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

{"title":"Building a skilled workforce: Public discourses on vocational education in Thailand","authors":"Nakarin Chalapati, Supaporn Chalapati","doi":"10.13152/ijrvet.7.1.4","DOIUrl":"https://doi.org/10.13152/ijrvet.7.1.4","url":null,"abstract":"Context: Thailand is now facing skilled labour shortages, which has prevented the country from achieving significant economic progress. This paper examines Thailand’s vocational education policy discourses from 1992 to 2014 and how such policies were discussed to build the country’s skilled labour force.Approach:This study utilised a qualitative approach, using documentation analysis as a key research method. We also used data triangulation and thematic analysis to categorise the public discourses. In order to examine the vocational education policy discourses in Thailand, secondary data such as the five NESD plans (7th, 8th, 9th, 10th, and 11th) and other government policy statements were investigated and triangulated, along with data from newspaper articles, other public documents, reports from international organisations, and academic journal articles.Findings: Based on the findings of the study, we identified three key policy discourses regarding vocational education in Thailand during 1992-2014: (1) increasing the vocational skilled workforce, (2) the minor role of private vocational providers, and (3) collaboration between vocational providers and industry.Conclusion: We argue that there are five key policy themes in building a vocational skilled workforce: (1) the dedication of the government in increasing the quantity of vocational skilled workforce, (2) encouraging collaboration between vocational colleges and industries, (3) fostering a greater role for private vocational providers, (4) promoting a positive reputation for vocational education, and (5) maintaining the continuity of policy implementation.","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"172 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83372636","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":"Building a Skilled Workforce: Public Discourses on Vocational Education in Thailand.","authors":"Nakarin Chalapati, Supaporn Chalapati","doi":"10.13152/10.13152/ijrvet.7.1.4","DOIUrl":"https://doi.org/10.13152/10.13152/ijrvet.7.1.4","url":null,"abstract":"Context: Thailand is now facing skilled labour shortages, which has prevented the country from achieving significant economic progress. This paper examines Thailand's vocational education policy discourses from 1992 to 2014 and how such policies were discussed to build the country's skilled labour force. Approach: This study utilised a qualitative approach, using documentation analysis as a key research method. We also used data triangulation and thematic analysis to categorise the public discourses. In order to examine the vocational education policy discourses in Thailand, secondary data such as the five National Economic and Social Development (NESD) plans (7th, 8th, 9th, 10th, and 11th) and other government policy statements were investigated and triangulated, along with data from newspaper articles, other public documents, reports from international organisations, and academic journal articles. Findings: Based on the findings of the study, we identified three key policy discourses regarding vocational education in Thailand during 1992-2014: (1) increasing the vocational skilled workforce, (2) the minor role of private vocational providers, and (3) collaboration between vocational providers and industry. Conclusion: We argue that there are five key policy themes in building a vocational skilled workforce: (1) the dedication of the government in increasing the quantity of vocational skilled workforce, (2) encouraging collaboration between vocational colleges and industries, (3) fostering a greater role for private vocational providers, (4) promoting a positive reputation for vocational education, and (5) maintaining the continuity of policy implementation.","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"51 1","pages":"67-90"},"PeriodicalIF":1.3,"publicationDate":"2020-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81526931","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":"Students’ experiences with different learning pathways to higher professional bachelor programmes","authors":"H. Biemans, H. Mariën, Erik Fleur, T. Beliaeva, J. Harbers","doi":"10.13152/IJRVET.7.1.1","DOIUrl":"https://doi.org/10.13152/IJRVET.7.1.1","url":null,"abstract":"Context: In the Dutch educational system, different learning pathways to higher professional bachelor (or HBO) programmes have been created: the regular VET route, the general secondary education route, and continuing learning pathways (such as the Green Lyceum or GL) that combine characteristics of these two traditional routes and that are specifically de-signed for students who combine a relatively high cognitive level with an affinity for practical, vocation-oriented assignments.Approach: The present study aimed to compare the experiences of students coming from these three different learning pathways to HBO. 62 former GL students, 127 former middle-management VET (or MBO) students, and 81 former regular general secondary education (or HAVO) students completed an online questionnaire on their experiences in their first HBO study year and their scores on the various scales were compared.Findings: Students from the three groups were equally satisfied with their current HBO programme. The same pattern was found for perceived study success in their HBO pro-*Corresponding author: harm.biemans@wur.nl2Students’experiences with different learning pathwaysgramme. Former GL students, however, mentioned that they had been better prepared in terms of development of study skills needed in HBO. Compared with the MBO route to HBO, former GL students felt better prepared in terms of the theoretical subjects addressed in their previous educational programme. In this regard, their level of theoretical preparation was comparable to that of former HAVO students. When the vocation-oriented aspects of education were concerned, however, the GL appeared to be comparable with the MBO route to HBO (in the HAVO curriculum, vocation-oriented preparation for HBO is absent). Moreover, former HAVO students scored lower than former GL and former MBO students with respect to the extent to which they felt that they had received support in choosing a particular HBO programme in their previous educational programme. Conclusion: The GL seems to combine the advantages of MBO and HAVO programmes for this particular group of students: theoretical preparation for HBO at HAVO level com-bined with practical preparation at MBO level, systematic career orientation and guidance, and development of study skills required in HBO. In other words, such continuing learning pathways can be a curriculum design solution for specific student groups to promote their transition to HBO","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"2 1","pages":"1-20"},"PeriodicalIF":1.3,"publicationDate":"2020-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85955667","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":"Understanding informal jewellery apprenticeship in Ghana: Nature, processes and challanges","authors":"M. Baidoo, A. Tachie-Menson, N. Arthur, E. Asante","doi":"10.13152/10.13152/ijrvet.7.1.3","DOIUrl":"https://doi.org/10.13152/10.13152/ijrvet.7.1.3","url":null,"abstract":"Context: The processes of acquiring education in jewellery in Ghana has been dominated by the informal apprenticeship system and it forms the backbone of the workforce of the jewellery industry in Ghana. However, the patronage of informal jewellery apprenticeship in Ghana in recent times has been on decline even though it has the potential of training human resources to transform Ghana’s precious mineral resources sector.This is based on the belief that jewellery trade and its training are shrouded in secrecy, in other words, the jewellery trade is considered to be a sacred profession where information on its operating systems are not allowed to be shared easily. It is believed to be associated with cult and magic, hence the reluctant to admit people who are from outside the family of particular jewellery enterprise. This study is sought to bring to fore the understanding nature, processes and challenges of the informal jewellery apprenticeship in Ghana. Approach: The study adopted the descriptive and phenomenology research designs (qualitative research methods). Jewellers who own a jewellery business and who are training other people through apprenticeships as well as people who are trained are observed and interviewed. A sample size was selected through purposive and convenience sampling techniques from four jewellery enterprises in Accra, Ghana. A thematic analysis plan was adopted to generate fndings of the study. Findings: The results show that for a person to train as a jeweller, s/he has to enrol by going through induction, futhremore fees (money and perishable items) are to be paid. The training content is driven by orders received by the master jeweller, thereby making it unstructured and lacking criteria for assessing the performance and progress of apprentice jewellers. Teaching and learning methods are usually on-the-job training that rely on demonstrations and observation.Conclusion: Informal jewellery apprenticeship in Ghana uses a fexible, cost-efective approach for transferring jewellery making skills from masters to apprentice jewellers, and it has substantial potential for improving skills training in the country. Sometimes the reluctant of some jeweller to train others is to keep the trade to family members only. ","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"179 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72571083","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":"Upper secondary education for youth at risk: A comparative analysis of education and training programmes in Austria, Norway, Sweden and Switzerland","authors":"Evi Schmid","doi":"10.13152/IJRVET.7.1.2","DOIUrl":"https://doi.org/10.13152/IJRVET.7.1.2","url":null,"abstract":"Context: Vocational education and training (VET) plays a key role in reducing early leaving from education and training, and integrating youth at risk in upper secondary education. To ensure that more young people complete upper secondary education, the OECD suggests designing interventions that address the specific needs of youth at risk like changes in the standard duration, preparatory or personalised support measures. Based on a comparative analysis of such programmes tailored to the needs of youth at risk in Austria, Norway, Sweden and Switzerland, the objective of this article is to identify different education and training models that these countries employ to include youth at risk in upper secondary education.Approach: The study is based on document analysis; the documents studied are public documents like law texts and white papers from the education authorities as well as research publications. The interventions proposed by the OECD to adapt training programmes to the specific needs of youth at risk were chosen as a basis for the comparative analysis. Further structural characteristics of the programmes complemented the analysis.Findings: The study found four different types of education and training models for youth at risk in Austria, Norway, Sweden and Switzerland: Shortened (Norway, Switzerland), prolonged (Austria), individualised (Austria, Norway and Sweden) and preparatory programmes (Sweden). Preparatory and prolonged programmes aim to help young people to achieve ordinary upper secondary qualifications through preparatory measures, more time or more support. Individualised or shortened programmes aim to adapt education and training programmes to young people's needs by reducing the programmes’ demands. In all four countries, youths have the opportunity to conclude their education with a certificate at a level lower than 'regular' upper secondary education.Conclusion: The four countries surveyed differ widely in terms of educational traditions and the position of VET at upper secondary level. Regarding the integration of disadvantaged youth into education and work, the differences concerning access to upper secondary education, the importance of VET at upper secondary level and the recognition of training programmes for youth at risk may be of particular relevance. Further research is needed to empirically investigate the effectiveness of the identified education and training models as a means of integrating youth at risk into upper secondary education.","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"11 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78673702","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":"Job satisfaction, work engagement, and turnover intention of CTE health science teachers","authors":"Kathleen A. Park, Karen R. Johnson","doi":"10.13152/IJRVET.6.3.2","DOIUrl":"https://doi.org/10.13152/IJRVET.6.3.2","url":null,"abstract":"Context: The healthcare profession is one of the largest growing occupations in the United States. Yet, there is a shortage of healthcare professionals and the situation is further compounded by insufficient instructors to prepare individuals to provide safe and quality care. A number of teachers leave the profession within 3 to 5 years of work in the classroom. It is important to ensure that teachers are satisfied and engaged at work because of the positive impact these job attitudes contribute to performance. Considering the importance of Career and Technical Education (CTE) health science teachers to the health sector, there is need to examine teacher job satisfaction and work engagement and the impact this may have on turnover intention. The purpose of this study is to examine the relationships between job satisfaction, work engagement, and turnover intention of CTE health science teachers in the United States (US). Approach: In this study, hierarchical multiple regression was used to analyze a total of 249 responses from CTE health science teachers in the State of Texas in the US.","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"25 1","pages":"224-242"},"PeriodicalIF":1.3,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81500701","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":"Cross-country comparison of engagement in apprenticeships: A conceptual analysis of incentives for individuals and firms","authors":"M. Chankseliani, Aizuddin Mohamed Anuar","doi":"10.13152/IJRVET.6.3.4","DOIUrl":"https://doi.org/10.13152/IJRVET.6.3.4","url":null,"abstract":"Purpose: A fundamental assumption of the apprenticeship model is that there are benefits to both employers and individual learners. This paper offers a broad conceptual interrogation of an inherent assumption in the apprenticeship model, in that it provides incentives for participation to both individual learners and employers. Approach: This study combines the analysis of literature and available data and draws upon apprenticeship models in ten nations: Australia, Brazil, Denmark, Egypt, England, Finland, Germany, India, Malaysia and South Africa. Findings: For individuals, incentives to undertake apprenticeship may be linked to the process and outcomes of that learning, such as the appeal of learning through doing; the opportunities for occupational socialization; the possibility of progression to employment or to additional education; and learning while earning. The analysis of incentives for employers shows a range of reasons related to their short-term interests and the needs of the production processes, technologies, and associated skills; longer-term benefits for the company’s staffing strategy; and the opportunity to make a contribution to the wider education and economic systems. Despite all the potential incentives, many firms consider apprenticeships too costly, risky, and complex to justify the investment. However, when firms are making decisions under the umbrella of chambers or associations, they are more likely to coordinate their skills investment strategies around collectively beneficial outcomes.","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"11 1","pages":"261-283"},"PeriodicalIF":1.3,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73321353","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":"Skills and employment under automation: Active adaptation at the local level","authors":"Odd Bjørn Ure, Tom Skauge","doi":"10.13152/IJRVET.6.3.1","DOIUrl":"https://doi.org/10.13152/IJRVET.6.3.1","url":null,"abstract":"International journal for research in vocational education and training 6 (2019) 3, S. 203-223\u0000Padagogische Teildisziplin: Berufs- und Wirtschaftspadagogik;","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"58 1","pages":"203-223"},"PeriodicalIF":1.3,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84889255","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":"Identifying teachers’ competencies in Finnish vocational education","authors":"Annukka Tapani, A. Salonen","doi":"10.13152/ijrvet.6.3.3","DOIUrl":"https://doi.org/10.13152/ijrvet.6.3.3","url":null,"abstract":"Context: In Finland, vocational education has been competence-based and learner-orientated since the beginning of 2018. Teachers’ work has changed because there is a need to pay more attention to students and their specific personal needs. Learning processes are planned individually and more learning options are offered in the workplace.Approach: In this article we ask the following: What kind of teachers’ competencies can be identified in Finland? The metadata comprises twelve recent pieces of research on teachers’ competencies in the field of Vocational Education and Training (VET) in Finland. We apply data-driven content analysis.Findings: According to our results, the work of vocational teachers included 53 separate skills comprising seven categories of competencies and three main categories of scholarships as follows: Scholarship in teaching and learning relating to pedagogy, guidance and counselling, and interaction, Scholarship in authentic learning and development referring to pedagogical leadership, partnership and innovator competency, and Scholarship in evaluation and monitoring associated with assessment. Conclusion: The work of vocational teachers in Finland has become fragmented. The fragmented work of a vocational teacher may influence the teacher’s identity. The fragmented nature of the work of vocational teachers also raises the need to share expertise in educational institutions. The main challenge for teachers in vocational education in Finland is to adopt ways of authentic learning and development. ","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"56 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87542061","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":"The function and institutional embeddedness of Polytechnics in the Indian education system","authors":"S. Schneider, M. Pilz","doi":"10.13152/IJRVET.6.3.5","DOIUrl":"https://doi.org/10.13152/IJRVET.6.3.5","url":null,"abstract":"Purpose: India’s Polytechnics are a fundamental part of its (vocational) education and training system but are largely ignored in VET research. Understanding the status quo and potential of India’s (vocational) education landscape requires an understanding of the role played by the Polytechnics, particularly in view of the Indian government’s major efforts to implement a functioning VET system. Because little is known about the function and embeddedness of the Polytechnics the article therefore aims to examine how polytechnics are embedded in the Indian education and training system and what functions they perform for the actors within the system.Methods: The article begins by describing the systemic embeddedness of Polytechnics in the Indian education system and demonstrates their role and function in relation to a range of stakeholder groups (individuals, employers, society and the economy). Problem-centred face-to-face interviews Interviews were conducted with the principals of 14 Polytechnics in Bangalore, Delhi and Mumbai, among other cities. Semi-standardized interview guidelines were used to conduct the interviews. The interviews were analyzed by qualitative content analysis.Results: The results show that polytechnics perform various functions in the Indian education system. The Polytechnics teach both theoretical and practical skills, which is a special feature of the Indian system at this level. Qualification takes place at an intermediate level, which means that graduates have the opportunity to enter a company after graduation, where they can hold a kind of supervisor position. It is precisely these employees that are increasingly being sought by Indian companies. In addition, polytechnics provide a pathway to higher education, so students can use the opportunity to switch to a college once they have their diploma at the Polytechnic. Furthermore, the Polytechnics offers its graduates a good opportunity to become self-employed through the wide range of specializations and the practice-oriented skill development. In addition, the Polytechnics offer numerous opportunities to promote socially disadvantaged groups. Conclusion: The survey findings illustrate the importance of Polytechnics to the various stakeholder groups, demonstrating their “multidimensional bridging function” within the Indian education and training system. ","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"27 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82900341","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}