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1.
This article focuses on the development of traits of self-regulation within vocational education and training (VET). This perspective is in accordance with the general objective of VET within the German speaking countries and is addressed in the objective “education and training for the ability of self-directed planning, regulation and evaluation of vocational performance”. In order to foster these and other relevant abilities, specific vocational training programs were developed and implemented in a training center in Switzerland. One such program was evaluated in a longitudinal study. From 1999 to 2003, a cohort of more than 100 aprentices was monitored with respect to the development of vocational skills and traits. One of the instruments used was a German-language version of the Trait Self-Regulation- Questionnaire (TSRQ) by O'Neil and Herl (1988). Participants filled out the questionnaire 5 times in the course of their 4-year apprenticeship. In this article, a first focus of the data analysis is on the development of the traits of self-regulation over time, looking especially at self-efficacy according to Bandura (1997). Results indicate differential effects for subgroups among the trainees. In a second focus, the analysis reflects on the effects of using a self-evaluation instrument within the longitudinal study. In this respect, the issue of validity of measurement is under consideration. 相似文献
2.
Terry Hyland 《Educational studies》1998,24(3):369-380
At a time when Britain's vocational education and training (VET) system and vocational qualifications are undergoing a major review and restructuring in response to critical reports about the model established under the former National Council for Vocational Qualifications, the British Council and associated agencies is currently trying to market National Vocational Qualifications (NVQs) overseas. The chief weaknesses and failings of NVQs and the competence‐based education and training (CBET) system on which they are based are outlined in terms of assessment anomalies and the needs of firms, trainees and employers. Since these shortcomings are so so serious, it is suggested that‐‐until they have been remedied through the current reforms under the aegis of the new Qualifications and Curriculum Authority‐‐it is ethically unjustifiable to export a failed VET system to countries which may be unaware of the critical research surrounding NVQs and CBET. 相似文献
3.
This article [1] analyses data from a national research project evaluating the contribution of competency-based training (CBT) to outcomes in vocational education and training (VET) in Australia. In the light of this analysis, it is argued that practitioners have an important and developing role as practitioner-researchers in industry settings, engaging in reflective practice and, indeed, in forms of action research. Moreover, it is argued that CBT provides opportunities for practitioners to develop and incorporate different models of education and training, often alongside the ‘standard’ CBT model for the benefit of trainees and the enterprises in which they work. Some implications for VET policy, practice and practitioner education are explored. 相似文献
4.
In OECD countries, ‘real world’ upper-secondary vocational education and training (VET) programs are used to engage less academically oriented youth in learning, while helping to prepare them for post-school work and/or further education. In general terms, VET programs with high employer involvement, such as apprenticeship schemes, are considered to be superior to classroom-based VET programs that are typically found in many English-speaking countries. In this study, we examine outcomes from a potential ‘third way’: classroom-based VET with a short-term structured workplace learning component. Using propensity score matching and PISA data linked to information from the Longitudinal Survey of Australian Youth, we find this model is associated with higher school completion rates and better employment transitions. 相似文献
5.
Paula Protsch 《Journal of Education & Work》2016,29(6):637-661
Germany is widely known for its vocational education and training (VET) system and its dual apprenticeship system in particular. What is often overlooked, however, is the vertical stratification within the German VET system. This is the focus of this study. Our analysis shows that the VET system, like the German school system, is highly stratified, resulting in large differences in labour market opportunities. We elaborate on three dimensions of vertical stratification: VET system vs. higher education, fully qualifying vs. prevocational VET programmes and segmentation of the fully qualifying VET programmes by educational attainment and career prospects. All three stratification dimensions are closely linked to school attainment and thereby to social origin. 相似文献
6.
Antje Barabasch 《Compare》2013,43(2):155-183
Germany's vocational education and training (VET) and corresponding teacher-education programmes are known worldwide for their integrated framework. Government legislation unifies companies, unions and vocational schools, and specifies the education and training required for students as well as vocational teachers. Changing from the Diplom programme model to the Anglophone Bachelor and Masters degree model has raised concerns for VET teacher preparation. It is within this context that we explore Germany's VET teacher-education system and current academic debates. We further investigate challenges in the development of Canada's VET teacher-education programmes and suggest some policy borrowing from the German model. 相似文献
7.
Young people in Africa encounter many difficulties in entering the labour market and in searching for decent and productive jobs. Research on the links between formal education and vocational training and their economic returns are especially crucial in understanding the inadequate demand for their labour. This article presents evidence based on the 1-2-3 Surveys conducted in seven West African countries; the surveys provide a consistent and comparable picture of the urban youth employment situation in these countries. The analysis also indicates that vocational education could be helpful in integrating the formal sector and that it often offers better earnings and better firm performance than general education, especially at higher levels of schooling. Overall, young workers with no formal vocational education and training face poorer working conditions, while those who have had a traditional apprenticeship in a small firm occupy an intermediate position. Finally, on-the-job training plays a crucial role in the informal sector of the West African cities. 相似文献
8.
Gisselle Tur Porres Danny Wildemeersch Maarten Simons 《Studies in Continuing Education》2014,36(3):275-289
This paper focuses on the issue of emancipation in education practices in general and in vocational education and training (VET) in particular. The principal aim is to contribute to the discussion of particular traditions of emancipation in education in connection with VET practices. The exploration of ongoing educational debates on VET policy-making and the issue of emancipation in VET reveals that, ultimately, emancipation in VET is understood as a specific function for socio-economic integration. The paper discusses this functionalist orientation and contrasts it with a vision on emancipation as a feature of an educational process rather than an educational outcome. Freire's and Rancière's core concepts of emancipation guide the discussion regarding the latter interpretation of emancipation in VET practices. 相似文献
9.
Pam Hanley 《Journal of Education & Work》2019,32(2):103-114
England’s further education (FE) sector has been characterised by instability and policy churn for at least three decades during which time reform of vocational education and training (VET) has been piled on top of reform, with few resulting in lasting change. In the context of another ambitious new reform of VET in England, this article reports on a study that examined the chronic difficulties in recruiting teachers of vocational science, engineering and technology (SET) to FE colleges. We argue that these difficulties in recruiting SET teachers reveal persistent weaknesses in policy planning for the English VET sector and help to explain the serial failure of VET policy in England. 相似文献
10.
John Ulimwengu Ousmane Badiane 《The Journal of Agricultural Education and Extension》2013,19(4):399-411
Abstract The paper examines the impact of farmers’ educational attainment on agricultural productivity. More specifically, it evaluates how farmers with vocational training perform compared to those with traditional educational training. A stochastic production frontier and inefficiency effects model is estimated using nationally representative household survey data to analyze the relationship between farmers’ educational attainment and agricultural productivity in Vietnam, while controlling for factors such as gender and farmers’ health status. The results indicate higher returns to vocational training in terms of its impact on raising agricultural productivity, as compared to primary and secondary education. Our findings confirm that significant productivity and welfare gains can be achieved through the promotion of education schemes tailored to the specific technical needs of smallholder or poor farmers. The lack of impact from primary and secondary education signals the need to adjust the curricula of nontraditional educational programmes in rural areas to respond to the technical and other skill needs of farmers. In other words, one general curriculum for everyone may not reap the highest returns to primary and secondary education investment in the context of countries with large farming populations. The originality of the paper resides also in the use of disaggregated education data in terms of formal and non-formal education. In addition, unlike previous studies, the production frontier function and the inefficiency segment are jointly estimated using a one step maximum likelihood estimation (MLE) procedure which guarantees both consistency and efficiency for estimated parameters. 相似文献
11.
Tom Karmel 《The Australian Educational Researcher》2007,34(3):101-117
While vocational subjects have always been part of the school curriculum, formal vocational ducation and training (VET) in
the last two years of secondary education has been a policy focus for the last decade. In the Australian context,VET in schools is defined as courses that lead to industry recognised qualifications under the Australian Qualifications Framework while
at the same time contributing to the standard Year 12 certificate. The number of students doing such courses has increased
dramatically and is now close to one in two. The article looks at some history, the characteristics of the courses, the success
of the policy in terms of school retention and labour market outcomes, and remaining challenges. 相似文献
12.
Following the development of inclusive education in vocational education and training (VET), the discussion about the prevention of marginalisation and dropouts has increased. At the same time, the formal education system has strengthened the position of support services, such as special educational needs (SEN) teachers, social workers and counsellors. However, a confusion of roles in the work of SEN teachers seems evident. The changing work of SEN teachers has not been of great research interest in Finland. The focus has been mainly on SEN teachers at the secondary school level (Kivirauma and Kuorelahti, 2002; Ström, 1999). The work of vocational SEN teachers has been studied by Kaikkonen, 2010 and Hirvonen, 2006. SEN teachers comprise two groups in the field: one group supports vocational subjects and the other group supports general subjects. The aim of this study is to determine how SEN teachers of general subjects define the objectives of their work and how they organise pedagogical support. Ten SEN teachers in vocational colleges were interviewed. A qualitative analysis was performed. The main findings showed, on the one hand, an autonomous position and, on the other, a work model that can be described as a ‘traditional special needs education model’. However, the findings showed that the autonomous role was contradictory. SEN teachers did not emphasise the connection with the VET community or college‐based guidelines and directions. Moreover, although the consultative role exists, the findings showed that it is not a regular part of the work of SEN teachers. 相似文献
13.
Jonas Olofsson 《Journal of Vocational Education & Training》2017,69(4):495-516
In this article, we illustrate the creation of the education policy paradigm that constitutes the framework of vocational education and training (VET) programmes, and analyse local school representatives’ perception of VET in upper secondary schools in Sweden. The education policy paradigm, established through three periods of reform during the twentieth century, undervalues VET as being less worthy than general/academic education. This paradigm generates the rhetoric used by interviewed school representatives that encourages school pupils to choose the ‘right’ (academic) programmes in order to foster a specific citizenship competence, even if this competence is not fully compatible with labour market demands. Young people who cannot, or will not, attain the ‘right’ education, and thus the advocated citizenship competence, lose out in a school system where general/academic education and higher education preparatory programmes are consistently prioritised over VET. An educational system that advocates discrimination and suspicion of VET limits career options and restricts entry into the labour market, as well as risk stigmatising pupils undertaking VET; this paradigm is neither justified nor democratic. 相似文献
14.
The tracking of students in upper-secondary school is often criticised for narrowing the post-secondary pathways of student in the vocational education and training (VET) track, which can stigmatise VET. To tackle this problem, countries have introduced courses that integrate aspects of VET and academic study, which provide the dual purpose of preparing students for work and vocational study and providing university pathways for more academic students in the VET track. In this study we assess the latter purpose by examining the outcomes of university aspirants who take these courses in their final year of school. Using rich survey and administrative data from Australia and propensity score matching we find that these courses are associated with lower academic performance and a lower chance of attaining a university offer. Decomposition results show that poor performance in integrated courses is the main driver, which points to potential tension between the two purposes. 相似文献
15.
On paper, Scotland has a highly permeable, unified system of lifelong learning underpinned by the Scottish Credit and Qualifications Framework. Recent reports suggest that the reality is less positive. This paper examines credit transfer in Scotland across three interfaces: between general and pre-vocational learning and vocational education and training (VET); within VET; and between VET and university degrees. It finds that credit transfer across the first two interfaces is limited; credit transfer at the third interface is more frequent but often problematic. One explanation is that the system is designed around credit accumulation rather than credit transfer; this, together with other features of the Scottish system, means that a degree of permeability is built in without the need for formal credit transfer. But a second explanation highlights the epistemological, institutional and political barriers to a unified system. The paper illustrates the importance of distinguishing among different types of credit system and the limitations of credit and qualifications frameworks as agents of change in the face of the institutional logics of national education and training systems. The capacity of cross-national credit systems to support mobility between national systems should not be exaggerated. 相似文献
16.
Ian Falk 《Community College Journal of Research & Practice》2013,37(8):697-703
Every so often, it is important to stand back and look at the whole context of our field of research and practice. In this article, I do this by shedding light on the ways we view the term vocations and the consequences of those views for education and training in community colleges and adult and community education providers of all kinds. I ask the question: What is Vocational Education and Training (VET) for? I ask this particular question because I know the answers are contested, staking out claims for territory in research and practice. The answer to the question that this article explores is that vocational education and training ''serve industry.'' Using Australia as a specific example of such a Western country, the article argues that the entrenched meanings for VET as serving industry have disenfranchised a large proportion of the population - especially small business and the rural sector. The article is pointing out that the resulting version of VET is gendered, classed, and urban-specific. This structurally entrenched position is then contrasted with data reported from empirical studies currently examining (among other things) the nature of vocations and work at a community level and the manner in which they are created there. The article raises three important implications: the convergence of Adult and Community Education with VET, learning pathways, and the effects on small business. 相似文献
17.
Kira Clarke John Polesel 《Discourse: Studies in the Cultural Politics of Education》2013,34(2):259-273
The re-shaping of the Australian senior secondary landscape in recent years and the emergence of a new space for vocational knowledge within Australian senior secondary certificates of education have been underpinned by a national focus on raising retention rates and achieving Year 12 or equivalent attainment rates in the context of a diversifying senior secondary cohort, and on delivering effective training to meet the skills needs of the growing economy. Absent from this policy agenda is a focus on the efficacy of the expanding vocational education and training (VET) in Schools. At the core of this discussion are the impacts of ongoing tensions between the instrumentalist labour market role of VET in Schools programmes and the expectation that an equitable senior secondary landscape should respond to the education and training needs of all students. Despite rapid growth, low achievers and socioeconomically disadvantaged learners remain the dominant participants in VET in Schools programmes, and pathways for these students into post-school education and training or full-time employment remain weak. This paper draws on the views of students, teachers, and policy-makers to examine the ways in which vocational programmes are delivered within the different curricular contexts of VET in Schools across Australian senior secondary education systems. 相似文献
18.
Higher education graduates with work experience enter the labour market more smoothly. This study analyses how work experience from vocational education and training (VET) affects labour market outcomes after higher education. To account for selection into VET, we use the regional enrolment rate as an instrument for upper-secondary VET. Results suggest that work experience gained during VET leads to significantly higher wages of 7% to 19% one year after graduation from higher education and two months less search time for first employment but does not significantly lower the probability of an internship in the post-graduation year. However, these positive effects do not persist: the effect is no longer robustly significant for wages, unemployment or employment position after five years. The effect operates through the human capital (specific and general), screening and signalling channels, not the social network channel. Our results suggest that upper-secondary VET is an equivalent pathway to academic education, not merely the second-best, for individuals planning on higher education. 相似文献
19.
Barbara Schulte 《比较教育学》2013,49(2):226-241
Both in China and internationally, educators and policy makers claim that vocational education and training (VET) is essential for the sound economic development of a country and the physical and social well-being of its population. However, China looks back upon a century-long history of rejection when it comes to popularising VET, despite attempts, both in the present and in the past, to invest in its implementation. Much of the literature attributes this lack of success to the failed, or distorted, transfer of Western educational models or simply to policy drift.
The article approaches this history of rejection by tracing back the original Chinese encounters with Western-style vocational education. After an introductory discussion of different scholarly attempts at explaining failed transfers of VET, I look at how this transfer actually took place when VET was first introduced to China. Therefore, the focus will be on the first decades of the twentieth century and a group of Chinese actors who were pivotal in importing VET models from abroad and building up a nationwide vocational education programme (primarily members of the Chinese Association of Vocational Education). I will argue that vocational education, when introduced to China from abroad, was embedded in an existing framework of systematic and widely practised discrimination and segregation of the population. Therefore, it was less the Westernness of VET that made it undesirable to many Chinese, but its specific – and specifically Chinese – integration into existing practices of allocating cultural capital. 相似文献
20.
The University for Industry (UfI) is set to become the chief vehicle and change mechanism for the government's new policies for vocational education and training (VET) and lifelong learning. A principal target and priority for the UfI will be the small and medium-sized enterprise (SME) sector, which has traditionally had a poor record of investment in education and training. We examine the chances of success for the UfI in this important sector of VET activity against the background of our recent national survey of firms, which specifically addressed the views of SME owner-managers, in particular, in terms of awareness of attitudes to and expectations of the new organisation. Given that the UfI is still in its pilot stage-with the official national launch not due until the year 2000-the general 54% awareness amongst the 6000 firms contacted may be described as modestly optimistic. We conclude by offering a number of general recommendations based on the emerging picture and on the basis of matching owner-manager expectations against UfI priorities and strategies. 相似文献