school to VET). Drawing on Social Cognitive Career Theory (Lent & Brown, 2008, 2013), we are interested in the effects of work adjustment indicators, selected characteristics of the vocational choice process, and environmental support before and after the transition on trainees’ persistence intention. We use structural equation modeling to analyze both direct and indirect effects of different predictor variables on persistence intention. The results show significantly positive effects of both occupational self-efficacy and perceived person-vocation fit during the training program on trainees’ persistence intention. Moreover, there are only indirect effects of anticipated person-vocation fit and occupational self-efficacy at the end of compulsory education. Trainees’ relationship with the trainer also has an indirect effect on persistence intention. Social integration in the workplace is both directly and indirectly linked to persistence intention. Overall, the model explains 48% of the variance in persistence intention. Implications for VET programs and future research are discussed.
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Zinser, Richard. "Analysis of VET in Ukraine since the Soviet era." Education + Training 57, no. 6 (2015): 685–700. http://dx.doi.org/10.1108/et-09-2014-0114.
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Purpose – The purpose of this paper is to explore how vocational education and training (VET) in Ukraine has changed since the Soviet era; and to determine its structure, successes, and challenges. Design/methodology/approach – The author conducted interviews and tours at 15 vocational schools in seven cities in Ukraine. Findings – Ukraine is struggling to establish itself as an independent, modern country; education includes elements from the Soviet era and contemporary European practices; the VET system is taking on the state-regulated bureaucratic model; it has mixed success mainly due to economic development; social support for secondary students is very strong. Research limitations/implications – Since Ukraine will eventually be a key player in international relations, it is important for scholars to understand how the VET system is developing. Originality/value – This study provides an in-depth view of VET in this once closed country which is now susceptible to influence from Russia and Europe.
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DIAS, Ana, Luís ALMEIDA, Mirela BLAGA, et al. "GUIDE FOR SMART PRACTICES TO SUPPORT INNOVATION IN SMART TEXTILES." TEXTEH Proceedings 2019 (November 5, 2019): 28–31. http://dx.doi.org/10.35530/tt.2019.07.
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Smart Textiles for STEM training (Science, Technology, Engineering and Math’s).is an Erasmus+ project aiming to bridge Textile Companies with the Education sector via Smart Textiles Innovation and Training. Industries have been surveyed to analyze the needs for new jobs and skills in Smart textiles, contributing to improve the links with VET Schools training and closing the gap between industry and education. During the project a number of smart textiles examples and prototypes are worked to be transferred to Schools and used by students and teachers, aiming to foster STEM training. This paper presents the results of the survey applied to selected textile companies on Technical and Smart Textiles, based on data collected from 63 textile enterprises in Romania, Belgium, Slovenia, Portugal and Czech Republic. The survey identifies existing opportunities for producing smart textiles in enterprises and forecasting expected occupations and work profiles for young trainees. The guide for smart practices presents the results of this survey and aims to transfer smart practices from enterprises to Vocational Education and Training (VET) schools and young students. Providing real life prototypes and multi-disciplinary working activities on smart textiles will make textile occupations more attractive to young students, and will improve knowledge, skills and employability of VET students in STEM related fields.
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Ziętek, Anna, and Natalia Pron. "IMPROVING THE PROFESSIONAL SKILLS AND QUALIFICATIONS OF TEACHERS IN VET AS AN IMPORTANT PART OF THE IMPLEMENTATION OF EDUCATIONAL REFORM IN POLAND." Educational Analytics of Ukraine, no. 3 (2021): 113–22. http://dx.doi.org/10.32987/2617-8532-2021-3-113-122.
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The article attempts to discuss the problems of training and retraining of VET (vocational education and training) teachers in Poland in the process of implementing important educational reforms. The authors stress the special role of VET in society as compared to other levels of education, which main task is to provide a quality education that meets the needs of the modern labor market. The study used research methods, techniques and tools such as document verification, interview techniques and VET monitoring. The problems described in the article offer solutions that improve the work of teachers as well as the content of vocational disciplines. The results of the monitoring study involving first-level industrial and vocational schools in the Lubusz Voivodeship show the importance of teachers’ cooperation with the local labor market in order to improve the curricula according to employers' expectations. The training and retraining of teachers have been found to be an important factor in preparing students for professional tasks. In view of this, the authors proposed a model for the relationship between the educational system and the local labor market. At the same time, it is recommended that individual professional development plans be drawn up for teachers of vocational disciplines. The article presents measures that are the starting point for finding further solutions to support teachers by creating individual professional development plans that enhance professional activity according to the long-term local development programs. There is thus a need to improve the quality of teaching in VET institutions in accordance with the needs of employers and within existing educational programs.
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Belaya, Vera. "The Use of e-Learning in Vocational Education and Training (VET): Systematization of Existing Theoretical Approaches." Journal of Education and Learning 7, no. 5 (2018): 92. http://dx.doi.org/10.5539/jel.v7n5p92.
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Vocational education and training (VET) has been facing a lot of challenges lately in the context of geostrategic forces that are shaping our world. Recent technological changes, combined with shifts in global economic power, accelerating urbanization, and demographic changes have put pressure on the VET to become more responsive to the needs of the labour market and society. E-learning has been seen as an effective way of improving the quality of teaching and learning in VET schools due to its various forms. Nevertheless, there has been some disagreement in the litearture on the advantages and disadvantages of the use of of e-learning in VET. Besides, some studies recently reported a decline in enthusiasm about the effects of e-learning in companies. In order to closely examine the effects of e-learning in VET, we conduct a literature review. We then carry out a discussion of the pros and cons with the aim of developing suggestions for the better use of e-learning in VET. The results of the litearture review show that learners and providers of e-learning benefit from it in different ways. In order to minimise the risks involved in using e-learning, a mixture of online and face-to-face events could be used, and adjusted pedagogical concepts should be designed and developed explicitly for e-learning.
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Ledman, Kristina. "Till nytta eller onytta: Argument rörande allmänna ämnen i ungas yrkesutbildning i efterkrigstidens Sverige." Nordic Journal of Educational History 1, no. 1 (2014): 21–43. http://dx.doi.org/10.36368/njedh.v1i1.32.
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General Subjects in Vocational Education and Training in Post-War SwedenThe present article focuses on the role of general subjects in the curriculum for vocational education and training (VET) in Swedish upper secondary schools after the Second World War. It shows that a steady increase in general VET subjects as a result of Social Democratic legislation in 1968 and 1991 was interrupted by a Liberal-Conservative government bill introduced in 2009, which led to a reduction. The rhetoric of these reforms is analyzed with the intent of increasing insight into the perceived educational benefits of general subjects in VET. The study employs the analytical lens of Gert Biesta and his proposed major functions of education: qualification, socialization, and sub-jectification. The results serve to illuminate the present-day educational po-licy debate, showing that the place of general subjects in the curriculum has been motivated by the important role they play in educating youth in demo-cracy, teaching them to function effectively in an increasingly international-ized and multicultural society and economy, for their lifelong learning and for the continued economic growth of the Swedish society. With the enactment of the government bill of 2009, however, the qualifying function of general subjects in VET was devaluated. The new curriculum that followed prioritized strictly vocational skills and the transition of graduates directly into the labour market.
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Romanova, Olga. "Competence-based Approach in Vocational Education and Training: Systematic Review of the Russian Literature." Education & Self Development 16, no. 2 (2021): 105–23. http://dx.doi.org/10.26907/esd.16.2.06.
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The article is devoted to analysis of the Russian literature related to the implementation of the competence-based approach in vocational education and training (VET). The objective of the study is to systematize existing publications on this issue and to formulate an agenda for future research. The paper presents a systematic literature review: a uniform description of a sample of publications from the most influential Russian journals for the period 2005-2019 within a pre-defined category system. Moreover, the research includes an in-depth study based on content analysis that reveals how different aspects of the competency-based approach are currently elaborated in the literature. The results include some basic conceptual features of the construct that underlies the competencebased approach in Russia. It summarizes the data on the conceptual and terminological apparatus used in the discussion on competency-based vocational education. The paper also presents the data on the dominant research methods and the target audience of the articles in the sample. The most important result of the study is an evidence of deficiencies in research that support the introduction and adaptation of competence-based approach in the Russian VET. In particular, there are practically no judgments, which indicate that researchers understand or delve into changes in assessment of educational outcomes that are reformulated in terms of competences. The practical use of the results will fill the gaps in scientific support for the implementation of the competency-based approach in the Russian VET. The article will be useful for representatives of the research community, pedagogical and managerial personnel of vocational schools as well as for decision-makers in the field of VET policy.
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Martišauskienė, Dalia, and Kęstutis Trakšelys. "The Quality Management of Vocational Education and Training (VET) Process: Evaluation of Community." Pedagogika 136, no. 4 (2019): 194–202. http://dx.doi.org/10.15823/p.2019.136.12.
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The article presents the process of vocational education and training (VET) quality, which is an actual theme in educational policy nowadays. A total of 628 survey participants (240 teachers, 340 students and 48 school heads) participated in the research. Three vocational education and training schools from each region of Lithuania (Marijampolė and Alytus, Utena, Panevėžys, Šiauliai, Telšiai and Tauragė, Klaipėda, Kaunas, Vilnius) were selected randomly. The quantitative study revealed, that the majority (78%) of educational providers (pedagogues (n = 240), school heads (n = 48) (81% and 66% respectively) perceive quality as continuous improvement of services. In addition, 52% of teachers and school leaders (62% and 48% respectively) describe quality as being fit for purpose, that is to say, how much the vocational training institution meets its goals and realizes the functions provided in legal acts. Defining the quality concept, 49% study participants (n = 628) emphasized the satisfaction of consumers’ needs and 28% – the importance of missing errors. However, only a small percentage of educational service providers (n = 288) involved in the study, perceive the quality as excellence and service exclusivity (21% respectively), although the same varied services are missed by both: pedagogues and users of services – students.Looking at the responses of school heads (n = 48), they would look much better compared to teachers (n = 240) and students (n = 340). Teachers’ and school heads’ attitudes towards quality management principles are different. Pedagogues, who usually understand their work as performing lessons, do not think that quality management principles are important for an organization and teaching process. The customer orientation is usually understood as the clarification of the customer’s needs and expectations, as well as the quality of service provided. School heads (n = 48) have highlighted this feature as the most important since many vocational education and training institutions work in a competitive environment, consequently, each learner is important, as well as meeting their needs and expectations is a necessary part of the quality management system.
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Curtis, David D., and Sinan Gemici. "TRAINEESHIP COMPLETION: COMPARING SCHOOL-BASED AND POST-SCHOOL PROVISION IN AUSTRALIA." EPH - International Journal of Educational Research 2, no. 3 (2018): 64–72. http://dx.doi.org/10.53555/ephijer.v2i3.38.
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The impact of VET in Schools on transition outcomes is currently receiving considerable policy attention in Australia. Almost 50% of Australian senior secondary students participate in VET in Schools, either by taking VET subjects, engaging in structured workplace learning, or enrolling in school-based apprenticeships and traineeships. School-based traineeships are of particular interest because these relatively compact programs contribute to a senior secondary certificate, provide students with considerable workplace exposure and lead to qualifications recognised under the Australian Qualifications Framework. What has remained unclear is whether school-based traineeships have a positive impact on training completion compared with post-school workplace-based traineeships. While there is much support for VET in Schools programs, the effectiveness of school-based compared with post-school vocational programs is of policy interest as school-based VET programs have been criticised as not leading to productive employment outcomes. This paper uses data from the Apprentice and Trainee Destinations Survey, administered by the National Centre for Vocational Education Research, to examine whether students who commence a school-based traineeship exhibit higher completion rates when compared to similar young people who undertake a traineeship post-school. We find that school-based traineeships have higher completion rates than post-school traineeships, especially for females.
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Seyffer, Silke, Melanie Hochmuth, and Andreas Frey. "Challenges of the Coronavirus Pandemic as an Opportunity for Sustainable Digital Learning in Vocational Education and Training (VET)." Sustainability 14, no. 13 (2022): 7692. http://dx.doi.org/10.3390/su14137692.
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In addition to restrictions in training companies, vocational schools were also closed due to the coronavirus pandemic in Germany. After the unexpected first lockdown, it was the challenge of all those involved to draw lessons from the emergent weaknesses in the system and to prepare for further school closures. These preparations primarily involved shifting to digital learning platforms. This article uses a simple and easy to understand research design and focuses from a practical point of view on the results of a quantitative online survey conducted by the University of Applied Labour Studies Mannheim among 143 apprentices in southern Germany on the differences between the first and second school closures with regard to live communication with teachers, attention to apprentice concerns by the vocational school, access to digital devices, and the use of these devices. The results of the survey show that, according to the apprentices’ assessments, the vocational schools were able to improve live communication as well as better attend to the apprentices’ concerns between lockdowns. In addition, the apprentices were able to improve their own digital devices and competencies and, to a large extent, make up for deficits. They were better able to use digital devices and software during the second school closure compared to the first. Gender differences were observed. However, despite significant improvements, there is still a need to modernize and innovate, which should be considered in future digital developments at schools.
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Klinker, Charlotte Demant, Anna Aaby, Lene Winther Ringgaard, Anneke Vang Hjort, Melanie Hawkins, and Helle Terkildsen Maindal. "Health Literacy is Associated with Health Behaviors in Students from Vocational Education and Training Schools: A Danish Population-Based Survey." International Journal of Environmental Research and Public Health 17, no. 2 (2020): 671. http://dx.doi.org/10.3390/ijerph17020671.
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Health literacy has been identified as an important and changeable intermediary determinant of health equity. Vocational education and training (VET) schools are a relevant setting for health behavior interventions seeking to diminish health inequities because many VET students come from low socio-economic status backgrounds. This study examines VET students’ health literacy and its association with health behavior based on a cross-sectional survey among 6119 students from 58 VET schools in Denmark in 2019. Two scales from the Health Literacy Questionnaire was used to assess domains of health literacy. Data were analyzed using Anova and logistic regression. The study population consisted of 43.4% female, and mean age was 24.2 years (range 15.8–64.0). The health literacy domain ‘Actively managing my health’ mean was 2.51, SD 0.66, and ‘Appraisal of health information’ mean was 2.37, SD 0.65. For both domains, being female, older age, attending the VET educational program Care-health-pedagogy, and higher self-rated health were associated with higher scale scores. In the adjusted analyses, lower scale scores were associated with less frequent breakfast, daily smoking, high-risk alcohol behavior and moderate-to-low physical activity. Our results show that low health literacy is associated with unhealthy behaviors in this population. Our results support and inform health literacy research and practice in educational institutions and services.
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Waters, Melinda, Linda Simon, Michele Simons, Jennifer Davids, and Bobby Harreveld. "A case for scholarly activity in vocational education in Australia." Higher Education, Skills and Work-Based Learning 5, no. 1 (2015): 14–31. http://dx.doi.org/10.1108/heswbl-08-2014-0038.
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Purpose – As neoliberal reforms take hold in the vocational education and training (VET) sector in Australia, there is renewed interest in the quality of teaching practice. However, despite the value of practitioner inquiry to the quality of teaching in schools, scholarly practice in higher education, and established links between the quality of teaching and outcomes for learners and between practice-based inquiry and pedagogic innovation in VET, the practices has received little attention. The purpose of this paper is to explore the value of a college-wide culture of scholarly activity to learners, enterprises, VET institutions, educators and the national productivity agenda. Design/methodology/approach – Drawing on the education literature, empirical examples of scholarly activity drawn from the authors’ experiences of working with VET practitioners, this paper asks what constitutes research and inquiry in VET, why should these practices be integral to educative practice and what value do they bring to the sector? In addressing the questions, the authors explore how research and inquiry is defined in the literature and draw on three empirical examples of scholarly activities to provide a national, institutional and individual view. A discussion about the value of scholarly activities to VET stakeholders and how the practices might be fostered and sustained concludes the paper. Findings – The paper concludes that practice-based scholarly activities in VET cultivate rich potential for renewed and innovative pedagogies that improve outcomes for learners, respond to industry demands for innovative skills, build “pedagogic capital” for VET institutions, enrich the knowledge base of policy makers and build resilience and professionalism. The authors conclude by positioning VET educators as scholars in their own right along a continuum of scholarly activity and posing the proposition that when valued, scholarly activities are practices for new times that will build a strong and vibrant profession for the future. Research limitations/implications – This paper brings together the authors’ experiences of working with VET practitioners as the authors engage in scholarly activities. While each vignette was drawn from a formal research project in each case, the paper itself was not structured around a formal research activity, although a small survey was undertaken for vignette 1. This poses limitations to the findings of the study. However, the purpose of the paper is not to be conclusive but to forward an argument for more scholarly activity in VET in order to promote further research and debate. Originality/value – This paper contributes to the current debate in Australia about the quality of teaching in VET and the sectors’ capability to produce “work-ready” graduates. It brings to the fore the value of scholarly activity for educators, learners, industry and communities, VET institutions and the broader national innovation agenda. As such, it has relevance to all VET stakeholders, most particularly policy makers, leaders and practitioners in VET.
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Bürgi, Regula, and Philipp Gonon. "Varieties Within a Collective Skill Formation System: How VET Governance in Switzerland is Shaped by Associations." International Journal for Research in Vocational Education and Training 8, no. 1 (2021): 46–64. http://dx.doi.org/10.13152/ijrvet.8.1.3.
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Context: International scholarship and policy tend to depict national structures governing Vocational Education and Training (VET) as uniform and devoid of internal differences. This macro perspective neglects the numerous processes at the meso and micro level that shape the structure and content of VET. This article focusses on professional associations (meso level) in Switzerland to examine the heterogeneity of governance of individual VET programmes that can exist within one country or one collective skill formation system. Approach: Drawing on insights from historical institutionalism and research on corporatism, we argue that these differences are the product of the characteristics, traditional practices and styles of reasoning of the various associations involved in VET governance. Our analysis is based on expert interviews and governance documents in two vocational areas: Electrotechnology and food services. Findings: We identify and decode an array of cooperative practices and show that collective skill formation has a different meaning for different associations and, correspondingly, different occupations. Collaboration with state actors, unions, VET schools and single firms, as well as voting procedures, differ considerably between associations. Furthermore, we find that these different modes of governance are determined by associational characteristics such as size, level of professionalization, location and established cooperative practices, as well as traditional styles of reasonings. Conclusion: The findings indicate that the decisions taken are not always the product of current day training requirements but of historically grown associational characteristics. Thus, path dependencies are to be considered not only at a macro level but also at the meso level. There is a multifaceted variety of governance approaches beneath the classification "collective skill formation system". Associations are key in defining VET content, working life structures and collectivity.
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Dæhlen, Marianne. "Transition from school-based training in VET." Education + Training 59, no. 1 (2017): 47–60. http://dx.doi.org/10.1108/et-10-2015-0096.
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Purpose This paper assesses the drop-out rate among disadvantaged students within vocational education and training. The purpose of this paper is to examine the probability of dropping out after school-based training for child welfare clients – a particularly disadvantaged group of youth. Child welfare clients’ drop-out rate is compared with students from a representative sample of their peers. Design/methodology/approach Average marginal effects were calculated from multinomial logistic regression models. Data were from public registries (n=10,535). Findings The results show that differences in observed characteristics cannot explain differences in drop-out rates between child welfare clients and the majority peers. It is argued that this drop-out rate is likely a result of employers favoring apprenticeship applicants who are similar to them or that child welfare clients lack networks, which previous research has identified as crucial in finding an apprenticeship. Practical implications The results suggest a need for action targeting disadvantaged youths in the transition that follows school-based training. Originality/value The paper adds to the very scarce literature on transition from school-based learning to apprenticeships.
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Šćepanović, Vera, and Antonio Martín Artiles. "Dual training in Europe: a policy fad or a policy turn?" Transfer: European Review of Labour and Research 26, no. 1 (2020): 15–26. http://dx.doi.org/10.1177/1024258919898317.
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Since the start of the global financial crisis Europe has experienced a new enthusiasm for dual vocational education and training (VET). The EU itself has actively promoted the benefits of dual VET to its members, offering financial and organisational support for the introduction of apprenticeships into the formal educational systems. However, while dual VET is widely considered to be a valuable tool for easing the transition into the labour market for young people, it is also a form of skill formation that requires a lot of coordination not only between the schools and firms that carry out the training, but also among the firms themselves and between employer and employee organisations. In this introduction we argue that whereas the EU has been successful in encouraging establishment of dual VET in all its member countries, its implementation has been very uneven. This is due in part to the pre-existing differences in the underlying organisational structures, but also to the ongoing demographic, technological, and institutional changes – some caused by European integration itself – which weaken firms’ incentives to train.
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Dorozhkin, E. M., and I. A. Сhernoskutova. "The Problems of Formation of the National System of Personnel Training for Vocational Schools: Historical and Genetic Analysis." Education and science journal 22, no. 3 (2020): 172–204. http://dx.doi.org/10.17853/1994-5639-2020-3-172-204.
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Introduction. In Russia, the main prerequisite for scientific and industrial modernisation has always been the achievement of critical points of development gap with advanced Western countries, when the implementation of reforms has become a decisive condition for ensuring national security and survival of the state itself. The most important issue in each historical modernisation cycle was the training of scientific and industrial personnel, carried out in accordance with the next strategic tasks.The aims of the present research are the following: to evaluate the effectiveness of the mechanisms to increase human resources in the system of training skilled workers used in the Soviet and post-Soviet periods; to determine the role and importance of higher vocational and pedagogical education, and on this basis, to predict possible ways of its further development.Methodology and research methods. The main methodological tool used in the work is the historical and genetic approach, which allowed the authors to identify and interpret the logic of the centennial process of gradual formation of the Soviet model of vocational education and training (VET); to analyse the requests for education of teachers and masters of industrial training, changing both in terms of scale and requirements, in particular, the requirements to the level of qualification and general culture, and to determine the range of the most effective forms towards meeting these requirements.Results and scientific novelty. The peculiarities of phased development of the Russian system of qualified workers’ training were studied through a comprehensive analytical review of historical literature, documentary sources and statistical data. In this context, the principles of recruiting the teaching staff and masters of industrial training are discussed. Based on historical facts, it is concluded that the restructuring of vocational and pedagogical education is chronically lagged in relation to the urgent needs of the stationary system of young workers’ training.The paper reveals the reasons for the lack of the adequate tasks of holistic concept and the general training programme for teachers and masters in the field of VET throughout almost the entire Soviet period. The authors show a direct connection with this crisis in the system of State labour reserves, which, by the end of the 1950s, was not able to adapt to changes in the technological level of Soviet industry and agriculture, despite the attempts to create specialised types of educational institutions. The serious problems with providing vocational schools with teaching personnel in the 1960s and 1970s are clarified. Along with continuing attempts to “patch up personnel holes” through the administrative direction of qualified workers and competent managers to work in vocational schools, it was initiated to create a network of industrial-pedagogical technical schools. The next logical step was the opening of Sverdlovsk Engineering and Pedagogical Institute in 1978, which started the formation of the system of specialised higher vocational and pedagogical education. Today, it is the Russian State Vocational Pedagogical University, in which the ideas of integration of sectoral and psycho-pedagogical training continue to be developed. The university professionally prepares and trains competent and multi-skilled specialists in the modern conditions of qualification.Practical significance. The materials of the present article can be useful for historians of education, teachers, theorists and practitioners engaged in the development of vocational education system.
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Hänni, Miriam, Irene Kriesi, and Jörg Neumann. "Entry into and Completion of Vocational Baccalaureate School in Switzerland: Do Differences in Regional Admission Regulations Matter?" Education Sciences 12, no. 3 (2022): 188. http://dx.doi.org/10.3390/educsci12030188.
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Upper secondary education in Switzerland is divided into a general and a vocational path. Approximately two thirds of adolescents attend the vocational path. The initial vocational education and training (IVET) can be combined with a federal vocational baccalaureate (FVB), which enables graduates to enter universities of applied sciences. The proportion of FVB holders varies considerably between Swiss regions. We study how admission regulations affect regional entry and graduation rates and how they interact with individual characteristics. We use longitudinal register data from the Federal Statistical Office to study individuals’ chances of pursuing and obtaining a vocational baccalaureate in combination with data about cantonal admission criteria to vocational baccalaureate schools. We find that higher admission barriers reduce individuals’ chances of pursuing a vocational baccalaureate, particularly among apprentices with low socio-economic status and those who pursue an FVB after their VET diploma. Against our expectations, high admission barriers are associated not only with lower entry rates but also with lower graduation rates.
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Gessler, Michael, and Falk Howe. "From the Reality of Work to Grounded Work-Based Learning in German Vocational Education and Training: Background, Concept and Tools." International Journal for Research in Vocational Education and Training 2, no. 3 (2015): 214–38. http://dx.doi.org/10.13152/ijrvet.2.3.6.
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The "Riga Conclusions" of the European Ministries of Education of 22 June 2015 for the orientation of vocational education and training in Europe are promoting work-based learning as one of five "medium-term deliverables" for the next five years. But: How should and can work-based teaching and learning be designed? Our approach was developed within the German Dual VET System. Therefore it is not surprising that the work reality is for us the major principle for designing curricula and learning settings. As a starting point for developing didactical measures in the field of vocational education and training it is crucial in this approach to identify practices, routines and experiences of skilled workers that are experts for what they are doing. What are those people doing when handling a task, how are they acting, what work objects and tools are they operating with, and what requirements do they have to be aware of? To answer these kinds of questions, the real work in practice must be explored. A useful approach for doing this is a vocational work process analysis. The next step comprises developing a workbased learning project for the classroom. These two steps, vocational work process analysis and work-based learning projects, build the core of the article and enable a grounded work-based learning. Additional the changing priorities of curriculum design in the last century are introduced to reach a better understanding of the background and the actual work-oriented focus in German Dual VET. Our key proposition is: If work-based learning in vocational schools is wanted, the gap between the reality of work and the formal learning settings has to be closed.
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Abhishek. "The Role of Multilateral Institutions in Bringing Vocational Education and Training Reforms in Romania During the Transition Period (1989–1999): The Case of the European Union Phare VET Programme." International Studies 59, no. 4 (2022): 364–81. http://dx.doi.org/10.1177/00208817221138155.
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Regime change and opening of the market brought many opportunities as well as challenges to Romania. In terms of economy, growth stagnated, unemployment increased and a reverse movement of labour took place, from more productive manufacturing and services to agriculture. Need to reskill the workers to attract foreign direct investment was felt. Two multilateral institutions, World Bank and European Union (EU), stepped in. EU, through its Phare programme, played an important role in this reskilling by providing necessary funding and experience for the restructuring of vocational education and training. The article, based on both the primary and secondary sources, examines the role played by the multilateral institutions and argues that although Phare VET programme failed short of what it was intended in many areas because of some planning and operational shortcomings, it was quite a successful programme in terms of initiating curriculum development, introducing modularization, acquainting Romanian VET schools with modern equipment and pedagogy, and planted the seeds of social partnership in the field of VET.
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Behle, Heike. "Developing vocational competences during secondary school?" European Journal of Training and Development 41, no. 1 (2017): 39–49. http://dx.doi.org/10.1108/ejtd-07-2016-0057.
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Purpose Using the example of an amalgamated secondary school qualification (International Baccalaureate Career-related Programme – IBCP), in which both vocational education and training (VET) and academic subjects are taught, the paper aims to discuss the use of skills and knowledge gained during the IBCP for post-secondary school activities. Design/methodology/approach The paper uses mixed method data based on a survey of 57 IBCP graduates and qualitative interviews with 20 IBCP graduates. Findings relate to the role of the IBCP in the careers decision-making process, the skills and competences students gained during their IBCP and its transferability to their current activity. Findings After their IBCP, more than half of all observed students had entered higher education. Whilst a few students did not engage actively in the career decision-making process, some were pro-active and used different sources to gain information. However, a large group of students used their time during the IBCP to test various occupational ideas and, thus, used their VET to further the careers decision-making process. Most students reported that they could transfer the skills and competencies they had gained during their secondary school to their current activity. Originality/value The paper calls for a renunciation of the ambivalent signals an amalgamated secondary school degree can provide. IBCP students signal both an increased productivity because of an increased level of vocational skills and a lower level of academic achievement. These signals, however, allow students to enter a highly diverse higher education system, especially in vocational courses.
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Oliver, Rhonda, Ellen Grote, Judith Rochecouste, and Mike Exell. "Addressing the Language and Literacy Needs of Aboriginal High School VET Students who Speak SAE as an Additional Language." Australian Journal of Indigenous Education 41, no. 2 (2012): 229–39. http://dx.doi.org/10.1017/jie.2012.23.
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Vocational Education and Training (VET) in high schools has had positive effects on the retention of Indigenous students, providing important pathways into further education and the workforce. However, low-level literacy (and numeracy) skills can make successful completion difficult, especially for students who speak Standard Australian English as an additional language or dialect. This article describes research undertaken to inform the development of a second language and literacy needs analysis model designed for high school VET teachers to address the needs of Indigenous students. The study draws on second language acquisition research, which demonstrates the value of using tasks as the basis for language teaching syllabus design, with needs analysis as a fundamental aspect of this. The project centred on Aboriginal high school VET students from remote and rural communities in Western Australia, who speak English as an additional language/dialect. Data collected included: individual and focus group interviews, training materials, and observation field notes on the language and literacy practices in classrooms and workplaces. The major findings focus on the development of oral language (for both job-oriented and social interactions in the workplace) and literacy skills, as well as the need to overcome ‘shame’ and develop confidence for speaking to non-Aboriginal people.
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Golsteijn, Rianne H. J., Hieronymus J. M. Gijselaers, Hans H. C. M. Savelberg, Amika S. Singh, and Renate H. M. de Groot. "Differences in Habitual Physical Activity Behavior between Students from Different Vocational Education Tracks and the Association with Cognitive Performance." International Journal of Environmental Research and Public Health 18, no. 6 (2021): 3031. http://dx.doi.org/10.3390/ijerph18063031.
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Vocational education and training (VET) educates students for a broad range of occupations, which may be associated with differences in habitual physical activity behavior (PAB). Research suggests that physical activity (PA) is positively and sedentary behavior (SB) is negatively associated with cognitive performance. Therefore, we aimed to compare habitual PAB in VET students from different educational tracks and investigate its association with cognitive performance in a cross-sectional study. Students wore an ActivPAL accelerometer continuously for seven days to measure PAB. Cognitive performance was assessed with objective tests for inhibition, shifting, and updating. Hairdresser and Sports students sat significantly less than Administrative and Nursing students. Hairdresser students stood significantly more than other tracks. Admin students stood significantly less than Sports/Nursing students. Sports students moved significantly more than Hairdresser and Nursing students. Time in bed was significantly lowest in Nursing students. No significant associations between any PAB and cognitive performance were found. In general, Admin students showed the unhealthiest habitual PAB. Higher PA or lower SB neither improve nor decrease cognitive performance. Thus, future health interventions focusing on exchanging SB for PA at schools can facilitate a healthier lifestyle of VET students, especially in Admin students, without interfering with cognitive performance.