Journal of Vocational Education and Training最新文献

{"title":"Vocational education for a sustainable future: Unveiling the collaborative learning narratives to make space for learning","authors":"Saskia M.G. Weijzen, Cassandra Onck, Arjen E. Wals, Valentina C. Tassone, Wietske Kuijer-Siebelink","doi":"10.1080/13636820.2023.2270468","DOIUrl":"https://doi.org/10.1080/13636820.2023.2270468","url":null,"abstract":"","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134909185","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":"Responsive curriculum development: which factors support breaking through institutional barriers?","authors":"Joyce Vreuls, Marcel van der Klink, Mieke Koeslag-Kreunen, Slavi Stoyanov, Henny Boshuizen, Loek Nieuwenhuis","doi":"10.1080/13636820.2023.2270470","DOIUrl":"https://doi.org/10.1080/13636820.2023.2270470","url":null,"abstract":"ABSTRACTTo meet society’s changing demands, the responsive development of curricula is vital, and curriculum developers need to increasingly foresee and incorporate changes into their curricula in a timely manner. However, responsive curriculum development is a complex problem for curriculum developers in vocational and (higher) professional education, and comprehensive research on this theme is scarce. This study focused on responsive curriculum development processes in a Dutch higher professional education institution (N = 77 experts). A group concept mapping study into the supportive factors of this process revealed six factors: (1) a vision of education and learning, (2) a continuous and iterative development process, (3) teamwork, (4) involving stakeholders, (5) a conducive environment and conditions, and (6) agency. Participating experts highlighted the importance of ensuring that equal attention is devoted to each of these factors. However, the results also reveal the challenges that curriculum developers face. To deal with these, a framework of factors is suggested to facilitate curriculum conversations in which developers can negotiate – and give meaning to – the desired change in the curriculum context.KEYWORDS: Responsive curriculum developmentvocational educationprofessional educationgroup concept mapping Disclosure statementNo potential conflict of interest was reported by the author(s).Ethics statementThis study was approved by the Open Universiteit Ethical Committee (cETO): U/2020/01656/MQF.Notes1. Hereafter, ‘vocational and (higher) professional education’ will be abbreviated as ‘vocational education’.2. ‘Wicked problems’ are unstructured, complex problems. These problems have innumerable causes, are divergent and emergent, continuously evolving and associated with multiple social environments and actors, and have no single solution path. Wicked problems also have unpredictable side effects, which are, in turn, influenced by many dynamic social, cultural, and political factors. A characteristic of these problems is that they seem unsolvable (Hawick, Cleland, and Kitto Citation2017).Additional informationFundingThe author(s) received no financial support for the research, authorship and/or publication of this article.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135758621","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":"From training workers to educating global citizens: how teachers view their opportunities of addressing controversial global issues in vocational education","authors":"Riikka Suhonen, Antti Rajala, Hannele Cantell, Arto Kallioniemi","doi":"10.1080/13636820.2023.2266727","DOIUrl":"https://doi.org/10.1080/13636820.2023.2266727","url":null,"abstract":"In the context of global crises, the priorities of vocational education and training (VET) need to be reconsidered. VET should educate critically reflective global citizens who are capable of acting to create a more just and sustainable world both in their workplaces and in society at large. This study examines VET teachers’ views on addressing controversial global issues, and how cultural-discursive, material-economic, and socio-political arrangements enable or hinder their opportunities to address these issues in Finnish upper secondary VET. The data comprise questionnaire responses (N = 187) and focus group discussions (N = 12). The mixed method approach uses basic statistical and reflexive thematic analysis methods, with the theory of practice architectures as the theoretical and methodological framework. The findings show that teachers are open to engaging with controversial global issues beyond curricular requirements and the diversity of students supports pluralistic discussions. However, the role of VET teachers as global civic educators is not recognised in the Finnish VET system focusing on efficiency and acquiring individual competencies, preferably outside the school. Reduced contact teaching limits teachers’ opportunities to deal with complex and uncertain global issues, and to create the safe, open classroom climate necessary for difficult conversations to take place.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135853794","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":"Doctoral theses abstracts in vocational education","authors":"Simon McGrath","doi":"10.1080/13636820.2023.2250203","DOIUrl":"https://doi.org/10.1080/13636820.2023.2250203","url":null,"abstract":"A recent tradition of the Journal of Vocational Education and Training that brings great pleasure to the editorial team is the annual publication of a selection of abstracts from recent doctoral theses in vocational education. Nine abstracts from the theses of doctoral graduates during 2022-23 are published in this issue. Whilst last year’s selection was entirely European, it is striking that this year we have work from four continents represented, with no overlap of awarding institution from last year. As in previous years, these cover a wide range of VET topics. A number of the showcased theses look at questions of the formation of workers, both in the public and private sectors. William Boyes, from the University of Toronto, for instance, takes the case of the Ontario fire service to look at the challenges surrounding a move towards professionalisation in an increasingly pressurised public sector. By contrast, Warren Guest, from La Trobe University, looks at apprenticeship training in the Australian banking sector, with a particular focus on curriculum development and delivery. Tolika Sibiya, University of the Witwatersrand, also takes a private sector focus but one that is concerned with a powerful global value chain: the automotive sector. As Tolika notes, whilst skills policy and practice decisions are being made at a national level, they are actually a very minor part of a global chain of decisions about production, marketing, etc. Another Toronto graduate, Amelia Merrick turns our gaze towards the third sector and questions about the delivery of vocational learning in the context of increasing precarity, made more acute by the location of the study in deep rural Northern Canada. A further dimension of debates about the decency of the work for which VET is preparing its learners is provided by Ruby Brooks, from the University of Derby, who looks at the development of the English early years’ education workforce, an overwhelmingly female cohort. Across this set of studies, there is a range of theoretical approaches, including intersectional and Foucauldian approaches to feminism, historical institutionalism and the capabilities approach, the latter used in combination with critical realism, as in other recent work in JVET. Teacher preparation takes centrestage in Diane Swift’s study from Keele University into school-based initial teacher education in England. Although this approach was established in part to unsettle the knowledge approaches of universities, she notes that there is an emerging approach to professional knowledge within the subsector that is also at variance with the official view of the state. It is also the focus of Mary Overholt’s JOURNAL OF VOCATIONAL EDUCATION & TRAINING 2023, VOL. 75, NO. 5, 1081–1082 https://doi.org/10.1080/13636820.2023.2250203","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136099480","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":"Vocational education and training (VET) development and social dialogue in Egypt: A historical institutional perspective","authors":"Salma Soliman","doi":"10.1080/13636820.2023.2258496","DOIUrl":"https://doi.org/10.1080/13636820.2023.2258496","url":null,"abstract":"ABSTRACTThe policy problem of Vocational Education and Training (VET) development is an ongoing challenge for many developing countries. International organisations and donor agencies conceptualise the problem as one of skill supply and demand mismatch. Such a market-based perspective offers important insights into the problem; however, it does not sufficiently emphasise the influence of the historically institutionalised systems in which key VET actors, such as the state, employers and workers, are embedded. In this article, we use evidence from the Egyptian context to explore some of the key institutional features that have historically influenced VET and its trajectory to development. We use a process tracing approach to analyse documents on VET development in Egypt from 1955 to 2011. The analysis shows the persistence of weak VET and weakly articulated state-employer-worker relations across three temporal phases identified by critical junctures during this period. The study calls for a broader conceptualisation of the VET development problem to account for the historically rooted institutional relationships between the state, capital and labour in Egypt.KEYWORDS: Vocational education and training (VET)skill supply and demand mismatchsocial dialoguestate-employer-worker relationsEgypt Disclosure statementNo potential conflict of interest was reported by the author.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135208087","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 mediating role of further and higher education in a Just Transition social ecosystem","authors":"Ken Spours, Paul Grainger","doi":"10.1080/13636820.2023.2258521","DOIUrl":"https://doi.org/10.1080/13636820.2023.2258521","url":null,"abstract":"ABSTRACTThe Just Transition (JT) can be understood as a combinational strategic concept (transition to net zero combined with climate justice) to support the transitioning to a more sustainable, socially just and peaceful world. While the JT is becoming increasingly prevalent in terms of policy development, both nationally and internationally, a major challenge is practical implementation at different levels of societal life. This article is intended as a conceptual think piece to explore the potential role of further and higher education (FHE) in England as a mediating force between national policy and the local and regional economic and skills terrains in support of the JT. The roles of learning and skills actors are explored via a three-stage methodology involving the synthesis of several groups of literatures. The first concerns a brief discussion of the JT, its definitions and its differing versions used by a range of social partners. The second focuses on the building of a theoretical framework – a ‘Just Transition Social Ecosystem’ - with particular emphasis on its intermediary levels. The third step sees the multi-level JT social ecosystem framework applied to technical and vocational education and training (TVET) and FHE to explore the different dimensions of sectoral and institutional mediation between individuals, communities and national systems in support of the JT. The final part of the article problematises the role of the vertically organised governmental state in the development of the JT Social Ecosystem Model.KEYWORDS: Just Transitionsocial ecosystemsmediationfurther and higher education Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135109873","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":"Girls’ school-to-work transitions into male dominated workplaces","authors":"Maria Rönnlund, Aina Tollefsen","doi":"10.1080/13636820.2023.2258527","DOIUrl":"https://doi.org/10.1080/13636820.2023.2258527","url":null,"abstract":"The article addresses school-to-work transitions among young women in a strongly male dominated professional sphere – the transport industry. Drawing on interviews with two girls over the time span 2015–2022 and visits to their upper secondary school 2016–2019, the study focuses on how power structures related to gender play out in the positioning that takes place in school and workplaces: How the girls were positioned socially and in relation to professional qualification, and how they positioned themselves in these respects. The findings indicate significant changes in discourse and practice when the girls transitioned from students to employees, changes which in the article are discussed in the framework of ‘inequality regimes’ and through the lens of the ‘glass funnel’ metaphor. Linking the funnel metaphor to the framework of inequality regimes broadens the picture to consider how young people are exposed to generally increasing inequalities in labour markets where institutions and organisations are affected by neoliberal economic policies, weakened collective protection of workers and wider wage gaps. With individualisation and insecurity, young people like the two girls in focus in this article, are increasingly left to fend for themselves in a harsh labour market.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135353088","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":"Bridging gaps in vocational education and training systems in Norway","authors":"Rapp Anna Cecilia, Knutas Agneta, Eli Smeplass","doi":"10.1080/13636820.2023.2255992","DOIUrl":"https://doi.org/10.1080/13636820.2023.2255992","url":null,"abstract":"","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135879046","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":"Governing students for work and for life - guidance for students with special educational needs in Finnish VET","authors":"C. Björk-Åman, K. Ström","doi":"10.1080/13636820.2023.2255577","DOIUrl":"https://doi.org/10.1080/13636820.2023.2255577","url":null,"abstract":"Guidance has gained an increasingly important role in education. In this study, guidance for students with special educational needs within competence-based and customer-oriented, Finnish vocational education and training (VET) is examined from a governance perspective. Data were collected via focus group discussions among different categories of staff at one VET provider. A close-to-text analysis of the data was then performed followed by an investigation based on the Foucauldian key concepts, governmentality and power. Three versions of guidance were identified. In the first version, students are regarded as active and self-governing people, whose own motives and interest in education need to be identified and taken into account. In the second version, students are described as having difficulties in carrying out their studies and are given a passive role and exposed to objectifying governance by means of disciplinary power. In the third version, students are assumed to have a great need for support and are subject to a thorough, yet subtle, governance by means of pastoral power. The results are discussed with a focus on student categorisation and subject positions.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136071448","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":"Victoria’s change-model to TAFE: building a framework for tertiary education","authors":"Martin Riordan","doi":"10.1080/13636820.2023.2246329","DOIUrl":"https://doi.org/10.1080/13636820.2023.2246329","url":null,"abstract":"ABSTRACT This thesis presents the findings of research into institutional change and how structural re-modelling of TAFEs in Victoria may be assessed as fit-for-purpose for institutions operating in tertiary education. Technical and Further Education (‘TAFE’) in Australia developed a distinctive identity during the twentieth century, yet institutional arrangements were not static: this involved the reorientation of vocational education in Australia to be funded and regulated under the auspice of micro-economic reform national policy. This institutional change triggered incremental transformation across Australia’s complex federalism and shared institutional structures and ultimately impacted TAFEs as state organisations. The thesis applies gradual change theoretical modelling to these TAFE Institutes, adopting an empirical research method that records the insights and reflections of that leadership through this change. This intra-organisational analysis seeks to explore the challenges of organisational leaders through changing institutional dynamics and the extent (or otherwise) of strategic change modelling while also reviewing outcomes including suitability of TAFE governance. The research question is to explore if, or to what extent, does the conceptual framework of gradual institutional change assist to explain (and model) the policy changes at the Victorian TAFEs during this changing environment. The thesis contends that this may be a viable framework that may enable predictive modelling of change for TVET institutions, as public and private sector organisations manage their sustainability in a broader competitive tertiary education sector.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80792128","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}