International Journal for Research in Vocational Education and Training
Not a member yet
199 research outputs found
Sort by
Staying in the Loop: Formal Feedback Mechanisms Connecting Vocational Training to the World of Work in Europe
Full text linkContext: Vocational education and training (VET) is expected to be designed for creating learning outcomes which meet the needs for skills and competences in the labour market. Hence, identifying current and upcoming skill requirements and ensuring that these requirements are incorporated into education has long been the subject of academic and policy discussion. Governance processes keeping VET systems up-to-date have been more recently addressed as `feedback mechanisms\u27. The term broadly summarizes the interplay of institutions, actors and processes which allows the continuous renewal of VET provision (i.e. by creating new qualifications or updating curricula). The aim of the paper is to enhance the understanding of cross-national variations in formally institutionalised `feedback mechanisms\u27 between VET and the labour market.Method: The research builds on a comparative analysis of case studies in 15 European countries. The paper presents examples for four different `formal feedback mechanisms\u27 in Germany, France, England, and Austria.Results: Four main types of formal mechanism have been identified: 1) The liberal model explained by VET in England and Higher VET in Austria; 2) The statist model explained by school-based VET in Austria; 3) the participatory model explained by VET in France and 4) the coordinated model explained by apprenticeship training in Germany and Austria.Conclusions: Existing approaches in the economic sociology of labour markets, the varieties of capitalism approach as well as comparative research on welfare states are useful in predicting whether particular VET systems are likely to be predominant. However, they do not provide an alternative in describing differences in VET systems which the concept of formal feedback mechanism does. Moreover, by analysing formal feedback mechanisms, it is possible to demarcate where a VET sub-system ends and another VET sub-systems begins. In this sense research presented here also asks for new standards for comparative VET research as it suggests that entities to be compared are not countries\u27 overall VET systems, but their potential sub-systems. 
Factors Influencing the Value of CPD Activities Among VET Teachers
Full text linkContext: Teachers in vocational education and training (VET teachers) have specific conditions for their continuing professional development (CPD). They have a background in an initial occupation, in which they now teach and train the next generation. Thus, as VET teachers, they are expected to master the knowledge and skills of that occupation, even if they have now crossed the boundary from the community of their initial occupation to the community of the school. This study explores the perceived values among VET teachers of different activities that may contribute to their CPD in teaching subjects/initial occupations. The study examines VET at the upper secondary level in Sweden. Here, the VET teachers have the main responsibility for students\u27 vocational learning in the vocational subjects, including the work-based parts. In the latter parts, the teachers are supplemented by supervisors at the workplace.Approach: We argue for the duality of a VET teacher identity with a professional competence that comprises two intertwined parts -- teaching skills, and knowledge of the teaching subjects based in the teachers\u27 initial occupations. Our study is based on a situated learning perspective, and the empirical findings particularly concern values created from learning through participation and boundary crossing. CPD activities typically include some form of participation in and/or boundary crossing between school and work-life practices. In the analysis we also include the possible influence of institutional, situational, and dispositional drivers and barriers for participation in different activities. The research question was: what factors can explain the variation in perceived values created by participation in different CPD activities among VET teachers? The study was conducted as a survey of 886 Swedish VET teachers. Focus was put on the values created through different types of activity, values for the teachers\u27 vocational knowledge, for networks in working life, and for teaching. The data were primarily analysed using logistic regression modelling.Findings: Dispositional drivers, the teacher\u27s sex, and regular performance of the activity are important for the perceived value. The dispositional factor is the one most commonly retained, and it has a consistently positive effect. Factors such as educational background and vocational training have weaker influence, which suggests that individual driving factors are important when VET teachers assess the value of CPD activities.Conclusions: The study covers a general challenge for VET teachers, but is of particular relevance in systems with a high degree of school-based VET, full-time employed VET teachers, and VET teachers who are responsible for students\u27 vocational learning. Here, the values for vocational knowledge, for networks, and for teaching that are created through different activities are important for the VET teacher identity. They are also interrelated, and together they provide professional development in relation to the initial occupation, and for the occupation as a vocational teacher
The State-of-the-Art of Collaborative Technologies for Initial Vocational Education: A Systematic Literature Review
Full text linkFuture workplaces require collaboration skills in which members of different work communities use technologies to solve complex problems. Vocational education and training (VET) programs need to meet the challenge to prepare students to be part of a competent workforce. Particularly initial vocational education is under pressure to develop learners’ collaboration skills and abilities. To date, however, no attempt has been made to perform a comprehensive review of the use of computer-supported collaborative learning (CSCL) technologies across different vocational education settings to account for contextual factors of VET. In this systematic review, 26 published studies were analyzed with respect to their demographics, research methodology, use of technology, and measured outcomes. This review illuminates that research on CSCL still leaves the vocational learning context as an under-represented field of study. At the same time, technologies offer a range of new types of learning possibilities for vocational education. As the direct result of that development, vocational education is increasingly taking place in new technology-enhanced learning settings. Education can benefit from the opportunities of CSCL technologies, but on the other hand, such technologies create new challenges for facilitating vocational learning. Therefore, this review also identifies three topic areas specific to vocational learning (collaborative writing-to-learn, simulations and game-like solutions, and tangible objects) and enumerates desirable lines for future research
Effects of Augmented Reality on Student Achievement and Self-Efficacy in Vocational Education and Training
Full text linkThis study aimed to test the impact of augmented reality (AR) use on student achievement and self-efficacy in vocational education and training. For this purpose, a marker-based AR application, called HardwareAR, was developed. HardwareAR provides information about characteristics of hardware components, ports and assembly. The research design was quasi experimental with pre-test post-test that included a control group. The study was conducted with 46 undergraduate students in the Computer Hardware Course. Computer hardware course achievement test, motherboard assembly self-efficacy questionnaire and unstructured observation form were used in the study for data collection purposes. The control group learned the theoretical and applied information about motherboard assembly by using their textbooks (print material) while students in the experimental group used HardwareAR application for the same purpose. It was found that the use of AR had a positive impact on student achievement in motherboard assembly whereas it had no impact on students’ self-efficacy related to theoretical knowledge and assembly skills. On the other hand use of AR helped learners to complete the assembly process in a shorter time with less support. It is concluded that compared to control group students, experimental group students were more successful in computer hardware courses. This result shows that AR application can be effective in increasing achievement. It was concluded that AR application had no effect on students’ motherboard assembly theoretical knowledge self-efficacy and motherboard assembly skills self-efficacy. This result may have been affected from the fact that students had high levels of theoretical knowledge and assembly skills before the implementation. Observations showed that AR application enabled students to assemble motherboard in a shorter time with less support. It is thought that simultaneous interaction between virtual objects and real world provided by the AR application is effective in reducing assembly time. The students who were able to see the process steps and instructions directly with the help of HardwareAR application could complete the assembly by getting less help. Considering these results, it can be argued that, thanks to simultaneous interaction it provides, AR offers an important alternative for topics that need learner application and practice
Vocational Teaching-Learning through the Eyes of Undergraduate Vocational Students in Malta: A Qualitative Exploratory Study
Full text linkThe purpose of this study is to develop a deeper understanding of the teaching qualities of effective lecturers that vocational students desire, students assessment preferences and preferred learning environments. This study gives a voice to higher vocational students as it is important for vocational educators to learn what attracts students to effective learning. Due to the inquiry’s exploratory nature, an interpretivist approach was used, and a constructivist grounded approach using qualitative data was adopted. A purposive approach to multiple case study selection was used where the unit of analysis was a higher vocational student. The perceptions and expectations of vocational undergraduate (EQF level 6) students in two disciplines (applied science and engineering) were explored, to identify what may constitute good practice. A total of ten participants from two different institutes within the vocational university college agreed to be interviewed. Semi-structured and photo-elicitation interviews were applied. In addition, the Powerful Learning Environments (PLEs) Framework was used as a preliminary tool to aid in the decision-making process for data collection. Iterative analysis was used for the semi- structured interviews, whilst a constant-comparative method was used for the photo- elicitation image analysis. Overall, the expectations and preferences between both groups were very similar. Results show that students expect to be taught by interactive lectures that relate theory to practice that will prepare them for the job. Formal lectures including presentations were the least favoured. Regarding teaching qualities, students expect approachable and understanding lecturers who provide concrete industrial examples. Assessment preferences included home based assignments and research projects. The preferred learning environment is in line with most characteristics of the Powerful Learning Environment. Evidence shows that there is no particular difference between a higher vocational stu- dent and a higher education student. Implications for the enhancement of students’ learning processes are discussed and recommendations for further research are elaborated
The Experiences of Learners with Disabilities in Mainstream Vocational Training in Nepal
Full text linkContext: This article explores the lived experiences of learners with disabilities who were attending short-term skills-based training programs in Nepal. The research questions addressed were how the learners with disabilities had been experiencing learning with their peers without disabilities and whether the vocational training was inclusive from the perspectives of learners with disabilities. Approach: Based on a phenomenological design, eight learners with disabilities were purposively selected. In-depth interviews were held with the participants. Data were collected in the forms of audiotaped recordings, field notes, and institutional records. The thematic analysis technique was employed to explicate the transcribed data.Results: The results showed that learners with disabilities faced difficulty in commuting to and from the training center. The physical learning environment was insufficiently accessible, and this affected the learning of students with disabilities. Although the learners with physical disabilities had no problem in understanding the subject matter taught in the mainstream classrooms, the learners with visual impairments and those who were with hard of hearing had, at times, difficulty in following their instructors. The learners with disabilities had trouble with socialization and with forming friendships though they had supportive instructors. The participants\u27 statements revealed that the existing inclusion practices were not enough to address the needs of persons with disabilities. However, they viewed inclusion as a much better option to cater to the needs of differently abled people.Conclusion: Inclusive technical and vocational education and training (TVET) is in practice throughout the world. This qualitative research paper has presented the perspectives of learners with disabilities (LWDs) about the inclusive practices in the Nepalese TVET sector. More importantly, this study has given a voice to the LWDs from mainstream vocational training centers in Nepal
Who is Going to Build the Wall? A Building Trades Crisis in the U.S.A.
Full text linkThe context of this study was to examine factors contributing to significant workforce shortages in building trades in the United States. As it is, recruitment of qualified skilled trades workers is becoming increasingly difficult due to lack of a pipeline of prospective workers, and training programs. The study assumed a theoretical inquiry approach in order to address the following three main questions: 1) What is the scope of the workforce shortage in skilled and building trades in the US? 2) What factors are recognized as contributors to the building trades workforce shortage in the US? And, 3) What strategies can be implemented to reverse building trades workforce shortages in the US? Findings affirmed that the scope of workforce shortages in skilled and building (con- struction) trades in the US is very broad and the impact is rather deep. Factors con- tributing to the shortage include: declines in high school technical education programs, which have been replaced by career academies; misconception that higher education al- ways equal higher income, but the untold story is higher debt associated with pursuing higher education; and stricter immigration laws, which are forcing potential workers out of the US. The study concluded that in order to reverse currently declining workforce trends the following six strategies should be implemented: 1) Make it a national priority, thereby appropriating adequate resources to the effort. 2) Increase the number or women and African Americans in building trades. 3) Expand apprenticeship programs. An expan- sion of both government and corporate incentives are needed to stimulate an increase in apprenticeships. 4) Reintroduce building and skilled trades programs in secondary and postsecondary schools. Growth in the number of Career Academies, and participation in them has been encouraging, yet there are not enough of them to meet the need. 5) Re-examine guest-worker programs, which are currently cumbersome for employers to participate in, and do not allow for anywhere close to the number of workers needed to meet workforce needs. 6) Change marketing of building trades from menial to meaning- ful. Many young people simply do not know that they can make a comfortable living from a career in skilled trades. They have been taught that at least a bachelor’s degree is needed in order to have a successful career. This narrative has to be revised in order to create a pipeline of prospective skilled trades employees for the future
Book Review: Internationalization in Vocational Education and Training
Full text linkThe book was published in the series Technical and Vocational Education and Training: Issues, Concerns and Prospects. Series Editor-in-Chief is Rupert MacLean. Editors of the volume are Ly Thi Tran, associate professor in the Faculty of Arts and Education of Deakin University in Australia), and Kate Dempsey, independent education consultant from Melbourne in Australia. 
Book Review: History of Vocational Education and Training in Europe
Full text linkThe book is volume 14 in the series Studies in Vocational and Continuing Education. Series editors are Philipp Gonon & Anja Heikkinen. Volume 14, History of Vocational Education and Training in Europe: Cases, Concepts and Challenges is edited by Esther Berner, Professor for Educational Science, Helmut-Schmidt University in Hamburg, Germany, and Philipp Gonon, Professor for VET and Teacher Training, University of Zurich, Switzerland
\u27\u27The Force that Keeps you Going\u27\u27: Enthusiasm in Vocational Education and Training (VET) Teachers\u27 Work
Full text linkContext: Enthusiasm has been noted to increase productivity and quality at work. In teachers\u27 work, this has a connection to student learning and motivation, as well as teaching quality. In the context of Finnish vocational education and training (VET), research on enthusiasm appears especially topical and relevant because of the ongoing wide reform with emphasis on productivity and efficiency.Approach: In this study, Finnish VET teachers\u27 enthusiasm at work was studied qualitatively. Three research questions were set for this study: (1) How do VET teachers describe their enthusiasm?; (2) What factors strengthen their enthusiasm, according to their descriptions?; and (3) What factors weaken their enthusiasm, according to their descriptions? Altogether, 103 teachers who voluntarily participated in the study completed an online questionnaire on enthusiasm. The data were analyzed through qualitative content analysis. Findings: According to the results, the teachers who participated in the study were very interested in their work. They wanted to share how they experienced enthusiasm in their work. Their enthusiasm manifested as their willingness to develop their skills and expertise. It also showed in their dedication, good job performance, and positive feelings about their work. Student encounters, a positive atmosphere, and work interactions were the main sources of enthusiasm. Lack of resources, changes, cuts in the VET budget, and a lousy work atmosphere weakened enthusiasm.Conclusion: The study found that enthusiasm manifested itself in ways that correspond well with the current VET productivity and efficiency goals. Because enthusiasm was strengthened especially when teachers were working with students, it seems important to ensure a supportive work environment for students also after the VET reform. Positive interactions, collegial support, and working together can help teachers to succeed and to maintain enthusiasm in their everyday work. According to the results of this study, supervisors may play a central role in facilitating teacher enthusiasm