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

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2025

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1

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.

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Squires, Don. "Providing Vocational Education and Training (VET) for NSW Rural Schools and Students: the 'Stage of Play'." Australian and International Journal of Rural Education 10, no. 2 (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 peo

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Wang, Geng, Xin Zhang, and Rui Xu. "Does Vocational Education Matter in Rural China? A Comparison of the Effects of Upper-Secondary Vocational and Academic Education: Evidence from CLDS Survey." Education Sciences 13, no. 3 (2023): 258. http://dx.doi.org/10.3390/educsci13030258.

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The Chinese government has emphasised the role of vocational education and training (VET) in promoting the rural economy. Since 2018, the government has invested heavily in setting up secondary vocational schools, training centres, specialised programmes, and courses in rural areas. This paper aimed to explore whether VET at the upper-secondary level leads to better labour market outcomes than academic education in Chinese rural areas. We also aimed to quantitively investigate the social prestige of vocational and academic education among rural residents by comparing the subjective social stat

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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-re

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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 st

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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 desig

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ÖZER, Mahmut. "Vocational Education and Training as “A Friend in Need” During Coronavirus Pandemic in Turkey." Bartın University Journal of Faculty of Education 9, no. 2 (2020): 1–7. http://dx.doi.org/10.14686/buefad.713574.

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The importance of vocational education and training (VET) becomes more visible during coronavirus pandemic in Turkey. With increased capacity in production VET has become one of main supplier of society needs in these days. In this study, developments in production via VET within the scope of coronavirus measures are briefly reviewed. Additionally, improvement areas and steps that need to be taken for strengthening VET are discussed. In pandemic days, cleaning materials, medical masks, and disposable materials are main products, which are experiencing difficulties in procuring. With the suppor

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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 project

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Hugar, Sangamesh, Pravin Narayan Mahamuni, Prakash Chandra Rout, and Punnam Verraiah. "An Analysis of Teachers’ Perception Towards Vocational Education and Training in India." Journal of Education and Practice 9, no. 3 (2025): 70–100. https://doi.org/10.47941/jep.2789.

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Purpose: The study aims to explore the role of teachers in the successful implementation of Vocational Education and Training (VET) programmes in India. It focuses on understanding how teachers contribute to these programmes, the challenges they face especially in terms of training, infrastructure, and curriculum relevance and the support needed to enhance their effectiveness in bridging the gap between academic learning and skill development. Methodology: The study employed a survey-based approach, collecting responses from 155 vocational teachers teaching Grades 9 to 12 across schools in sev

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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, a

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Horoshkova, Lidiіa, Yevhen Khlobystov, and Vira Kharahirlo. "Financial Reserve of Vocational Education and Training (Vocational Technical Education and Training) Institutions." Економіка і регіон/ Economics and region, no. 1(76) (August 2, 2020): 64–73. https://doi.org/10.26906/eir.2020.1(76).1919.

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The effectiveness of education funding in Ukraine in general and vocational education and training in particular is analyzed in the study. It is proved that Ukraine has disparities between market needs in certain specialties and the number of graduates. The needs in blue collar workers have resulted in the decline in vocational schools number and their graduates. According to the analysis of the structure and sources of education and VET financing in Ukraine, it has been proved, that positive results of education decentralization and educational services financing can be assured by raising add

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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

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Holmgren, Robert, and Gerd Pettersson. "The vocational teacher, an inventor in special needs education: A study on Swedish vocational programmes." Nordic Journal of Vocational Education and Training 13, no. 2 (2024): 100–123. http://dx.doi.org/10.3384/njvet.2242-458x.23132100.

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Upper secondary vocational education and training (VET) in Sweden has been subject to frequent educational policy reforms which have resulted in reduced numbers of students and student groups comprising many students with special education needs (SEN). These changes can be assumed to have resulted in increasing demands on VET teachers’ work with special needs education (SNE). The purpose of this study is to contribute knowledge about VET teachers’ conditions for, and work with, SNE in Swedish VET programmes. An analysis of interviews with 15 teachers from eight VET programmes revealed the foll

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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 educ

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Iliyan, Vasilev. "Developing Models for Measuring and Evaluating Success in Vocational and Professional Education and Training. An Empirical Study." International Journal of Current Science Research and Review 07, no. 10 (2024): 7755–65. https://doi.org/10.5281/zenodo.13919173.

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Abstract : This study aimed to evaluate the performance of vocational high schools by developing and applying a comprehensive assessment instrument. The focus was on the actual processes occurring within these institutions, rather than solely relying on document-based evaluations. By analyzing factors affecting school performance, constructing a valid instrument, and conducting a thorough evaluation, the study found that the investigated vocational high schools demonstrated satisfactory performance in general management and academic management. Most of the evaluations of education, training an

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Marinič, Peter. "Identity of Vocational Education and Training Teacher: Pathways and Competences." European Conference on Management Leadership and Governance 19, no. 1 (2023): 488–94. http://dx.doi.org/10.34190/ecmlg.19.1.1904.

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A teacher’s identity can be understood as comprehensive approach to the self-concept of the teacher and the teacher’s external environment. The teacher’s identity already begins to form during the teacher’s preparation for the future teaching profession. The requirements about necessary education and requested competences for the teaching profession are usually set by the state institution such as Ministry of Education. Even though the current conditions for becoming a vocational education and training (VET) teacher are relatively strict, in practice there are teachers in secondary vocational

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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 i

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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

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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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Yang, Chengming, Franz Kaiser, Hui Tang, Pujun Chen, and Junfeng Diao. "Sustaining the Quality Development of German Vocational Education and Training in the Age of Digitalization: Challenges and Strategies." Sustainability 15, no. 4 (2023): 3845. http://dx.doi.org/10.3390/su15043845.

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The digital transformation of the working world has been bringing profound impacts on German vocational education and training (VET). This study analyzes the challenges that German VET is experiencing in the context of digitalization as well as the strategies to overcome these challenges. Based on the concept of sustainable cooperation between vocational schools and companies, this study proposed a theoretical framework for preserving the sustainability of VET in the digital era from three dimensions: the capability of industrial service, attractiveness, and adaptability. Meanwhile, through th

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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 (IJRVET) 1, no. 1 (2014): 1–20. https://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 aspira

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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,

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Dybaś, Magdalena. "Nieformalne uwarunkowania rozwoju systemu akumulowania i przenoszenia osiągnięć w polskim kształceniu zawodowym i ustawicznym." Kultura i Edukacja 97, no. 4 (2013): 111–34. http://dx.doi.org/10.15804/kie.2013.04.07.

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This paper reports from a qualitative study on informal conditions for the implementation credit transfer system in vocation education and training (VET) in Poland based on European Credit System for Vocational Education and Training (ECVET). The study was conducted just before the new law of VET (October 1st 2011) came into force. It introduced: (1)new vocational core curriculum which includes 200 school occupations, in which 252 qualifications are distinguished, (2) learning outcomes approach, (3) the examination requirements based on learning outcomes specified for the qualifications, and o

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GÎNCU, Silviu, and Radu MOLDOVANU. "Implementation of dual vocational educational and training (VET) în Republic of Moldova." Univers Pedagogic 3, no. 63 (2019): 34–44. https://doi.org/10.5281/zenodo.3519751.

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The implementation of dual VET in Republic of Moldova [14] started in 2014 at t he initiative of one private company and one professional school. During the following years, the dual VET system has extended gradually. As of today, it involves a number of 24 schools and 85 private companies. Starting from 2018-2019, the professional training through Dual VET takes place within: secondary technical and vocational training programs; post-secondary technical and vocational training programs; post-secondary non-tertiary technical and vocational training programs. The legal and normative framework i

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Vats, Shubham, and Navita Malik. "A Comprehensive Review of Vocational Education and Training (VET) in Secondary School." International Journal of Research Publication and Reviews 5, no. 6 (2024): 5812–18. http://dx.doi.org/10.55248/gengpi.5.0624.1612.

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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 voca

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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 Sch

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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

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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

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Rambla, Xavier, and Maddalena Bartolini. "An Institutional Analysis of Local Lifelong Learning Approaches to Early School Leaving in Italy and Spain." Societies 13, no. 11 (2023): 230. http://dx.doi.org/10.3390/soc13110230.

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In this paper, we will analyze how a few initial vocational education and training (VET) schools have elaborated wide-ranging responses to early leaving from education and training in Liguria (Italy) and Catalonia (Spain). In contrast with many members of the EU and the OECD, the prevailing institutional arrangements in these two countries hardly support disadvantaged youths to catch up with basic academic performance and find an appealing pathway between compulsory and post-compulsory education. Despite this bias of official policies, we argue that some initial VET schools manage to navigate

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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 e

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Odero, Mark Peter, Fredrick Agengo, and Graham Kituzi. "Models and Structures for Dual Technical and Vocational Education Training: A Comparative Review Study of the German, Swiss, and Austrian Models and their Potential Lessons for Kenya." Journal of Technology & Socio-Economic Development 13, no. 1 (2025): 316–24. https://doi.org/10.5281/zenodo.15241380.

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<strong>ABSTRACT</strong> Technical and Vocational Education and Training (TVET) systems are essential for equipping individuals with practical skills, enhancing employability, and fostering economic growth. In Kenya, efforts have been made to strengthen the TVET sector through the implementation of the National Policy on Technical and Vocational Education and Training. However, challenges such as negative perceptions of TVET and limited resources persist. To address these challenges, a comparative study of successful Dual Technical and Vocational Education Training (DT-VET) models in Germany,

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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 th

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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 th

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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

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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 regar

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Borg, Mariella, and Heathcliff Schembri. "Adapting to Diversity? Inclusive Practices in Vocational Education and Training (VET) in Malta." MCAST Journal of Applied Research & Practice 8, no. 4 (2025): 23–38. https://doi.org/10.5604/01.3001.0055.0453.

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This study investigates the adaptation and pedagogical practices of vocationaleducation and training (VET) educators in secondary state schools in Malta. Focusing onhairdressing, beauty, health, and social care subjects, the research examines how educatorssteer the challenges of delivering inclusive education to a diverse student body. Throughsemi-structured interviews, the study captures educators’ experiences and the innovativeteaching methods employed to accommodate various learning needs, backgrounds, andabilities. The findings reveal the complexities of implementing inclusive learning str

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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

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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

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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 peopleâ€™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 nationsâ€™ 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

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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

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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 e

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Santos-Romero, Lourdes, Maria Dolores Redel-Macias, and Miguel Gonzalez-Redondo. "Exposure to Noise and Vibration of Vocational Education Training Teachers." Applied Sciences 13, no. 17 (2023): 9693. http://dx.doi.org/10.3390/app13179693.

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Teachers in workshops of vocational education training (VET) schools are at risk of exposure to occupational hazards, as are the rest of the teaching staff. However, due to the characteristics of these workshops, these teachers are exposed to a greater extent to other types of risks, such as noise or vibrations. Exposure to these risks for vocational training teachers has been little studied compared to other risks, such as voice disorders. In this study, exposure to noise and vibration was evaluated for teachers in a vocational training center in Cordoba (Spain), working in body shops. The va

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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 teac

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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

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Preut, olger. "독일의 교육 선호도 변화 분석: 왜 점점 더 많은 독일의 학생들이 이원적 직업교육훈련제도를 선택하기보다 대학 교육을 받고자 하는가?" Association of Global Studies Education 15, № 1 (2023): 139–70. http://dx.doi.org/10.19037/agse.15.1.06.

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This study analyzes the recent shifts in educational preferences among German school-leavers and the possible reasons behind this development. Until around 2007, the dual VET (Vocational Educational and Training) prepared the ground for the majority of young Germans’ entry to the labor market, whilst participation in HE (Higher Education) was at best just around a third of a cohort. School tracking, structural differences in labor market access, and above all positive societal perceptions of the dual VET ensured low numbers of students in HE. Surprisingly, since 2013 the number of German schoo

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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 o

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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 an

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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 dif

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