提前离开 IVET 的挑战和风险因素:学生和学校教职员工的看法

IF 1.9 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Inna Bentsalo, Krista Loogma, Meril Ümarik, Terje Väljataga
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引用次数: 0

摘要

许多职业教育系统都存在一个令人担忧的问题,那就是学生的辍学率很高。在低失业率时期,雇主对就业时的技能认证要求较低,这一问题可能会更加严重。本定性研究探讨了与爱沙尼亚初始职业教育与培训(IVET)机构学生提前退学有关的因素。研究从学生和教职员工的角度分析了 IVET 提前离校的挑战和潜在风险因素。研究参与者包括 20 名爱沙尼亚 IVET 学生和 12 名来自不同职业学校的教职员工。研究强调了学生所面临挑战的复杂互动关系,并强调了解决这些挑战对促进学生留在职业教育与培训课程并取得成功的重要性。研究采用了自我决定理论,更具体地说是基本心理需求的概念框架来解释数据。研究结果表明,高危学生主要受职业学校之前的小学经历影响,教师和同学是主要的影响者。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Challenges and Risk Factors of Early Leaving from IVET: Perceptions of Students and Schools´ Staff

A concern across many vocational education systems is the high dropout rate from their programs. This problem is likely to be exacerbated at time of low unemployment rates when employers are less demanding about the certification of skills at the time of employment. This qualitative study examines the factors associated with students leaving early from Initial Vocational Education and Training (IVET) institutions in Estonia. The study analyses the challenges and potential risk factors of IVET early leaving from both the students and staff members points of view. The research participants were 20 Estonian IVET students and 12 staff members from various vocational schools. The study highlights the complex interplay of students’ challenges and emphasises the importance of addressing them to promote retention and success in vocational education and training programmes. The study employs the Self-Determination Theory, more specifically, the conceptual frame of basic psychological needs to interpret the data. The results of the research indicate that students at risk are mainly shaped by their primary school experience prior to vocational school, with teachers and peers as the main influencers.

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来源期刊
Vocations and Learning
Vocations and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
17.90%
发文量
21
期刊介绍: Vocations and Learning: Studies in Vocational and Professional Education is an international peer-reviewed journal that provides a forum for strongly conceptual and carefully prepared manuscripts that inform the broad field of vocational learning. The scope of the journal and its focus on vocational learning is inclusive of vocational and professional learning albeit through the very diverse range of settings (e.g. vocational colleges, schools, universities, workplaces, domestic environments, voluntary bodies etc) in which it occurs. It stands to be the only truly international journal that focuses on vocational learning, as encompassing the activities that comprise vocational education and professional education in their diverse forms internationally. Vocations and Learning aims to: enhance the contribution of research and scholarship to vocational and professional education policy; support the development of conceptualisation(s) of vocational and professional learning and education; improve the quality of practice within vocational and professional learning and education; and enhance and support the standing of these fields as a sectors with its own significant purposes, pedagogies and curriculums. Vocations and Learning: Studies in Vocational and Professional Education encourages the submission of high-quality contributions from a broad range of disciplines, as well as those that cross disciplinary boundaries, in addressing issues associated with vocational and professional education. It is intended that contributions will represent those from major disciplines (i.e. psychology, philosophy, sociology, anthropology, history, cultural studies, labour studies, industrial relations and economics) as cross overs within and hybrids with and amongst these disciplinary traditions. These contributions can comprise papers that provide either empirically-based accounts, discussions of theoretical perspectives or reviews of literature about vocational learning. In addition, books, reports and policies associated with vocational learning will also be reviewed. Topics addressed through contributions within the proposed journal might include, but will not be restricted to: curriculum and pedagogy practices for vocational learning the role and nature of knowledge in vocational learning the nature of vocations, professional practice and learning the relationship between context and learning in vocational settings the nature and role of vocational education the nature of goals for vocational learning different manifestations and comparative analyses of vocational education, their purposes and formation organisational pedagogics transformations in vocational learning and education over time and space analyses of instructional practice within vocational learning and education analyses of vocational learning and education policies international comparisons of vocational learning and education critical appraisal of contemporary policies, practices and initiatives studies of teaching and learning in vocational education approaches to vocational learning in non-work settings and in unpaid work learning throughout working lives relationships between vocational learning and economic imperatives and conceptions and national and trans-national agencies and their policies.
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