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.
https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/372
The results show clearly that the demands of the rural population varied, and their participation in the training course was highly influenced by access to a training centre, the duration of the training, economic returns and socio-cultural factors. The demand-driven approach works best in vocational training when it involves the relevant stakeholders and the target groups in the planning and designing process.
https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/443
Approaches to workplace learning in England already reflect social distinctions but entail the possibility of reinforcing these, supporting a more hierarchical pattern of labour market transition. Whilst the upper strata of VET shift their purpose to support the formation of new “technical elites”, others face the possibility of further marginalisation. Such new inequalities could become central to a further fragmented society in a post-Brexit, post-COVID-19 Britain.
https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/457
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.
https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/372
This paper reports on a study of the progress of vocational education and training (VET) and the need for further profession-oriented training of lecturers in public, technical vocational colleges in South Africa, under the consideration of societal and political conditions.
https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/366
In this paper, we review and discuss the piloting in Norway of a German methodology for competence diagnostics in vocational education and training: the Competence Development and Assessment in TVET (COMET) project.
https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/347
The paper explores the relationship between vocational education and training (VET), the labour market and social justice in the current conjuncture.
https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/290
Learning through scenario training and live simulation in vocational education is generally regarded as an effective tool for developing professional knowledge. However, previous research has largely overlooked the learning of students in secondary roles in scenario training. The objective of this study is to explore learning for students who act in secondary roles during scenario training in vocational educational settings.
https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/319
We report the results of qualitative research on adults who enrolled in a vocational and education training (VET) program with the intention of changing their careers. The results highlight the importance of understanding the subjective reasons behind career changes and the need to adjust career interventions accordingly.
https://www.ijrvet.net/index.php/IJRVET/article/view/208
The analysis focused on two theoretical axes: one biographical and the other interactionist. The first involved personal life courses and professional projects undertaken by the student in the past. The second examined tensions and conflicts between context forces and adjustment strategies adopted by the student. The results revealed five decision-making rationales that characterized the vast majority of the students’ experiences: 1) get out of a socioprofessional and economic slump; 2) know yourself better, personally and socially; 3) value the concrete and the practical; 4) take advantage of supporting conditions; and 5) reconcile proximity and the known.
http://www.ijrvet.net/index.php/IJRVET/article/view/224
Future workplaces require collaboration skills in which members of different work communities use technologies to solve complex problems. Vocational education and training (VET) programs need to meet the challenge to prepare students to be part of a competent workforce. Particularly initial vocational education is under pressure to develop learners’ collaboration skills and abilities. In this systematic review, 26 published studies were analyzed with respect to their demographics, research methodology, use of technology, and measured outcomes.
http://www.ijrvet.net/index.php/IJRVET/article/view/283
The study found that enthusiasm manifested itself in ways that correspond well with the current VET productivity and efficiency goals. Because enthusiasm was strengthened especially when teachers were working with students, it seems important to ensure a supportive work environment for students also after the VET reform. Positive interactions, collegial support, and working together can help teachers to succeed and to maintain enthusiasm in their everyday work. According to the results of this study, supervisors may play a central role in facilitating teacher enthusiasm.
http://www.ijrvet.net/index.php/IJRVET/article/view/291
Existing approaches in the economic sociology of labour markets, the varieties of capitalism approach as well as comparative research on welfare states are useful in predicting whether particular VET systems are likely to be predominant. However, they do not provide an alternative in describing differences in VET systems which the concept of formal feedback mechanism does.
http://www.ijrvet.net/index.php/IJRVET/article/view/288
The study covers a general challenge for VET teachers, but is of particular relevance in systems with a high degree of school-based VET, full-time employed VET teachers, and VET teachers who are responsible for students’ vocational learning.
http://www.ijrvet.net/index.php/IJRVET/article/view/276
The purpose of this study is to develop a deeper understanding of the teaching qualities of effective lecturers that vocational students desire, students assessment preferences and preferred learning environments.
http://www.ijrvet.net/index.php/IJRVET/article/view/259
Many countries with apprenticeship-based systems of VET face a shortage of apprenticeships. Some countries, including Denmark and Norway, address this supply-demand mismatch by offering alternative school-based routes to vocational qualifications for students not able to secure an apprenticeship. Other countries offer no alternative routes, but focus instead on pre-vocational education and training to prepare students for apprenticeships. This paper discusses the effects on the VET system of a recent Norwegian attempt to organise alternative training primarily as workplace training.
http://www.ijrvet.net/index.php/IJRVET/article/view/261
This paper discusses the effects on the VET system of a recent Norwegian attempt to organise alternative training primarily as workplace training. Norway has attempted to make alternative training as similar to apprenticeship-based learning as possible. Most training in the pilot projects takes place in the work environment of a company, rather than in vocational schools. Our paper shows that the students in the pilot projects experience many of the learning and motivational benefits offered by workplace learning in general, and apprenticeships in particular. In certain circumstances, such schemes can improve the chances of completing VET despite for young people without an apprenticeship. However, such training schemes also generate important dilemmas. In particular, there is a risk that full-scale implementation of a system of alternative workplace-based training could reduce the number of new apprenticeships, potentially undermining the apprenticeship model on which Norwegian VET is based.
http://www.ijrvet.net/index.php/IJRVET/article/view/261
This paper examines the perceptions of vocational expertise and school-to-work pathways among WorldSkills Competition (WSC) achievers and their co-workers and employers within the Finnish context.
http://www.ijrvet.net/index.php/IJRVET/article/view/206
The present study introduces a systemic model that demonstrates a description of the relationship between the labour-market and vocational education from the perspective of systemic theory. Based on the application of the relevant methodology, the two open social systems are identified and analyzed. Their key-features are presented and the points of contact are examined and linked, with the purpose to define more efficient manners of interrelation. This study has been conducted using information from the equivalent systems of Greece, as an example, and proposes this systemic method for further research in other countries as well.
http://www.ijrvet.net/index.php?journal=IJRVET&page=article&op=view&path%5B%5D=195
The aim of this article is to explore the historical context of vocationalism in universities. It is based on an analysis of the history of the university from a vocational perspective. It looks for evidence of vocational engagement in the activities of universities over time, taking a long view from the birth of the Western University in the Middle Ages to the 1980s with the emergence of current issues of vocationalism in university education.
http://www.ijrvet.net/index.php?journal=IJRVET&page=article&op=view&path%5B%5D=196
This paper explores the extent to which latest developments in the Technical and Vocational Education and Training System in South Africa respond to key principles espoused for a developmental, democratic and inclusionary ideal. The White Paper represents a crucial strategy document intended to chart the TVET direction to 2030. Using key theoretical constructs from development theory, this paper provides an assessment of the TVET strategy contained is the paper and explores the extent to which it does respond to the agenda defined by the promise. It is argued that the challenges outlined are not yet able to provide the blueprint for a TVET transformative vision. It is concluded that while the development rhetoric contained in the paper is plausible, the creative tinkering of the system is unlikely to lead to the radical revisioning necessary for a truly transformative TVET system. The underlying assumptions regarding purpose, impact and outcome will need to be carefully reconsidered if the system is to be responsive to the promises of the democratic developmental ideal to which the government is committed.
http://www.ijrvet.net/index.php/IJRVET/article/view/140/42
