Universität Osnabrück: Open Journal Systems
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The Transition from the Education to the Employment System in Japan — A Balancing Act between Continuity and Change
Get PDFJapan’s ‘market model’ of vocational training shows continuities and changes: On the one hand it can be stated that the country’s transition from the school system into employment remains quite stable. On the other hand, especially demographic, societal and cultural changes lead to a higher academization rate with consequences for the secondary and tertiary vocational training institutions. Even universities and colleges more and more diversify their curricula with vocational compounds such as ‘employability’, ‘vocationalism’ and ‘career education’, trying to cope with less educated youth to ensure a smooth transition into the employment market. Moreover there are recent changes in the recruitment procedures of the companies, such as hiring mid-career employees that might lead to further changes in the ways of Japanese vocational training
VET Teacher Training: A Comparison of University Programs in the U.S. and Norway
Get PDFThis article is a study of Vocational Education and Training (VET) teacher training in considerably different societal contexts. Vocational education teachers contribute to the growth and development of a country’s future workforce, as they bridge the gap between formal schooling and the workplace. Their training is critical, since their pedagogical knowledge and technical expertise can result in students prepared to enter their chosen field of employment. Through case studies analyzing qualitative data on 1) program entry requirements, 2) curricular and course components, 3) implementation of practical elements in the training and 4) definitions of formal qualifications, the researchers identify joint key elements in VET teacher training programs in the U.S. and Norway. The discussion highlights how quality VET teacher training programs play a pivotal role in bridging between the practical elements in vocational education and professional futures as teachers
Between Heterogeneity and Professionalization of TVET Teacher Education in Costa Rica: Pathways and Challenges
Get PDFThis article deals with the different forms of qualification and access routes to the teaching profession in TVET in Costa Rica and discusses the different requirements as well as the level of professionalization. This is done under the approach of describing the qualification of TVET teachers at the academic and non-academic level, the various access routes to the teaching profession in the TVET system and the discussion on the professionalization of teacher qualification in Costa Rica. The article concludes with a systematization of the characteristics of the forms of qualification and entry requirements in Costa Rica. This systematization allows us to derive the status of and the need for professionalization of TVET teachers in Costa Rica
Introduction: Volunteering in the context of flight and asylum – A growing area of research in Germany
Get PDFIn their introduction to this special issue on "Volunteering in the context of flight and asylum - Empirical insights into (educational) practice", Fenna tom Dieck and Lisa Rosen outline the research field in Germany with a special focus on qualitative studies. They conclude that future research can benefit from the further development of multi-perspective approaches, e.g. that the inclusion of different stakeholder perspectives can facilitate the decentering of researchers\u27 perspectives
On common ground, half full glasses and boundaries – Developing multi-perspectivity in research on social mentoring with refugees
Get PDFIn this article, Verena Bauer, Fenna tom Dieck, Sara Ismailaj and Lisa Rosen report on the process of developing multi-perspectivity in the research project “Social Mentoring in the Context of Flight and Asylum”. They present initial findings from their grounded theory analysis in relation to three different actor perspectives and various forms of social mentoring: University students who perceive common ground in critical service learning with mentees, mentees who have a pragmatic view of hierarchical structures in mentoring relationships, and professionals who stress the importance of boundaries in social mentoring
Kooperationsreise Georgien – textile Kultur an der Schnittstelle zwischen Ost und West
Get PDFTextile Kultur, das Kulturerbe Blaudruck und Berührungspunkte zwischen Ost und West waren die Themen einer Kooperationsreise nach Georgien. Universitäre und kulturelle Einrichtungen erforschen textile Techniken wie Blaudruck, Filzen, Weben und die Seidenbearbeitung. Diese Techniken werden an der Staatlichen Kunstakademie in Tiflis gelehrt und von Textilkünstler:innen sowie Institutionen wie der UNESCO unterstützt. Die Kooperationsreise wurde vom Deutschen Akademischen Austauschdienst gefördert und führte zum Abschluss eines Kooperationsvertrages mit der Staatlichen Kunstakademie in Tiflis. 
Zur Reflexivierung des Gebrauchs natio-ethno-kultureller Zugehörigkeitskategorien in der Präventionsarbeit
Get PDFDie kritisch-reflexive Bearbeitung von Differenz zwischen Personen und Personengruppen stellt gegenwärtig eine zentrale Aufgabe sozialarbeiterischer Praxis dar. Ausgehend von dekonstruktivistischen Theorieansätzen werden unterschiedliche als machtvoll verstandene Differenzlinien etwa in Bezug auf Geschlecht oder Ethnie weniger als natürliche Gegebenheiten, sondern als kontingente Konstruktionen betrachtet. Daraus ergibt sich die Notwendigkeit die professionelle Praxis Sozialer Arbeit daraufhin zu befragen, inwiefern sie in ihren unterschiedlichen Handlungsfeldern zur (Re-)Produktion von Differenz beiträgt. Vor diesem Hintergrund beleuchtet Marvin Mücke im vorliegenden Beitrag die (Re-)Produktion von natio-ethno-kultureller Differenz in der Präventionsarbeit von religiös begründetem Extremismus. Anhand von neunzehn teilstandardisierten Interviews mit Präventionsakteur:innen der primären, sekundären und tertiären Präventionsebenen wird untersucht, inwiefern die Präventionsakteur:innen in der Beschreibung ihrer Arbeit Gebrauch von nationalen, ethnischen und kulturellen Zugehörigkeitszuschreibungen machen. Ausgehend von den präsentierten Ergebnissen formuliert Marvin Mücke Fragen, die Präventionsakteur:innen dazu dienen sollen eine stärkere Reflexivität im Umgang mit natio-ethno-kulturellen Zugehörigkeiten in der Präventionsarbeit zu entwickeln. Die zur Reflexion anregenden Fragen sind dabei nicht nur auf den Kontext der Radikalisierungsprävention anwendbar, sondern zeigen sich auch anschlussfähig für die weitere sozialarbeiterische Praxis in der Migrationsgesellschaft
Vocational Middle Schools (VMSs) as Marginalized Part of the Swiss VET System: A Governance Perspective on Functions, Steering Instruments, Justifications and Sacrifices
Get PDFDual VET is considered the unquestioned standard of VET at the upper secondary level in German-speaking Switzerland. This study sheds light on a hitherto rather marginalized and disputed part of the Swiss VET system: the Vocational Middle Schools (VMSs). In contrast to dual VET, there has been only limited information about and understanding of VMSs so far, because only a few research has been done on VMSs. Therefore, referring to the theoretical framework of the Sociology of Conventions and using the example of three German-speaking cantons, the study aims to investigate the vocational education policy disputes about the significance of VMSs in the political governance of the transition to upper secondary education in Switzerland. The results show the disputed functions and criticisms attributed to VMSs as part of the Swiss VET system and highlight how these positions are justified by the relevant actors. Overall, the results provide insights into how the status of dual VET as the unquestioned standard of Swiss VET is protected and reproduce in Switzerland. Furthermore, they emphasize that the sacrifices for this are made at the expense of VMSs, which are restricted by the canton’s (vocational) education policy. Looking beyond the borders of the Swiss case, the results affirm that the distribution of young people across various programs in an education system should be understood not only as the consequence of individual preferences and decisions but also as resulting from strategic steering interventions by a country’s (vocational) education policy
Assessing the Impact of Teacher Design Teams on the Professional Development of Vocational Education Teachers: A Focus on Attitudes, Beliefs and Instructional Practices in the Context of an Interdisciplinary Course
Get PDFVocational students in European secondary education face a high dropout rate. Research shows that although general subjects are essential for preparing students for their future lives, increasing the time allocated to these subjects in the curriculum also leads to higher dropout rates (e.g., Hall, 2016; Hermann et al., 2013). The professional development of general subject teachers through active and long-term initiatives can improve their attitudes, beliefs, and instructional practices (Merchie et al., 2016). These changes can enhance vocational students’ engagement and motivation, thereby reducing early school dropout (e.g. Van Houtte & Demanet, 2016). This study explores the influence of Teacher Design Teams (TDTs) on teachers’ attitudes, beliefs, and instructional practices in general subjects for vocational secondary education. Throughout two school years, three TDTs have been investigated in the context of an interdisciplinary course. Data collection involved conducting interviews with nine teachers and collecting the designed curriculum materials. These data were analysed using thematic analysis. The results show that the teachers improved their instructional practices and particularly their digital skills. Teachers’ attitudes and beliefs also developed after the implementation of TDTs. The designed curriculum materials exhibited diversity with varying levels of consistency across the different components
VET, Patience and the Wealth of Nations
Get PDFBehavioral economics describe how preferences, experience, and individual characteristics relate to learning and choices, and therefore determine economic behavior. According to (economic) choice theories, patience is a key driving factor behind economic development as it affects economic behavior, as visible in health, crime, etc. Recent research sets up the relationship between patience and economic developments. It becomes clear that patience is strongly correlated to parameters like years of schooling, innovation, risk preferences and GDP per capita. We are interested in the connection between patience and the investment in initial and continuing vocational education and training (VET) in different European countries. This article examines whether there is a correlation between patience and the investments of the state and companies in vocational education and training (VET) in different European countries. We used a sample of European countries and correlated their values of patience (from the Global Preference Survey) with public investment in vocational training, with firm participation in vocational education and training and with enterprise expenditures on CVET. Our results indicate that there is a relationship between patience and the companies’ participation in training