International Journal for Research in Vocational Education and Training最新文献

{"title":"Mapping Research on European VET Policy With a Systematic Literature Review Method: A Pilot Study","authors":"Ianina Scheuch, Sandra Bohlinger, Anne Bieß, Hoàng Long Nguyễn","doi":"10.13152/ijrvet.8.4.6","DOIUrl":"https://doi.org/10.13152/ijrvet.8.4.6","url":null,"abstract":"Purpose: A systematic literature review has neglected for years in both national and international vocational educational and training (VET) policy research. Recently, scholarly interest in and the need for such a review has increased rapidly. This review introduces the application of the systematic literature review method, with a focus on research work completed in European VET policy. Approach: To investigate the value and applicability of the systematic literature review method in European VET policy research, we conducted a pilot study following the guidelines and procedures presented by Gessler and Siemer. Findings: First, the process of conducting a literature review and its major methodological steps are described, followed by a descriptive analysis of the sample and characteristics of the studies reviewed. Second, initial insights into the research methodology and the topics that emerged during its application are presented. Altogether, we documented a first attempt to systematize research on European VET policy, including lessons learned from conducting a systematic literature review. Conclusion: The review revealed that although research on international European VET policy research has increased in recent years, hardly any systematization of the current research has been proposed. Instead, most research has been limited to identifying specific country-related factors. By comparison, we propose a systematic approach to reviewing research on European VET policy, being well aware of the strengths and limitations of the proposed method and the results. Thus, this systematic review presents a substantial starting point and research agenda for further studies on this topic. ","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"36 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91383683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social Representation of Non-Academic Work in Mexico in the Light of Cultural Artefacts","authors":"Ute Clement, Paola García Fuentes, S. Gold, Claudia Hunink, Lydia Raesfeld","doi":"10.13152/ijrvet.8.4.5","DOIUrl":"https://doi.org/10.13152/ijrvet.8.4.5","url":null,"abstract":"Context: Technical and Vocational Education and Training (TVET) has attracted increasing interest in recent years due to its potential to address productivity and equity challenges, such as better employment prospects, as outlined in the United Nations Sustainable Development Goals (SDGs). Despite the potential of such programmes, the enrolment rate in vocational training at upper secondary level in Mexico is 38.2%, i.e. below the Organisation for Economic Cooperation and Development (OECD) average of 45.7%. This raises the question of possible reasons for the low enrolment rate. Approach: Based on the assumption that attitudes towards non-academic work are culturally anchored in Mexican society, which also shapes the educational and career aspirations of younger generations, the project named Cultural Practice of Non-academic Work in Mexico (KuPraMex), funded by the German Federal Ministry of Education and Research (BMBF), investigates social representations of non-academic work in Mexico. This is done through the analysis of artefacts such as films, murals, etc., as these are part of the tangible culture of a society. As materialised products of human activities or cultural practices, artefacts can be understood as objectifications of social relations and conditions. Therefore, in this context, it is assumed that through the analysis of cultural artefacts, a deeper understanding of how non-academic work is thought, felt, and valued in Mexican society will emerge.Findings: It has been found that the topic on non-academic work is often associated with informality. Moreover, the representations and narratives in cultural artefacts often show that non-academic work, apart from office work, is physically challenging but cognitively undemanding. In terms of access to a company, social networks seem to have enormous relevance. Hierarchies seem rigid and opportunities for promotion limited. However, narratives with more positive attributions regarding non-academic work can also be identified, which state that young people experience a habitus transformation through work. Conclusion: Nevertheless, non-academic work in Mexico seems to lack prestige, which may affect young people's educational and career aspirations and choices. This could mean that those who can afford it prefer to pursue a career in tertiary education rather than opt for a TVET programme. At the macro level, the mentioned lack of prestige could hamper attempts to offer such programmes. ","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"14 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85020061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cooperation Between Learning Venues and its Limits: The Hotel Industry in Cancún (Mexico)","authors":"Beke Vogelsang, Natascha Röhrer, M. Fuchs, M. Pilz","doi":"10.13152/ijrvet.8.4.4","DOIUrl":"https://doi.org/10.13152/ijrvet.8.4.4","url":null,"abstract":"Purpose: Recently, high-quality vocational education and training has attracted much attention in Mexico. In this context, more practically applied skills are taught “on a dual basis”, combining classroom-based training with practical, on the job, training within the company. Dual practices are expected to modernize the skills formation system, and simultaneously support companies, while ensuring provision of skilled workers. For this reason, the vocational training system has been reformed in recent years. Hence, it is necessary that schools and universities, as well as companies, closely interact and coordinate their activities. It is also important that there is successful cooperation between vocational training organizations and companies, to contribute to the modernization of vocational training. The aim of this paper is to examine the cooperation between learning venues of vocational education in the hotel industry in Cancún (Quintana Roo, Mexico), one of the most important tourism destinations in Latin America. Research in vocational education and training, reveals a particular focus on the principles that are necessary for successful cooperation between learning venues. This study examines whether the setting of common goals, communication between companies and training organizations and governance are equally important. \u0000Methods: In an exploratory approach, based on a qualitative framework, ten face-to-face expert interviews were conducted in Cancún. The interviews were then fully transcribed and evaluated using qualitative methods. The survey is complemented by further document analysis. \u0000Findings: The results show that for successful cooperation between learning venues, the coordination of a common goal (to secure the availability of skilled workers) between different actors, and communication between companies and vocational training organizations, are particularly important for successful cooperation. Furthermore, it seems that companies are taking on a more dominant role, so that vocational training organizations must be more in line with the wishes of the hotels. The results indicate that partnership-based action is not very obvious. Accordingly, the aspect of governance plays a subordinate role. \u0000Conclusion: The study shows that cooperation between learning venues in other regions and industries, requires certain principles to be successful. In this respect, the duration of the relationship as well as the specificity of a region or sector can influence the required principles. Therefore, the cooperation partners should agree on the principles in advance.","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"23 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77791559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Measuring Quality in Indian VET Institutions: Development Steps Towards a Framework Adapted to the National Context","authors":"Muthuveeran Ramasamy, Julia Regel, Harshil Sharma, A. Rajagopalan, M. Pilz","doi":"10.13152/ijrvet.8.4.3","DOIUrl":"https://doi.org/10.13152/ijrvet.8.4.3","url":null,"abstract":"Purpose:\u0000Purpose: The quality of vocational education and training (VET) processes plays an important role in international education policies and research. In India, issues of quality came into focus in recent years due to an increased demand for skilled workers, and continuing challenges in the area of quality of VET. Existing quality assurance mechanisms of VET in India are characterised by a lack of comprehensiveness and uniform standards. This paper addresses the contextualised development of an Indian-specific approach for quality measurement. It centres on following research question: Which quality areas, criteria and related indicators are of relevance for measuring quality comprehensively? Approach: Design-based research substantiates the research objective, which is to develop a model that is theoretically and technically sound, as well as adapted to the national context. The question of how to create \"cultural-fit\" was essential for the research process illustrated in this paper. Starting point for the development of the approach was to build a structured review, and following analysis, with reference to existing models and approaches to quality management. The initial search examined national and international academic sources for quality management in business and education, as well as governmental sources for quality management strategies in VET. A significant number of models were selected, based on inclusion criteria, and these models were aggregated to provide a source for a first own conception of an approach. Results: Quality dimensions and criteria were collected and identified with reference to distribution across models. In total, seven major quality areas are identified, namely Institutional Sphere and Context; Personnel; Educational Planning, Provision and Assessment; Learning and Teaching; Leadership and School Management; Industry Linkage and Learner Achievements. In addition, 40 quality criteria are determined under these major quality fields, and relevant quantitative and qualitative sub-indicators for measurement are derived. Conclusion: The actual results will be a basis for the following pilot-based implementation in India. The model can provide meaningful feedback and data-based recommendations for continuous improvement of the Indian VET system and may furthermore provide for a reflected and contextually adapted implementation in other countries. ","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"21 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90360119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Moving From Fragmented to Seamless Sense-Making in Blended Learning","authors":"Bi Xiaofang","doi":"10.13152/ijrvet.8.3.1","DOIUrl":"https://doi.org/10.13152/ijrvet.8.3.1","url":null,"abstract":"Context: Sense-making, understood as meaning making or giving meaning to experience, is an integral part of everyday life, work and learning, and is a process critical in enabling people to recognise how and when to respond to situations appropriately so that they can resolve problems effectively (Weick et al., 2005). Earlier studies on sense-making in educational or organizational settings (e.g. Harverly et al., 2020; Weick et al., 2005) tended to focus on the sense-making process per se in particular setting such as classrooms or organizations, few of them have paid much attention to the sense-making process in blended learning (BL). BL in vocational training mainly aims to enable adult learners to apply what was learnt in classrooms to solve authentic problems in workplaces or simulated settings. High quality of sense-making is crucial to help the learners achieve the aim. This timely study is to offer a comparative look at how different dynamics of BL interplay together to mediate the quality of sense-making in achieving learning outcomes. The dynamics include industry and training connections, policy and institutional contexts, the inhabited pedagogical practices and curriculum design. Methods: This study adopted phenomenological (Moran, 2000) and semi-ethnographic approaches (Hammersley, 2010), including semi-structured interviews, observations, analysis of relevant documents (e.g. curriculum and learning materials) to capture the rich data in case studies to understand learners’ sense-making experience in BL. Researchers focused on seeking to understand how different environments, tools and artefacts mediate the quality of sense-making as the learners progressed through their learning journey. To triangulate the data, adult educators, curriculum designers and where possible, workplace supervisors, were also interviewed and observed for their perceptions and behaviours in learners’ sense-making in BL. Findings: The findings from two different BL courses (ICT and HR) surface that the degree to which learners’ sense-making is fragmented (low quality) or seamless (high quality) is mediated by the interplay of different contextual factors in BL in multiple ways, such as, the connections (or not) with industry, the use (or not) of authentic problems and tasks. Conclusion: The interplay between different dynamics in BL is of great importance to mediate the curriculum design and pedagogical approaches used in BL for high quality of sense-making of adult learners in vocational training.","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"78 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80078410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"International Curriculum Comparison in Vocational Education and Training: A Collaborative Development of an Analysis Instrument","authors":"P. Chen, A. Goncharova, M. Pilz, D. Frommberger, Junmin Li, O. Romanova, Yueru Lin","doi":"10.13152/ijrvet.8.4.2","DOIUrl":"https://doi.org/10.13152/ijrvet.8.4.2","url":null,"abstract":"Context: International comparative research on Vocational Education and Training (VET) is gaining importance, as global cooperation and mutual learning in VET grows.  However, it is characterized by a high degree of complexity, due on one hand, to the heterogeneity of the VET sector, and on the other hand to the unique challenges of international comparisons.  In addition, comparative research projects are increasingly conducted in the form of cross-border collaborations, which have their own particular organizational and methodological considerations, opportunities, and challenges. This paper presents an example of a cooperative research process, aimed at investigating the complex phenomenon of the competence-based approach in Russian and Chinese VET. In providing an example of developing an instrument for curriculum analysis and comparison, we discuss and reflect on the methodological and organizational peculiarities and challenges of the research process conducted collaboratively by an international team. \u0000Method: The instrument for analysis and comparison of curricular documents, was developed in an iterative multi-stage process, combining deductive and inductive steps. The embeddedness of the elements of a competence-based approach in curricular documents is investigated, using qualitative content analysis. To develop a coding frame, we started with a comprehensive partially systematic literature review of international, Russian and Chinese discourses on competence-based curricula. The frame was built on the selected model of competence-based education, and on accumulated results of the literature analysis of national discourses. Furthermore, during the first coding process, an iterative adaptation of the developed instrument took place.\u0000Results: The result of this process was the development of an analysis instrument which, on the one hand, is well-adapted to each national context and, on the other hand, allows a comparison of results along the same dimensions of analysis, in our case, elements of the competence-based approach in curriculum. \u0000Conclusion: Developing an analysis framework for a cross-cultural comparative investigation of such a diffuse and heterogeneous construct as the competence-based approach, can pose a methodological challenge for an international team of researchers. However, an effective application of own team resources such as proficiency in different languages, insider and outsider perspectives, along with continuous intensive communication and a flexible, iterative research process, allows development of a well-adapted analysis instrument for international comparison.","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"26 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83232293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Apprentices’ Resources at Work and School in Switzerland: A Person-Centred Approach","authors":"F. Lüthi, B. Stalder, Achim Elferling","doi":"10.13152/ijrvet.8.2.5","DOIUrl":"https://doi.org/10.13152/ijrvet.8.2.5","url":null,"abstract":"Context: Providing learners with quality resources at work and school is a key element of apprenticeships and is essential for developing vocational competencies and successful vocational careers. Drawing on previous research on situational and personal resources, we first explored work-related and school-related resource profiles of apprentices’ learning environments. We further analysed how core self-evaluations are linked to resource profiles and examined whether learners’ apprenticeship satisfaction and occupational commitment varied according to the resource profiles.Approach: We used latent profile analysis and multinomial logistic regressions, applying an integrative, person-centred approach. Our data came from the Swiss longitudinal study \"Transition from Education to Employment\" (TREE). The sample consisted of 1,185 apprentices enrolled in the second year of their apprenticeship.Findings: We found four profiles of situational resources (e.g., instruction quality, climate, learning opportunities, autonomy, and demands) at the two learning locations. The profiles embodied different patterns and levels of situational resources. Two profiles were characterised by overall high or average levels of situational resources at both learning locations; the other two illustrated a stark contrast between the resources provided in the workplace and at school. Learners with higher core self-evaluations were more likely to be in profiles with higher situational resources. Apprentices in more beneficial profiles were more satisfied with their apprenticeships and more committed to their occupations than those in profiles with lower resources.Conclusion: The results confirm the importance of providing apprentices with challenging, empowering, and supportive learning environments in the workplace and at vocational schools. To support learning and positive career development in apprenticeships, educators should strengthen learners’ core self-evaluations to empower them to shape their learning according to their needs. ","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"2017 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86767529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"International Vocational Education and Training Research: An Introduction to the Special Issue","authors":"M. Gessler, Sandra Bohlinger, O. Zlatkin‐Troitschanskaia","doi":"10.13152/ijrvet.8.4.1","DOIUrl":"https://doi.org/10.13152/ijrvet.8.4.1","url":null,"abstract":"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. ","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89653663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers","authors":"M. Goller, Carin Caruso, Christian Harteis","doi":"10.13152/ijrvet.8.2.4","DOIUrl":"https://doi.org/10.13152/ijrvet.8.2.4","url":null,"abstract":"Purpose: This study aims at investigating how digitalisation (in the sense of industry 4.0) has changed the work of farmers and how they experience the changes from more traditional work to digitalised agriculture. It also investigates what knowledge farmers require on digitalised farms and how they acquire it. Dairy farming was used as domain of investigation since it, unlike other industries, has strongly been affected by digitalisation throughout the last years.Method: Exploratory interviews with 10 livestock farmers working on digitalised dairy farms were analysed using qualitative content analysis. A deductive and inductive coding strategy was used. Findings: Farming work has changed from more manual tasks towards symbol manipulation and data processing. Farmers must be able to use computers and other digital devices to retrieve and analyse sensor data that allow them to monitor and control the processes on their farm. For this new kind of work, farmers require elaborated mental models that link traditional farming knowledge with knowledge about digital systems, including a strong understanding of production processes underlying their farm. Learning is mostly based on instructions offered by manufacturers of the new technology as well as informal and non-formal learning modes. Even younger farmers report that digital technology was not sufficiently covered in their (vocational) degrees. In general, farmers emphasises the positive effects of digitalisation both on their working as well as private life. Conclusions: Farmers should be aware of the opportunities as well as the potential drawbacks of the digitalisation of work processes in agriculture. Providers of agricultural education (like vocational schools or training institutes) need to incorporate the knowledge and skills required to work in digitalised environments (e.g., data literacy) in their syllabi. Further studies are required to assess how digitalisation changes farming practices and what knowledge as well as skills linked to these developments are required in the future.","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"33 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72927398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparative Analysis of the Process of Training Education Managers in Educational Institutions","authors":"A. Kusainov, K. Yessenova, Roza Kassymova, K. Moldassan, Ardak M. Sembayeva","doi":"10.13152/ijrvet.8.2.3","DOIUrl":"https://doi.org/10.13152/ijrvet.8.2.3","url":null,"abstract":"Context: A significant part of future specialists receive only practical skills without formal practical exam situation. In this regard, there is a need to train a manager who can adapt and be ready to carry out his/her activities in a specific profile interaction. The aim of the experimental study was to develop and test the advanced working hypothesis about the possibility of effective formation of readiness for future self-realisation of future education managers.Approach: The work uses mathematical methods for testing the hypothesis of testing the readiness of education managers with verification of competency type.Findings: The novelty of the study is determined by what the authors are considering \"the possibility of training a manager in accordance\" including not only the standards for the provision of educational services to the population, but also the possibility of introducing world-class training standards. The authors show that the basis for such a development may be the readiness to work in a globalised environment. The dynamics of changes in the indicators of the levels of readiness for professional self-realization of students studying in the control and experimental groups from the first to the fourth year were compiled and recorded. The methodology of vocational training of students for the purpose of their self-realisation during training has been specified. The practical significance of the study is determined by the fact that integration with the global educational environment should be based on international standards for the provision of educational services. Conclusion: The results of this research can be useful and interesting to international readers, as the parameters of educational and methodological support have been developed and tested, which contains a set of situational exercises to form readiness for professional self-realisation for future education managers. Also, the conducted analysis indicated serious problems with the employment of university graduates both in the Republic of Kazakhstan and in the Republic of Lithuania. ","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"55 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79853120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}