Journal of Vocational Education and Training最新文献_第9页

”Mä olen saanut mahdollisuudet oppia” Opintoihin kiinnittyminen ammatillisessa koulutuksessa (“Student engagement in vocational education and training in Finland”)

IF 1.9

Journal of Vocational Education and Training Pub Date : 2021-10-02 DOI: 10.1080/13636820.2021.1995677

Satu Niittylahti

引用次数: 1

The applicability of the learned occupation in the changing educational and labour landscapes of the 1970s to 2000s 学术职业在20世纪70年代至21世纪初不断变化的教育和劳动力格局中的适用性

IF 1.9

Journal of Vocational Education and Training Pub Date : 2021-10-02 DOI: 10.1080/13636820.2021.1995675

Tobi Maier

引用次数: 1

An inquiry into the constructed meanings attributed to the notion of ‘excellence’ in a VET college professionalisation programme 对职业教育培训学院专业课程中“卓越”概念的建构意义的调查

IF 1.9

Journal of Vocational Education and Training Pub Date : 2021-10-02 DOI: 10.1080/13636820.2021.1995671

S. D. Kock

引用次数: 0

Academic skills and work readiness among trainees in the lower segment of vocational training in Germany – are there universal criteria? 德国职业培训较低阶段的受训者的学术技能和工作准备——是否有普遍的标准?

IF 1.9

Journal of Vocational Education and Training Pub Date : 2021-09-30 DOI: 10.1080/13636820.2021.1955402

Christina Bastges-Lienshöft, Rüdiger Bach, B. Schmidt, A. Schabmann

{"title":"Academic skills and work readiness among trainees in the lower segment of vocational training in Germany – are there universal criteria?","authors":"Christina Bastges-Lienshöft, Rüdiger Bach, B. Schmidt, A. Schabmann","doi":"10.1080/13636820.2021.1955402","DOIUrl":"https://doi.org/10.1080/13636820.2021.1955402","url":null,"abstract":"ABSTRACT Criteria lists of academic skills are widely used to assess the work readiness of people who are looking to enter or re-enter the apprenticeship market. These instruments represent a particular hurdle in the path to vocational training for low-skilled would-be trainees. We investigate the validity of one such list used in Germany. As different workplaces have diverse requirements, we question whether the same criteria hold for various professions. The study surveyed 538 trainees enrolled in vocational training programmes in eight different professions. Participants were asked about the requirements of their professions with respect to the minimum standards (as specified in the German Catalogue of Criteria for Apprenticeship Readiness) for work readiness. The results showed that the trainees consider the requirements during training to be lower than the minimum standards specified in the German Catalogue of Criteria for Apprenticeship Readiness and that substantial heterogeneity in requirements exists both between and within professions. We argue that criteria lists, which are also used in other countries in similar ways, should be treated with caution, as they might not be able to predict would-be trainees’ readiness to successfully complete an apprenticeship programme due to enormous variability in job requirements.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72591092","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}

引用次数: 0

Provision of Equitable Careers Education in Australia: The Case for Middle Years Outreach programmes 在澳大利亚提供公平的职业教育:中学外展项目的案例

IF 1.9

Journal of Vocational Education and Training Pub Date : 2021-09-30 DOI: 10.1080/13636820.2021.1975798

Belinda D’Angelo, Mollie Dollinger

引用次数: 1

Teacher concerns about competency-based mathematics education in a rural Australian VET institution 教师关注澳大利亚农村职业教育教育学院的能力为基础的数学教育

IF 1.9

Journal of Vocational Education and Training Pub Date : 2021-09-21 DOI: 10.1080/13636820.2021.1975799

Richard Voss, Julianne Lynch, Sandra Herbert

{"title":"Teacher concerns about competency-based mathematics education in a rural Australian VET institution","authors":"Richard Voss, Julianne Lynch, Sandra Herbert","doi":"10.1080/13636820.2021.1975799","DOIUrl":"https://doi.org/10.1080/13636820.2021.1975799","url":null,"abstract":"ABSTRACT Within vocational education and training (VET), mathematics learning is often complicated by students’ problematic prior mathematics education experiences and associated low confidence and limited prerequisite knowledge. Teachers have insights into students’ mathematics learning needs and appropriate curriculum and assessment responses, but their views are often neglected within VET policy contexts. To better understand the challenges of mathematics education within VET programmes in Australia, we focused on three vocational qualifications within a rural VET institution in Victoria, chosen to vary the visibility of mathematics content, learning environment, and curriculum philosophy. Despite this diversity, teachers from each qualification made similar criticisms of the ways their institution implements mathematics curricula. They described how a behaviourist approach to competency-based education (CBE) constrains their capacity to respond to students’ needs, with adverse effects on students’ mathematics learning. We argue that the assessment and reporting regimes that currently govern education within Australian VET institutions contribute to negative experiences for already disadvantaged mathematics learners. We suggest that the disconnect that teachers described between students’ needs and the approach to curriculum and assessment speaks to a larger inconsistency between the social inclusion aims of Australian VET and the way that CBE is implemented.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72521561","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}

引用次数: 0

Digital abilities, between instrumentalization and empowerment: a discourse analysis of Chilean Secondary Technical and Vocational public policy documents 数字化能力，在工具化与赋权之间:智利中等职业技术公共政策文件的话语分析

IF 1.9

Journal of Vocational Education and Training Pub Date : 2021-08-31 DOI: 10.1080/13636820.2021.1973542

F. Bolaños, Ola Pilerot

{"title":"Digital abilities, between instrumentalization and empowerment: a discourse analysis of Chilean Secondary Technical and Vocational public policy documents","authors":"F. Bolaños, Ola Pilerot","doi":"10.1080/13636820.2021.1973542","DOIUrl":"https://doi.org/10.1080/13636820.2021.1973542","url":null,"abstract":"ABSTRACT It is argued that developing digital abilities is key for today’s knowledge society. They facilitate engaging with pervasive information communication technologies and manipulating information. Governments have invested vastly in formal education aimed at developing digital abilities. Policies and directives driving this venture need to be examined. Otherwise, their potential risks being thwarted. Grounded in concepts derived from Laclau and Mouffe, five public policy documents central to Chile's Secondary Vocational Education and Traning (S-TVET) system underwent a synchronic heuristic discourse analysis as understood under relational-ontology. Findings indicate that all analysed documents are articulated with a myth of an information society. Additionally, two prominent discourses were identified: an instrumentalization discourse and an empowerment discourse. When referencing S-TVET, however, the most salient discourse is that of instrumentalization. Instrumentalization discourses render digital abilities under a narrow corporate fixed set of decontextualised skills, and risk thwarting their potential.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73214860","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}

引用次数: 4

Understanding aspirations: why do secondary TVET students aim so high in Chile? 理解抱负:为什么智利的中等职业技术教育专业学生的目标如此之高?

IF 1.9

Journal of Vocational Education and Training Pub Date : 2021-08-31 DOI: 10.1080/13636820.2021.1973543

Alice Aldinucci, Oscar Valiente, S. Hurrell, Adrián Zancajo

{"title":"Understanding aspirations: why do secondary TVET students aim so high in Chile?","authors":"Alice Aldinucci, Oscar Valiente, S. Hurrell, Adrián Zancajo","doi":"10.1080/13636820.2021.1973543","DOIUrl":"https://doi.org/10.1080/13636820.2021.1973543","url":null,"abstract":"ABSTRACT The interest in educational and professional aspirations of students transiting to post-secondary education has gained prominence in academic debates and policy agendas internationally. Political interventions for raising aspirations quite often draw on narrow instrumental and rationalistic assumptions of individual decision-making that, as we will argue, do not capture adequately the meanings students attribute to these aspirations. By means of in-depth interviews and combining a critical realist approach to social action with capabilities approach, the paper explores the educational and professional aspirations of students at the end of secondary TVET in Chile. We consider that high educational aspirations of secondary TVET students in Chile need to be understood as a reflexive response to significantly high social inequalities in the country, the precarity of working conditions in a highly liberalised labour market, and the enduring neoliberal tenet of meritocracy. We also argue that understanding aspirations is key to reimagine TVET’s roles and purposes at individual, institutional and national levels, towards fairer opportunities for human development.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77065769","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}

引用次数: 7

Transitions from vocational qualifications to higher education: examining inequalities 从职业资格到高等教育的过渡:检查不平等

IF 1.9

Journal of Vocational Education and Training Pub Date : 2021-08-24 DOI: 10.1080/13636820.2021.1957303

Alison Etches

引用次数: 1

Task composition and vocational education and training – a firm level perspective 任务构成与职业教育培训——企业层面的视角

IF 1.9

Journal of Vocational Education and Training Pub Date : 2021-08-13 DOI: 10.1080/13636820.2021.1956999

Anett Friedrich

{"title":"Task composition and vocational education and training – a firm level perspective","authors":"Anett Friedrich","doi":"10.1080/13636820.2021.1956999","DOIUrl":"https://doi.org/10.1080/13636820.2021.1956999","url":null,"abstract":"ABSTRACT In Germany, about half of the school-leavers – irrespective of their school-leaving certificate – start an apprenticeship instead of entering the labour market or university. Firms act as gatekeepers who influence which school-leavers start an apprenticeship. Previous studies have provided important information on the reasons firms train. By analysing tasks, I consider an additional characteristic that probably influences firms’ training decisions. The aim of my study is twofold: I examine whether tasks performed in a firm first correlate with the decision to provide apprenticeship training and second with the school-leaving certificate of newly hired apprentices. I use the BIBB Establishment Panel on Training and Competence Development to estimate hybrid models with the task shares of firms as the main independent variables. The results suggest that firms’ task composition affects their decisions concerning vocational education and training (VET). Firms with a high share of routine or manual tasks are more likely to be involved in VET. Moreover, high shares of manual and routine tasks are accompanied by a higher demand for apprentices with lower secondary certificates, and high shares of interactive tasks by a high demand for apprentices with the highest secondary school-leaving certificate (i.e. the Abitur).","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78326335","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}

引用次数: 7