Journal articles on the topic 'Australian Vocational Education and Training (VET)'
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Schmidt, Teressa. "Reformed and reduced: Vocational education and structural oppression." Power and Education 12, no. 3 (October 22, 2020): 276–91. http://dx.doi.org/10.1177/1757743820967027.
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Internationally, vocational education and training (VET) is intended to fulfil important economic and social objectives. There is, however, a concerning discourse relating to funding, esteem, reputation and quality, and questions have been raised about whether social mobility aspirations of the sector’s students are achieved or achievable. This paper argues that rather than resulting from deficiency or fault of VET, these issues are, instead, manifestations of the sector’s structural oppression. Further, unless this oppression is recognised and addressed as an underlying cause, VET’s troubles will remain. While acknowledging the claim may be contentious, the paper applies Freirean philosophy and contemporary critical social theory to examine the case of Australian VET, identifying the oppressive structures and policies which have progressively rendered the sector powerless and lacking the autonomy needed to enact positive and necessary change. It expounds upon Australian VET’s vulnerability to neoliberal educational reform along with the impact of competency based education and training (CBE/T), its reductionist curriculum, and the de-professionalisation of VET, its teachers and the vocations it serves, before proposing that any further reforms must be led from within the sector itself. While the paper focuses on Australian VET, its examination will likely hold meaning elsewhere.
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Wheelahan, Leesa. "Global Trends and Local Bends: Australian Vet Developments." Journal of Adult and Continuing Education 9, no. 1 (July 2003): 32–50. http://dx.doi.org/10.7227/jace.9.1.4.
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This article explores how Australian governments have responded to global trends for reform of vocational education and training and the pressures for change. Australian VET policy is changing as a consequence of three interrelated factors: the need for VET to develop a sectoral identity in relation to the school and higher education sectors; the interplay of state and federal government relations; and, challenges to the current ‘industry-driven’ paradigm for the sector. There is pressure for VET to move beyond the current framework where VET is regarded principally as an instrument of micro-economic reform, to a broader and more inclusive role. The extent to which change is possible is limited however, by the mandated requirement that all VET qualifications remain within the framework of competency-based, industry-derived national training packages, which are similar to the National Vocational Qualifications in the UK.
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MAJ, Stanislaw Paul. "Australian VET Sector – A Critical Evaluation." Modern Applied Science 11, no. 1 (December 19, 2016): 270. http://dx.doi.org/10.5539/mas.v11n1p270.
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The Australian Vocational Education and Training (VET) system is a comprehensive, national framework designed to provide quality outcomes for learners and meet the needs of potential employers. The interdependent checks and balances provide mechanisms for validating quality and relevance. Regular national surveys demonstrate that both students and employers are satisfied with their experience of the VET sector. However, whilst positive feedback is necessary it is not of itself sufficient. In effect it is a false benchmark. To provide best practices in teaching and learning necessitates lecturers having the appropriate skills and underpinning knowledge something that the mandatory Certificate IVE in Training and Assessment does not provide. A more valid benchmark is an objective analysis of the quality using a learning taxonomy such as SOLO. This preliminary analysis of a range of VET courses unequivocally found that course material was well below best practices expectations. However further work is needed.
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Curtis, David D., and Sinan Gemici. "TRAINEESHIP COMPLETION: COMPARING SCHOOL-BASED AND POST-SCHOOL PROVISION IN AUSTRALIA." EPH - International Journal of Educational Research 2, no. 3 (November 28, 2018): 64–72. http://dx.doi.org/10.53555/ephijer.v2i3.38.
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The impact of VET in Schools on transition outcomes is currently receiving considerable policy attention in Australia. Almost 50% of Australian senior secondary students participate in VET in Schools, either by taking VET subjects, engaging in structured workplace learning, or enrolling in school-based apprenticeships and traineeships. School-based traineeships are of particular interest because these relatively compact programs contribute to a senior secondary certificate, provide students with considerable workplace exposure and lead to qualifications recognised under the Australian Qualifications Framework. What has remained unclear is whether school-based traineeships have a positive impact on training completion compared with post-school workplace-based traineeships. While there is much support for VET in Schools programs, the effectiveness of school-based compared with post-school vocational programs is of policy interest as school-based VET programs have been criticised as not leading to productive employment outcomes. This paper uses data from the Apprentice and Trainee Destinations Survey, administered by the National Centre for Vocational Education Research, to examine whether students who commence a school-based traineeship exhibit higher completion rates when compared to similar young people who undertake a traineeship post-school. We find that school-based traineeships have higher completion rates than post-school traineeships, especially for females.
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Schüller, Annamarie, and Roberto Bergami. "Teacher industry placement in Australia: Voices from vocational education and training managers." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 24. http://dx.doi.org/10.14426/jovacet.v3i1.123.
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An important aspect of vocational education and training (VET) teaching is education that is strongly linked to current industry practices. While this is a desirable pursuit, there are considerable challenges in it being implemented owing to increasingly changing work environments and the notion of ‘industry currency’. One way for VET teachers to remain up to date with contemporary industrial practices is for VET to pursue teacher placement in industry (TPI) opportunities. TPI is an agreement in terms of which the VET teacher is seconded to a firm for a period of time in order to perform predefined tasks. The resulting benefits include enhanced teaching practices and the development of deeper, long-term links with industry. However, TPI opportunities are not without their challenges. This article reports on an exploratory study of the views of VET education managers of business studies on the value of TPI. Because management support is integral to creating TPI opportunities, we explored the extent to which TPI is desired and supported by education managers. We found that policies supporting TPI initiatives, if they are in place, are not well formulated, and that a lack of resources and difficulties in finding industry partners exist. Despite these problems, education managers believe that these activities are of value to teaching programmes and of benefit to their department. We conclude that TPI should be an integral part of any VET professional development for teachers, but that, in order for TPI to be successful, appropriate resourcing and the development of strong industry networks are paramount.
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Fellows, Caillan John, and Brian Dollery. "Australian Government failure and the VET FEE-HELP loan programme." International Journal of Educational Management 35, no. 1 (October 29, 2020): 271–81. http://dx.doi.org/10.1108/ijem-05-2020-0256.
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PurposeIn an effort to boost participation in vocational education and training (VET), in 2009, the Australian Government launched its VET FEE-HELP income-contingent loan programme for VET students. The programme was terminated in 2016 following numerous failed attempts to arrest its escalating costs and improve its performance. In an effort to shed light on the failure of the VET FEE-HELP programme, in this paper, the authors offer estimates of the aggregate costs involved and the quantum of graduates.Design/methodology/approachIn this paper, the authors examined the VET FEE-HELP programme through the analytical lens offered by Marsh and McConnell’s (2010) framework, which offered a broad, “big-picture” view covering three dimensions of policy success or failure.FindingsBy identifying the causes of the failure, the authors concluded that the features of the scheme designed to improve accessibility of VET also allowed for exploitative behaviour on the part of VET providers, causing deterioration in training quality and leading to a substantial amount of wasteful public expenditure.Originality/valueThe authors seek to illuminate the demise of the hitherto neglected programme to contribute towards the literature on Australian Government failure.
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Fieger, Peter, Renato Andrin Villano, John Rice, and Ray Cooksey. "Two dimensional efficiency measurements in vocational education." International Journal of Productivity and Performance Management 66, no. 2 (February 13, 2017): 196–215. http://dx.doi.org/10.1108/ijppm-09-2015-0139.
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Purpose In Australia, the vocational education and training (VET) sector accounts for approximately A$8 billion of public spending, of which around A$6.6 billion is spent on government providers that include Technical and Further Education (TAFE) institutes. The TAFE institutes in Australia are large, public VET providers, generally funded and managed by state government. Measuring the efficiency and effectiveness of TAFE institutes is of great interest to policy makers, regulators, consumers and to the institutions themselves. The paper aims to discuss these issues. Design/methodology/approach In this study the authors use data relating to student cohort demographics, institutional characteristics and educational outcome data, while employing stochastic frontier analysis, to develop two distinct efficiency measures and models. The first model examines institutional efficiency in the transformation of financial resources into teaching loads. The second model evaluates efficiency in the transformation of institutional resources into post-study employment outcomes. K-means cluster analysis is used to establish groupings of similar institutes and subsequent canonical discriminant analysis is employed to develop a typology of these clusters. Findings In both models the authors find significant inefficiencies in the Australian TAFE system. The relationship between both efficiency measures is then assessed. While there is no direct linear relationship, a distinct pattern could be detected. Finally the authors develop a typology of efficient institutions. Originality/value This study contributes to the existing research by defining efficiency in vocational education in two distinct ways and by the utilisation of the derived efficiencies in the development of a typology of efficient institutes. In doing so, this research makes an original contribution to the understanding of the drivers of efficiency in vocational education.
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Keating, Maree. "Developing Social Capital In ‘Learning Borderlands’: Has the Federal Government's budget delivered for low-paid Australian workers?" Literacy and Numeracy Studies 20, no. 1 (May 30, 2012): 5–24. http://dx.doi.org/10.5130/lns.v20i1.2617.
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The 2011 Australian federal budget confirmed generous funding for language, literacy and numeracy programs as well as skills recognition and training for older workers as part of a strategy to upgrade workforce skills. In considering possible responses to the announcement, many Australian adult education theorists and practitioners weighed up the contexts in which such programs could build the resources and increase the options of vulnerable workers. One such group of workers, retrenched factory workers, have benefitted from participation in union-run, integrated post-retrenchment programs, which have incorporated access to language, literacy and numeracy as well as vocational education and training programs. Such programs can build on the existing social capital amongst close-knit groups of workers as they develop the confidence to transform their work identities.This article draws on results from a study with a group of retrenched textile workers who accessed broad-based post-retrenchment support and subsequently participated in a high number of vocational education and training (VET) courses before finding ongoing employment. The study suggests that VET participation plays a limited role in broadening the employment opportunities for retrenched factory workers who move into low-paid occupations. Whilst VET participation alongside other factors supported entry into some occupations, it played no role in supporting most workers in their transitions into non-manufacturing jobs.
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Harris, Roger, and Berwyn Clayton. "Impact in vocational education and training research: The case of the Australian VET Research Consortium." International Journal of Training Research 8, no. 1 (June 2010): 6–24. http://dx.doi.org/10.5172/ijtr.8.1.6.
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Contractor, Farzan, and Anthony G. Shannon. "Individual And Institutional Professional Leadership in Vocational Education and Training: Motives, Beliefs and Styles." JOURNAL OF SOCIAL SCIENCE RESEARCH 18 (January 27, 2022): 1–6. http://dx.doi.org/10.24297/jssr.v18i.9164.
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Vocational education and training (VET in Australia, PVET in Europe), as a unified endeavour, has to balance the comparative wealth of the peak universities with the needs of the community and young people for the employabilty that VET can provide. VET needs to promote its scope and strengths collectively and individually, and we analyse some of them. The subtext is that the paper highlights the features of leading institutions on which institutions can model their future development. There is no one unewuivocal model of course, so this paper senitises leaders to salient issues.
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Waters, Melinda, Linda Simon, Michele Simons, Jennifer Davids, and Bobby Harreveld. "A case for scholarly activity in vocational education in Australia." Higher Education, Skills and Work-Based Learning 5, no. 1 (February 9, 2015): 14–31. http://dx.doi.org/10.1108/heswbl-08-2014-0038.
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Purpose – As neoliberal reforms take hold in the vocational education and training (VET) sector in Australia, there is renewed interest in the quality of teaching practice. However, despite the value of practitioner inquiry to the quality of teaching in schools, scholarly practice in higher education, and established links between the quality of teaching and outcomes for learners and between practice-based inquiry and pedagogic innovation in VET, the practices has received little attention. The purpose of this paper is to explore the value of a college-wide culture of scholarly activity to learners, enterprises, VET institutions, educators and the national productivity agenda. Design/methodology/approach – Drawing on the education literature, empirical examples of scholarly activity drawn from the authors’ experiences of working with VET practitioners, this paper asks what constitutes research and inquiry in VET, why should these practices be integral to educative practice and what value do they bring to the sector? In addressing the questions, the authors explore how research and inquiry is defined in the literature and draw on three empirical examples of scholarly activities to provide a national, institutional and individual view. A discussion about the value of scholarly activities to VET stakeholders and how the practices might be fostered and sustained concludes the paper. Findings – The paper concludes that practice-based scholarly activities in VET cultivate rich potential for renewed and innovative pedagogies that improve outcomes for learners, respond to industry demands for innovative skills, build “pedagogic capital” for VET institutions, enrich the knowledge base of policy makers and build resilience and professionalism. The authors conclude by positioning VET educators as scholars in their own right along a continuum of scholarly activity and posing the proposition that when valued, scholarly activities are practices for new times that will build a strong and vibrant profession for the future. Research limitations/implications – This paper brings together the authors’ experiences of working with VET practitioners as the authors engage in scholarly activities. While each vignette was drawn from a formal research project in each case, the paper itself was not structured around a formal research activity, although a small survey was undertaken for vignette 1. This poses limitations to the findings of the study. However, the purpose of the paper is not to be conclusive but to forward an argument for more scholarly activity in VET in order to promote further research and debate. Originality/value – This paper contributes to the current debate in Australia about the quality of teaching in VET and the sectors’ capability to produce “work-ready” graduates. It brings to the fore the value of scholarly activity for educators, learners, industry and communities, VET institutions and the broader national innovation agenda. As such, it has relevance to all VET stakeholders, most particularly policy makers, leaders and practitioners in VET.
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Walsh, Joe, Tom Walsh, Ian Timothy Heazlewood, and Mike Climtein. "Critical Reflections and Recommendations Derived from Providing Over 20,000 Hours of Practicum Industry Placements for Tertiary Students in Exercise Science, Sport and Fitness." Asian Journal of Contemporary Education 2, no. 2 (May 23, 2018): 53–59. http://dx.doi.org/10.18488/journal.137.2018.22.53.59.
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More than 30 of the 43 universities in Australia offer an exercise science and/or sport science degree programs. In the Vocational Education and Training (VET) sector, more than 160 Registered Training Organisations offer Australian Government approved fitness training courses. The paper is a self-reflective exercise based upon mentoring placement students from multiple registered course providers from the VET sector fitness strand. Combined with reflection on apparently healthy general population hours for placement students from six Sydney city and one regional New South Wales based universities this represented evaluation of more than 200 students and more than 20,000 placement supervision hours. This observation was based upon student placements conducted over the previous seven years, though a significant proportion of the students surveilled were from the previous 36 months. A number of recommendations were developed that may be relevant not just for health, fitness and exercise and sport science courses, but also may be relevant to industry mentorship across a range of fields.
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Skues, Jason, Sarah-Louise Alexander, and Lisa Wise. "Examining the impact of goal attainment and training goal on overall training satisfaction among vocational education and training completers." Education + Training 61, no. 4 (April 8, 2019): 523–32. http://dx.doi.org/10.1108/et-11-2018-0242.
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Purpose The purpose of this paper was to examine whether there is a relationship between goal attainment and overall training satisfaction among vocational education and training (VET) completers, and in turn whether this relationship varies across the different goals for undertaking training in a VET course. Design/methodology/approach A request was made to the National Centre for Vocational Education Research in Australia for access to the unit record data from the 2016 Student Outcomes Survey. Approval was obtained. The final sample comprised 149,632 students who completed a VET course in 2016, where 55 per cent of the sample were women and the average age was 36.55 years (SD=13.17). Findings Students who achieved or did not yet know whether they had achieved their training goal were more satisfied with their overall training compared with those who partly achieved their goal, who in turn were more satisfied than those who did not attain their goal across the various training goals. However, participants who were training for personal reasons or reasons other than for employment or pursuing further study, and either partly achieved, did not achieve or did not know yet whether they had achieved their training goal reported the lowest levels of training satisfaction, although these participants were still satisfied overall with their training. Originality/value These results highlight the importance of understanding the impact of goals on achievement-related activities and should be used to inform learning and teaching approaches as well as the provision of support services in the VET sector.
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Oliver, Rhonda, Ellen Grote, Judith Rochecouste, and Mike Exell. "Addressing the Language and Literacy Needs of Aboriginal High School VET Students who Speak SAE as an Additional Language." Australian Journal of Indigenous Education 41, no. 2 (December 2012): 229–39. http://dx.doi.org/10.1017/jie.2012.23.
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Vocational Education and Training (VET) in high schools has had positive effects on the retention of Indigenous students, providing important pathways into further education and the workforce. However, low-level literacy (and numeracy) skills can make successful completion difficult, especially for students who speak Standard Australian English as an additional language or dialect. This article describes research undertaken to inform the development of a second language and literacy needs analysis model designed for high school VET teachers to address the needs of Indigenous students. The study draws on second language acquisition research, which demonstrates the value of using tasks as the basis for language teaching syllabus design, with needs analysis as a fundamental aspect of this. The project centred on Aboriginal high school VET students from remote and rural communities in Western Australia, who speak English as an additional language/dialect. Data collected included: individual and focus group interviews, training materials, and observation field notes on the language and literacy practices in classrooms and workplaces. The major findings focus on the development of oral language (for both job-oriented and social interactions in the workplace) and literacy skills, as well as the need to overcome ‘shame’ and develop confidence for speaking to non-Aboriginal people.
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Lyesnikova, Maryna. "GENDER-SENSITIVE EDUCATIONAL ENVIRONMENT IN VOCATIONAL TRAINING INSTITUTIONS: EXPERIENCE OF DEVELOPED COUNTRIES AND OPPORTUNITIES FOR UKRAINE." Educational Analytics of Ukraine, no. 3 (2022): 26–40. http://dx.doi.org/10.32987/2617-8532-2022-3-26-40.
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The educational environment in the system of vocational education and training (VET), as a component of the global education system, should be gender-sensitive without any manifestations of gender bias and discrimination. The article identifies that such factors as national, regional or local management of VET institutions, labor market requirements, involvement of social partners, etc. reduce gender imbalance and contribute to the formation of a gender-sensitive educational environment. A review of best practices in education systems in Australia, the USA, Finland, Germany and Ireland showed that government projects are underway to create a gender-sensitive educational environment in VET institutions. The online platforms of these projects contain toolkits, examples of good practices, tips, useful links, examples of gender-neutral curricula, best teaching methods, teaching aids, elements of gender-sensitive speech, portfolio of professions, etc. In Ukraine, gender equality issues are also given some attention in VET institutions. Management and employees are aware of the importance of gender equality for the development of VET institutions and work continues to overcome stereotypes in career guidance work. However, there is currently no institutional framework or mechanisms for gender equality in domestic VET. In addition, there is no designated person for gender policy. According to the research results, primary steps for the development of a gender-sensitive educational environment in Ukrainian VET institutions are proposed, namely: the development of organizational frameworks and mechanisms for ensuring gender equality; regular training of teaching staff in the promotion of gender equality and the elimination of stereotypes in vocational guidance work; ensuring universal access to classrooms, workshops and laboratories, sports halls, locker rooms and other facilities of the VET institutions for free access by all without segregation, etc. The main direction of further research is the creation of methodological bases for the formation of an inclusive and gender-sensitive educational environment in VET institutions.
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Pratley, J. E., P. J. Kanowski, and L. M. Bull. "Education and training challenges for the Australian forestry sector: an analysis based on recent trends in university and vocational education and training (VET) completions." Australian Forestry 73, no. 4 (January 2010): 227–33. http://dx.doi.org/10.1080/00049158.2010.10676333.
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Fotinatos, Nina. "The role of an academic development unit in supporting institutional VET learning and teaching change management." Journal of University Teaching and Learning Practice 13, no. 4 (October 1, 2016): 19–38. http://dx.doi.org/10.53761/1.13.4.3.
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The aim of this paper is to examine the role and impact of a central academic development unit (ADU) within an institutional strategic and operational change management project. The primary goal of this project was to improve vocational education and training (VET) learning and teaching practice in an Australian dual-sector regional university. This driver of this change management project was in preparation for an external accreditation audit with the Australia Skills Quality Authority (ASQA). This paper presents perspectives from the ADU director and a specific ADU team (six senior educators and nine administrative staff) employed for 16 months to enact partial project goals. The ADU director utilises narrative methodology to describe the enactment of the project at the ADU level within the context of Kotters 8 Step Change Model (Kotter, 2012). An open and closed item survey approach was used to capture the perceptions of the ADU team regarding demonstrated leadership, management and team functionality throughout the duration of the project. The survey data also captured their perceptions regarding the value placed on change management requirements and indicators and their most rewarding experiences throughout the project. This paper highlights challenges and key lessons for ADUs associated with change management in a dual-sector environment. It also highlights the importance of utilising a suitable change management framework to initiative, lead and support meaningful, sustained changes in the dual-sector education environment
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Nathie, Mahmood, and Mohamad Abdalla. "Courses Preferences and Occupational Aspirations of Students in Australian Islamic Schools." Religions 11, no. 12 (December 10, 2020): 663. http://dx.doi.org/10.3390/rel11120663.
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Course selection by year 11 and 12 students exert a significant influence on occupational outcomes of young people. While many studies have been conducted by the Australian Council for Educational Research (ACER) across a broad spectrum of schools, not much is known about this aspect in relation to Islamic School students. In this research, data was collected on student course choice from nine randomly selected Islamic schools across Australia. For the first time, the results reveal the most prevalent course clusters studied by students are Science, Technology, Engineering and Mathematics (STEM) aligned courses. Mathematics and sciences followed by legal and business studies sit at the peak of the course hierarchy. Long-held views and anecdotal evidence that suggest Arabic and Islamic Studies feature prominently in course selection proved to be unfounded. Preference for these courses are shown to be very low. Vocational Education & Training (VET) courses do not feature prominently in Islamic school curriculums to the disadvantage of students who may wish to pursue non-academic careers instead of opting for university inspired career paths. Professionally, medicine, engineering, law and business (in that order) are the most preferred occupations. We also find a conspicuous gender-based difference regarding course selection and occupational aspirations.
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Kairys, Moira Rose. "The influence of gender on leadership in education management." International Journal of Educational Management 32, no. 5 (June 11, 2018): 931–41. http://dx.doi.org/10.1108/ijem-04-2017-0094.
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Purpose Leaders in education face diverse challenges in an increasingly competitive and changing environment. Although women numerically dominate the workforce, senior managers are predominately men. The purpose of this paper is to examine leadership skills required for senior management roles in vocational education training (VET); determine if the ranking of importance of skills differs by gender and if the ranking contributes to women not advancing to senior management roles. As skills are abilities that can be developed and learned focusing on leadership skills will provide further insight into leadership and influence leadership development programs in VET to re-orientate women into senior management roles. Design/methodology/approach The methodology was based on the theoretical framework of the Leadership Skills Strataplex Model (LSSM). The model categorises leadership skills into cognitive, interpersonal, business and strategic skills and determines skill requirement based on management level. A quantitative study with data collected from an online survey completed by 100 senior managers employed in Australian VET, with an even distribution of men and women, identified leadership skills and ranked the importance of the skills. Analysis of the data was conducted using correlation test and principal factor analysis. Findings Both men and women identified that cognitive, interpersonal, business and strategic skills were required for senior management roles in VET; however, they ranked the importance of these skills differently. Men ranked business and strategic skills as the most important whilst women ranked cognitive and interpersonal skills. The findings provide insight into how gender influences leadership with men focused on task-orientated leadership skills whilst and women focused on relationship development leadership skills. Research limitations/implications The major limitation of this study was that the results were derived from the employees’ perspective and not that of the employer. However, the limitation does not detract from the overall contribution, this study makes to leadership, leadership skills and VET. The findings of this study suggest that further education leadership research is warranted as most studies are predominately focused on leadership theory with limited reference to leadership skills. Practical implications The findings of this study provide practical implications to inform VET leadership professional development programs for teachers and managers to focus on leadership skills. The difference in ranking of importance of leadership skills by men and women highlights that focusing on specific leadership skill development of cognitive, interpersonal, business and strategic skills for aspiring managers may help re-orientate women into senior management roles. Originality/value The use of the LSSM, previously used in government and higher education to identify leadership skills, the online survey as the data collection tool and quantitative analysis provides originality in the methodology rarely seen in VET education. The study adds value to education management, VET, leadership, and gender research by providing insight into leadership skills.
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Tran, Ly Thi, and Sri Soejatminah. "Integration of Work Experience and Learning for International Students: From Harmony to Inequality." Journal of Studies in International Education 21, no. 3 (January 17, 2017): 261–77. http://dx.doi.org/10.1177/1028315316687012.
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The integration of work experience and learning in tertiary education is a complex issue for different stakeholders, including students, institutions, and employers. The provision of course-related work experience for international students is far more challenging as it involves issues of visa status, different cultural expectations, recognition/misrecognition of skills and experiences across cultures, English language competency, and local employers’ attitudes toward international students. Even though there is a significant body of scholarly research on work-integrated learning in tertiary education, empirical research on this issue related to international students remains scarce. This article responds to a critical gap in the literature by examining the provision of course-related work experience for international students from both the teachers’ and students’ perspectives. It is derived from a 4-year research project funded by the Australian Research Council that includes 155 interviews with staff and international students and fieldwork from the Australian vocational education and training (VET) sector. Drawing on Bourdieu’s notions of habitus and field as conceptual tools to interpret the empirical data, the research found work-integrated learning is unevenly distributed and inconsistently implemented across institutions. The article addresses the complex interplay between the student habitus and the habitus within the institutional field and the workplace field in shaping international students’ work-integrated learning access and experience. Practical implications for institutions on how to improve access and experience to course-related work experience for international students are discussed in light of the findings of this research.
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Simon, Linda, and Kira Clarke. "Apprenticeships should work for women too!" Education + Training 58, no. 6 (July 11, 2016): 578–96. http://dx.doi.org/10.1108/et-02-2016-0022.
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Purpose – The purpose of this paper is to explore some of the issues affecting successful employment outcomes for young women in male-dominated careers, focusing on those generally accessed via a traditional Australian apprenticeship model. Current patterns of participation in trades-based fields of education and training reinforce the highly gender segregated nature of the Australian Labour Force. Women are particularly under-represented in the large industries of construction, mining and utilities, where female employees account for only around 12, 15 and 23 per cent of employees, respectively, an issue of concern both in terms of increased economic participation of women and girls, and gender equality more broadly. The foundations for transition from education and training to employment are established during school. It is during these formative years that young men and women have notions of what is possible for them, and what is not possible, reinforced. Unfortunately, gendered stereotypes and perceptions around certain career options for young women are still reinforced within schools and create barriers to widening young women’s participation in a range of careers, particularly in fields traditionally dominated by males. The paper discusses strategies supporting initial apprenticeship opportunities for young women, and supportive structures to help women and girls build careers in these industries. Design/methodology/approach – This paper draws from a mixed method study, involving a national electronic survey of educators, industry and community groups, and a range of semi-structured interviews. Whilst the major study focused primarily on career exploration in relation to young women taking on careers in science, technology, engineering and mathematics and non-traditional industries, this paper focuses on one aspect of this study, young women taking up an apprenticeship in a male-dominated career. The research around career exploration was undertaken in 2014, and this paper has placed it in the current context of falling apprenticeships and increasing pressures to increase the number of women and girls employed in a wider range of careers. Findings – The findings of this particular study consider the barriers to young women taking on apprenticeships and identify strategies that hopefully will produce more successful pathways. This paper can be seen as adding to the public discourse to address the Australian Government’s stated reform objective in vocational education and training (VET), that trade apprenticeships are appropriately valued and used as career pathways. Originality/value – This paper can be seen as adding to the public discourse to address the Australian Government’s stated VET reform objective, that trade apprenticeships are appropriately valued and used as career pathways.
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Chhetri, Prem, Victor Gekara, Alex Manzoni, and Alan Montague. "Productivity benefits of employer-sponsored training." Education + Training 60, no. 9 (October 8, 2018): 1009–25. http://dx.doi.org/10.1108/et-02-2017-0029.
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Purpose The purpose of this paper is to examine the impact of employer-sponsored workforce training on employee productivity in the Australian transport and logistics industry. It challenges the quantitative notion of the ratio of input–output per labour hour as the single most important measure of productivity. Design/methodology/approach The study utilised a mixed-method approach, involving online and on-site survey questionnaires and on-site semi-structured interviews of employers, employees and students within the industry. Survey questionnaires were administered to Vocational Education and Training (VET) learners to determine the dimensions of productivity gains, while qualitative interviews were conducted specifically to capture employers’ perceptions and expectations of the benefits of training. Findings Results show that the relationship between employer-sponsored training and workforce productivity is multi-dimensional where, ideally, all essential dimensions must be fulfilled to effectively achieve sustainable productivity level. One dimension is the quantitative measure of increased performance as an outcome of enhanced knowledge, skills and competencies. Another relates to the increased self-confidence, job satisfaction and pride. The third dimension is the cost savings that come with increasing employees’ overall awareness and appreciation of occupational health and safety. The results show that, aside from the dominant theories on training and labour productivity, the perception of the benefits of training on workplace productivity is not merely limited to the conventional understanding of productivity as a simplistic relationship between resource inputs and tangible outputs. Practical implications Firms should consider redefining the benefits of training to include employee well-being and individual contribution to common team and organisational goals. Organisations therefore should broaden the notion of productivity to incorporate intangible benefits. Originality/value The use of multi-method approach to investigate the views and perceptions of employees, employers and trainers about the productivity benefits of training and key concerns and challenges for the industry.
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Struthers, Karen, and Glenda Strachan. "Attracting women into male-dominated trades: Views of young women in Australia." International Journal for Research in Vocational Education and Training 6, no. 1 (April 25, 2019): 1–19. http://dx.doi.org/10.13152/ijrvet.6.1.1.
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Context: The persistent low female participation in male-dominated trades is not attracting a high level of public attention and policy action. There are determined, yet adhoc actions by advocates in response to evidence that economic benefits will be derived for industry and women through increased female participation in the male-dominated trades. Occupational segregation of the trades remains resistant to change.
Methods: To better understand the barriers limiting female participation in the male-dominated trades from the perspective of young women, this PhD study features interviews with female secondary students, complemented by interviews with industry stakeholders and a quantitative analysis of VET and trade participation data. The three primary research questions are: 1) What is the extent of gender segregation in vocational education and training (VET) and typically male-dominated trades in Australia, and how does this compare internationally? 2) Why do very few female students choose male-dominated trades as their job pathway? 3) What can be done, particularly in the education and training sectors, to increase female interest in, and take-up of, the male-dominated trades?
Findings: The results of this research showed that the composition of trade-qualified females in male-dominated trades is persistently low at 2-3%. The views of young women affirmed the evidence showing system-wide barriers limit female interest in these trades. Most influential is that gender stereotypes of work are set by Year 10 and that female enrolment in Maths (a pre-requisite for male-dominated careers) is low; these trades are seen as “jobs for the boys who don’t do academic,” and the fear of intimidation and harassment deters young women. Low enrolment of female students in male-dominated trade courses indicates that this entrenched occupational segregation of the trades will remain resistant to change for some time to come.
Conclusion: The findings indicate that ad hoc responses to overcome gender segregation of the trades is not effective. Influenced by systems theory and a social ecological model (SEM) of change, the researchers promote the need for sustained, nation-wide awareness and action involving VET and school sectors, industry, government and trade unions to attract more women into male-dominated trades.
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Saravani, Sarah-Jane, and Gaby Haddow. "A theory of mobile library service delivery." Journal of Librarianship and Information Science 49, no. 2 (July 17, 2015): 131–43. http://dx.doi.org/10.1177/0961000615595854.
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Research indicates there is widespread acceptance that nomadicity of library users is a phenomenon that will continue to increase; however, mobile learning is a resource that relatively few academic libraries appear to be taking advantage of. This paper presents a model developed during an investigation using a grounded theory approach into factors that may contribute to the delivery of library services to mobile technologies. A sample of 42 professionally qualified library staff from the Australasian vocational education and training (VET) sector was investigated to determine how confident and capable library staff believed they were to respond to technology advancement challenges and the training and support required for that response. The resulting theoretical model explains the impact of mobile technologies on library services and highlights the complex factors contributing to mobile technology acceptance at both an organisational and individual level. The presence of a series of catalysing impacts forms a central core and their management can enable an organisation to move from a position of uncertainty to one where the consequences of mobile technologies have been normalised.
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Kift, Sally. "Foreward." Journal of Teaching and Learning for Graduate Employability 12, no. 1 (February 5, 2021): i—v. http://dx.doi.org/10.21153/jtlge2021vol12no1art1015.
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This Special Issue, devoted to micro-credentials and qualifications for future work and learning in a disrupted world, is a welcome and critically timed contribution to educational theorising and practice internationally. COVID-19 has accelerated Industry 4.0’s pervasive labour market disruption. Digitisation’s efficiencies have been rapidly embraced and broadly up-scaled as a matter of necessity. Many industries and professions have fast tracked digitalisation to transform pre-pandemic business models for current and future sustainability. We have seen all education sectors – Kindergarten to Year 12 (K-12), vocational education and training/ further education (VET/FE) and higher education (HE) – digitise and digitalise to varying degrees in their rapid move to emergency remote teaching (Hodges et al., 2020). Robust evaluation will be needed to assess the efficacy of that pedagogical triaging – our well-intentioned ‘panic-gogy’ (Kamenetz, 2020) – to inform the quality and fitness-for-future-purpose of that online pivot. In the meantime, HE’s students and graduates emerge from 2020 wanting to support and apply their studies in a challenging job market that was already weakening pre-pandemic and has now worsened (for example in the Australian context, Social Research Centre, 2020), especially for young people. If that was not enough, significant and underlying issues of climate change, reconciliation with First Nations, demographic change and globalisation continue to have implications for equal and equitable participation in the full range of life opportunities, including in meaningful paid work. In brief, the context for this Special Issue is an international grand challenge writ very large.
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Zelloth, Helmot. "Career guidance for Vocational Education and Training (VET)." Journal of the National Institute for Career Education and Counselling 33, no. 1 (October 1, 2014): 49–55. http://dx.doi.org/10.20856/jnicec.3308.
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This paper has been inspired by Tony Watts’ pioneering work which explored the relationship between VET and career guidance. This relationship features traditionally ambiguous and not very clearcut definitions. His helpful distinction between career guidance ‘prior to’ and ‘within’ VET opened new perspectives for analysis. Career guidance cannot only serve as an ‘eye opener’ to stimulate VET demand, but also as a ‘change agent’ to improve VET supply. However, career guidance has come under attack for being ‘VET-blind’ and has been criticised for being inadequately sensitive to VET. Similarly VET needs to consider the relevance of career guidance. It is this potential for a reciprocal interaction between VET and career guidance that this paper focuses on.
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Hong, Jin. "How can a design-based research methodology that utilises Mixed-Reality (MR) Technologies be utilized to effectively enhance learning for authentic, high-risk situations?" Pacific Journal of Technology Enhanced Learning 2, no. 1 (December 2, 2019): 24. http://dx.doi.org/10.24135/pjtel.v2i1.25.
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Even experienced mountain climbers underestimate key dangers and make poor decisions in stressful, high-risk situations when climbing, leading to injury and death. My own experience indicates that effective education can play a key role in managing these risks and improving experienced climber’s decision making. Current educational approaches for climbers, however, are generally limited to textbooks and ‘on the mountain’ learning. It is vital, therefore, that new approaches and methods are developed to improve learning.
My own experience and emergent case studies indicate that AR (Augmented), VR (Virtual Reality) and MR (Mixed Reality), have affordances (possibilities offered by the technology) to underpin new forms of learning and therefore have the potential to enhance education for high-risk environments. Emergent use of MR immersive technologies includes classroom learning, firefighting and military training. An initial review of literature has indicated though that there are very limited examples of rigorous research on the design and application of MR technologies in authentic education, especially for extreme situations such as mountaineering i.e., no one has rigorously designed for these technologies for learning in extreme environments, evaluated learning outcomes and theorised about how learning can be enhanced.
In response to this gap/opportunity, this research explores the potential of MR technologies to effectively enhance learning for authentic, high-risk situations. The research will use a Design-based research methodology (DBR) to develop design principles informed by key learning theories as they offer recognised and critical approaches for a new way of learning in an extreme environment. Underpinned by a Constructivist paradigm, initial theoretical frameworks identified include Authentic Learning and Heutagogy (student-determined learning).Herrington and co-authors (2009) recommended 11 design principles for the incorporation of mobile learning into a higher education learning environment, and Blaschke and Hase (2015)’s 10 principles of designing learning for heutagogy. Other theories and frameworks include Constructivist Learning and the ZPD (the Zone of Proximal Development), design for mobile MR learning and user-centred design. Activity Theory will also be utilised in the data analysis.
Initial design principles will be developed by the DBR methodology. These design principles will be tested through the implementation and evaluation of an MR ‘prototype’ app design solution.’ The prototype solution will be iteratively redesigned using further evaluation and feedback from sample cohorts of end-users. Data will be collected from key participant interviews, researcher observation/reflections and biometric feedback. Methodological triangulation (multimodal data approach) will be used to evaluate learning outcomes. The iterative development will lead to transferable design principles and further theorising that can be transferred to other learning situations involving preparation and decision-making as well as knowledge in high-risk contexts.
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Wiriadidjaja, Astrid, Lelly Andriasanti, and Andrea Jane. "Indonesia-Germany Cooperation in Vocational Education and Training." Journal of Local Government Issues 2, no. 2 (September 30, 2019): 178. http://dx.doi.org/10.22219/logos.vol2.no2.178-192.
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To reduce the unemployment rate, Indonesia has focused since 2007 on the development of Vocational Education and Training (VET). VET is one of solutions that would enhance human resources quality in Indonesia, which has 262 million people. However, the number of unemployed graduates from vocational education is still high until 2019. It means there is something wrong in Indonesia’s current VET system. Meanwhile in Germany, VET is a pillar of national education which is based on a dual system. This system is successful in Germany. As one of the biggest donor countries in promoting VET, Germany tries to introduce a dual education system through bilateral relations with developing countries such as Indonesia. Indonesia seems to need to try to develop VET base on dual education system through cooperation with Germany. Thus, the research question of this article is “why does Indonesia need to make a co-operation with Germany in developing VET based on a dual education system?’ To answer the research question, this paper uses qualitative method which results in the following conclusion: Cooperation with Germany would open the opportunity for abundant human resources in Indonesia to fulfill a huge labor demand in Germany particularly and Europe in general. Moreover, the cooperation makes Indonesia gain support in developing the VET system in this country and get transfer of knowledge and technology from Germany as a developed country
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Mulder, Martin. "Researching vocational education and training: An international perspective." Journal of Vocational, Adult and Continuing Education and Training 1, no. 1 (November 13, 2018): 35. http://dx.doi.org/10.14426/jovacet.v1i1.12.
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This article investigates a German initiative to fund a research programme on internationaldevelopment cooperation in vocational education and training (VET). It briefly describes the strandsof the programme and critically reflects on them. It is considered important that this programme beinitiated to stimulate research on international VET development cooperation because, while thereare institutes for and programmes on VET research, research on VET is modest in volume comparedwith that of educational research on elementary or secondary education. The article also considerspriority areas for VET research that are part of the programme and expands on these, using a numberof VET research themes and topics. An important conclusion is that in research on international VETdevelopment cooperation it is important to pursue a balanced approach by taking the practical,political, administrative and scientific factors into account. These factors all play a role at the national,regional and local levels. Too much pragmatism or too isolated a scientific specialisation should beavoided. Respectful cooperation between all the stakeholders is imperative, and is especiallyimportant in projects that combine researchers with a predominantly long-term perspective andteachers and managers with a mainly short-term outlook. Finally, I express the hope that morenational governments would follow the example of Germany. Their doing so would definitely raisethe profile of international VET research, which is absolutely needed.
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Maurice-Takerei, Lisa, and Helen Anderson. "Vocational education and training reform in Aotearoa New Zealand." New Zealand Annual Review of Education 27 (November 24, 2022): 116–30. http://dx.doi.org/10.26686/nzaroe.v27.8034.
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The Education and Training Act 2020 provides an opportunity to transform the Vocational Education and Training (VET) system in Aotearoa New Zealand to ensure participants are successfully prepared for participation in the current and future workforce. The authors of this paper discuss current reforms in the VET system beyond the changing of components and the assignation of requisite tasks. While change to processes and systems can have an impact on VET outcomes, the kind of change that transforms individual lives and life chances depends on the decision-making and approaches made possible only by individuals ‘at the coalface.’ Indeed, changes to training programmes and processes alone cannot give effect to improved outcomes. The authors suggest that it is educators, the often unnamed and invisible workforce that will provide the basis for transformational VET based change. The VET workforce who daily mediate training programmes and curriculum as educators, facilitators, trainers, instructors and teachers are central to the transformation of VET. Indeed, the most challenging and complex of changes within the Review of Vocational Education (RoVE) is one that is not yet accounted for or named – the VET education workforce. The authors call for a recognition of educators in VET and an acknowledgement of the centrality of their work in change. A case for planning and strategy that provides direction for the education and training workforce to build their knowledge and capability for a new VET is presented, without which the opportunity for transformational reform is at risk of being lost to componentry change.
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Ahmed, Tutan, and Raghabendra Chattopadhyay. "Return to general education and vocational education & training in Indian context." International Journal of Educational Management 30, no. 3 (April 11, 2016): 370–85. http://dx.doi.org/10.1108/ijem-10-2014-0135.
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Purpose – Measurement of returns to vocational education has always remained a matter of controversy (Psacharopoulos, 1994; Bennell and Segerstrom, 1998; Ziderman, 1997). Based upon the return evidence many World Bank projects were scrapped (Middleton and Ziderman, 1997, Bennell and Segerstrom, 1998). However, there is again a growing interest for Vocational Education in different countries as well as in international body like UNESCO (Debroy, 2009; King, 2009; McGrath, 2012). Unfortunately there is little justification for this growth from the returns to Vocational Education literature. India is one among the countries where fervent around vocational education and training (henceforth VET) is quite discernible at present. The paper aims to discuss these issues. Design/methodology/approach – Standard Minerian, extended Mincerian and Heckman two-stage methods are used to measure returns to VET vis-à-vis returns to general education in Indian context while taking care of selection bias problem. It is measured at different levels of education since the characteristics of VET changes significantly at different levels of education. This work also considers different classifications of VET (Formal, Hereditary, On the Job). National Sample Survey (NSS) data which recently has included data on VET is used for this measurement. Findings – It shows that the returns to formal VET and On the Job training (OJT) are quite high in the primary level. There is a gradual decline in these returns when compared with general education at higher levels, namely, secondary and tertiary level. At tertiary level effect of formal VET or OJT on income becomes almost insignificant. On the other hand, hereditary training and other category of VET have significantly negative impact and insignificant impact on income, respectively. Research limitations/implications – This work suggests that the investment in VET in present context is justified however there is a requirement to focus on specific area within the VET for this investment. Investment in higher level of formal VET as well as in the OJT set up can provide better return to the individuals. However, NSS data does not provide income data for the self-employed persons. Hence, self-employed category remains outside the purview of this study. Practical implications – In general, formal VET and OJT are profitable for individual in wage employment. However, this profitability declines when the effect of the training is measured at a higher level of general education. Formal vocational training/OJT for the primary and secondary school dropouts are clearly profitable. However, OTJ seems to be providing a return similar to what is provided by formal training. A poor performance of formal VET indicates an institutional gap and reflects present cry from industry for “quality” manpower. Originality/value – To author’s knowledge there is no study on return evidence from various types of VET in Indian context. This study is a deviance from the existing literature on VET in following ways. First, this study suggests that investment in VET can be profitable. Second, many earlier works missed out to consider different types of VET and compare them with general education at different levels. Putting all types of VET into one basket and then analyzing returns has the risk to misleading the policies. Different VETs have completely different dynamics and hence it is required to treat them separately.
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Bohne, Christoph, Friedhelm Eicker, and Gesine Haseloff. "Competence-based vocational education and training (VET)." European Journal of Training and Development 41, no. 1 (January 3, 2017): 28–38. http://dx.doi.org/10.1108/ejtd-07-2016-0052.
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Purpose The purpose of this paper is to develop a vocational scientific constructivist concept meant for shaping competence-based and networked teaching and learning in vocational education and training (VET). Design/methodology/approach VET must enable learners to shape work within the context of conceptions based on the development of society. Refresher trainings cannot realise this. Concepts need a shaping competence-based and networked approach. Teaching and learning networks, learning projects and digital media are the keys to this approach. Findings The focus of the planned concept lies on shaping competence-based teaching and learning. This can be realised with innovative teaching and learning networks. Digital media can support this. The planned concept will be justified. The systematic planning of an exemplary learning project will be discussed. Practical implications This paper lays the ground to evaluate the relevance and range of shaping competence-based and networked teaching and learning. Originality/value The concept was (co-)developed by the University of Rostock. It was tested in first learning projects. These experiences are taken into account. The aim is to emphasise that the intended approach is a justified educational strategy in colleges, companies and other places of learning dealing with VET.
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Dang, Vi Hoang. "Parental Perspectives towards the Vocational Education Training Sector in Vietnam." Journal of Education and Vocational Research 6, no. 1 (March 30, 2015): 37–51. http://dx.doi.org/10.22610/jevr.v6i1.178.
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The main purpose of this study is to explore the parental perspectives of the vocational education and training (VET) sector in Vietnam. The data were collected from 32 parents in the Northern and Southern regions using six open-ended interview questions focussing on the vocational education training system. Several techniques, namely word repetitions, keywords in context, and similarities and differences were applied to discover the common emerging themes and sub-themes. The issues which corresponded with the six questions were (1) quality and types of VET input, (2) VET teachers’ ability, (3) facilities and equipment, (4) the relationship between VET providers and industries, (5) recognition of VET qualifications and (6) job potential. The results indicated two main positive and negative themes emerging in five of the issues, the exception being the relationship between VET providers and industries. The issue of job potential was evaluated positively by parents. However, the findings indicate wastage of trained manpower due to the weak relationship between VET providers and industries. The recommendations are that Government agencies should be more involved in the VET sector by providing teaching protocols and implementing policy concerning two-way collaboration between VET providers and enterprises, making the sector more attractive to parents, students, industries and other key stakeholders with the primary aim of changing perceptions of the VET sector positively.
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Fjørtoft, Henning, and Elin Bø Morud. "Assessment decision making in vocational education and training." Studia paedagogica 26, no. 4 (February 14, 2022): 119–37. http://dx.doi.org/10.5817/sp2021-4-6.
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Assessment decision making is a highly contextual phenomenon. In this paper, we explore this topic in vocational education and training (VET). Thirty-eight teachers from five Norwegian upper secondary schools were interviewed before and after an 18-month research–practice partnership. To understand assessment decision making in VET, we draw on two bodies of knowledge: (a) research on teachers' decision making in assessment and (b) conceptualizations of teachers' professional capital. Four main findings emerged from the analysis: three assessment-related dilemmas and one professional capital-related dilemma. We then discuss how these aspects of practice affect assessment decision making and the implications for developing VET teachers' decisional capital.
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Petnuchová, Jana. "Education for Jobs – Preparation for the Labor Market." Acta Technologica Dubnicae 3, no. 1 (June 1, 2013): 51–59. http://dx.doi.org/10.1515/atd-2015-0026.
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Abstract The article describes importance of vocational education and training (VET) which can play a central role in preparing young people for work, developing the skills of adults and responding to the labor market needs of the economy. The aim of this article is to highlight the definitions and understandings of vocational education and training (VET). Countries are now giving the long-neglected topic of vocational education and training dramatically increased profiles, reflecting recognition of its economic function. Many countries are recognizing that good initial vocational education and training has a major contribution to make to economic competitiveness.
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Bolvig, Chris. "Vocational Education and Training: Its Impact on the Traditional Education Environment." Australian and International Journal of Rural Education 10, no. 1 (March 1, 2000): 34–39. http://dx.doi.org/10.47381/aijre.v10i1.449.
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Until 1 July 1999 the Library Resource Centre I managed was an autonomous operation which serviced the need of the Higher Education and the VET sector of Curtin University - Kalgoorlie Campus. From that date we became part of the Curtin Library and Information Service and will now operate within their environment. I rapidly came to understand that there was little knowledge of the VET sector within my new peer group and so I prepared a paper on the role of the library within the VET sector and how it differed from the Curtin LIS traditional operation.
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Олейникова, О. Н., and Ю. Н. Редина. "Vocational education and training under circular economy." Vocational education and labour market, no. 3(50) (October 21, 2022): 70–83. http://dx.doi.org/10.52944/port.2022.50.3.010.
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Введение. Экологизация, цифровизация и увеличение продолжительности трудовой жизни формируют современную политику рынка труда и образования. На смену линейной парадигме устойчивого развития приходит экономика замкнутого цикла (ЭЗЦ), что приводит к появлению новых профессий, подходов к организации труда и новых сочетаний умений. Статья посвящена анализу экономики замкнутого цикла в контексте совершенствования системы подготовки кадров в сфере профессионального образования и обучения (ПОО).Цель. Выявить возможности повышения эффективности ПОО на системном уровне в контексте перехода к ЭЗЦ.Методы. Основу составили элементы социально-экономического моделирования, структурирования и систематизации, метод case-study и форсайт-технологий. Междисциплинарный подход позволил экстраполировать социально-экономические тренды на область прогнозирования потребностей рынка труда в условиях перехода к ЭЗЦ.Результаты. Циркулярные модели бизнес-процессов содействуют переходу к более справедливой и экологически устойчивой ЭЗЦ. Применение подходов ЭЗЦ замкнутого цикла в ПОО будет способствовать повышению ее эффективности, обеспечивая переход к Индустрии 5.0, в условиях которой обучение происходит параллельно с разработками новых промышленных технологий. ЭЗЦ требует также нового подхода к формированию инноваций в обучении и Т-образного сочетания умений специалиста широкого профиля.Научная новизна. Выявлены ключевые принципы и элементы формирования ЭЗЦ и возможности для совершенствования ПОО в рамках стратегии замкнутого цикла.Практическая значимость. Результаты анализа, выводы и обобщения могут быть использованы в процессе модернизации ПОО, трансформации содержания программ и моделей обучения, а также при создании инновационных площадок обучения в рамках циркулярного подхода. Introduction. The article is devoted to the analysis of the circular economy in terms of improving vocational education and training (VET) system. Greening, digitalisation and increasing working life duration are shaping the labour market and education policies. The linear paradigm of sustainable development is being replaced by the circular economy (CE), which leads to the emergence of new professions, new approaches to the organisation of work, and new combinations of skills that meet the mobile, flexible, and sustainable labour market needs.Aim. The purpose of the study is to identify trends and opportunities to improve the effectiveness of VET at the system level in terms of transition to CE.Methods. The employed methodology relies on elements of socio-economic modelling, structuring and systematisation, the case-study method and foresight technologies. The interdisciplinary approach made it possible to identify and extrapolate socio-economic development trends to the area of the labour market needs forecasting in the context of the CE transition.Results. It is concluded that circular business process models are facilitating the transition to a more equitable and environmentally sustainable CE. Extrapolating the circular approach to the VET system will ensure its transition to the Industry 5.0 thus increasing its efficiency: the training will go in parallel with the development of new industrial technologies. Transition to CE will also require a new approach to the VET innovations and T-shaped skills.Theoretical novelty lies in identifying the key principles and elements of the CE formation, and the pathway for improving VET within the framework of a circular strategy.Practical significance. Obtained results can be used for further VET modernisation, programmes and learning models content transformation, as well as for the creation of innovative learning spaces within the circular paradigm.
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Nore, Hæge. "Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training." International Journal for Research in Vocational Education and Training 2, no. 3 (December 15, 2015): 182–94. http://dx.doi.org/10.13152/ijrvet.2.3.4.
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This article explores teachers and trainers didactical practices in different contexts in Norwegian VET: schools and workplaces. With the introduction of e-resources and e-portfolios in VET, learners as well as teachers and trainers experience a more hybrid learning-arena, which claims for a recontextualization of vocational didactics as well as re-defining roles and responsibilities of the actors. The article discuss new forms of boundary crossing, dealing with e-portfolios as boundary objects, increasing learner autonomy, transformative learning outcomes, interaction between actors and designing learning processes in hybrid learning-arenas. Vocational didactics as understood in a teacher-training context are challenged by more actors and new forms of interactivity with technological tools crossing sites. The study is based on a longitudinal study in a national project on quality assessment, interviews with teachers and trainers as well as apprenticeship training offices supported by documentary evidence from three trades: sales, plumbing and industrial mechanics.
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Machumu, Haruni J., Chang Zhu, and Jennifer K. Sesabo. "Blended Learning in the Vocational Education and Training System in Tanzania: Understanding Vocational Educators’ Perceptions." International Journal of Multicultural and Multireligious Understanding 3, no. 2 (June 29, 2016): 30. http://dx.doi.org/10.18415/ijmmu.v3i2.46.
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In a constructivist world of teaching and learning, opportunities to acquire and develop the knowledge and practical skills necessary to design, establish, and deploy blended learning in vocational education and training (VET) programs delivery is a labour-market-driven. The paper examines VET educator’s pleas about the need for the design, adoption and deployment of blended learning in VET programs delivery in Tanzania. A single case study design with an in-depth interview and focus group discussion was conducted with 15 VET educators in three VET colleges in both Morogoro and Dar es Salaam regions. Snowball and purposive sampling were used to obtain sample respondents. For the data analysis, content analysis was employed to condense data obtained from interviews and focus group discussion. It was found that continuous professional development, institutional arrangements, and support should be provided online to facilitate the design, adoption and use of blended learning in VET. We recommend that locally designed blended learning should be relevant to the environment of both students and teachers. In reality, the interplay between blended learning, imparting knowledge and practical skills remain the key focus of future research.
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Barabasch, Antje, Sandra Bohlinger, and Stefan Wolf. "Reconstructing policy transfer in adult and vocational education and training." Research in Comparative and International Education 16, no. 4 (November 24, 2021): 339–60. http://dx.doi.org/10.1177/17454999211062825.
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The article contributes to the understanding of educational policy transfer with a particular focus on VET and labour-market related training. A review of VET policy transfer literature is followed by a description of travelling VET reforms in adult and vocational education and training around the globe. Historical foundations of VET policy transfer are described with an emphasis on lending and borrowing from the global North to the global South. Finally, contemporary forces that influence global policy transfer, derived from personal observation, are described. We aim to contribute to a better understanding of policy cycles by depicting the influence of different dynamics on decision-making for policy transfer in VET. We argue that there can be various reasons to policy transfer, not just attractiveness of a particular educational system or approach, but also global industry demands for workforce development or the influence of big data and social media.
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Smak, Magdalena. "Models of private sector involvement in vocational education and training." European Journal of Teaching and Education 4, no. 1 (April 20, 2022): 37–47. http://dx.doi.org/10.33422/ejte.v4i1.746.
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Since 2008 youth unemployment and poverty have been a challenge for many countries. In order to equip young people in practical knowledge and skills and help them in transition to labour market governments started to invest in vocation education and training (VET). However effective VET is hard to build. In the text I analyse qualitatively data from 23 national reports covering VET systems prepared during Torino Process for European Training Foundation (ETF). The analysis shows that there are many obstacles to overcome: low prestige and attractiveness of VET for youngsters and their parents, aging work force, pending reforms on school management, ability to form partnerships between public and private sector. The text describes successes and challenges connected to private sector involvement in VET and builds on a theory of partnerships from Marriot and Goyder (2009) and Hands (2005). Additionally the paper provides examples of good practices, such as: clear division of responsibilities between schools and employers, tax incentives for employers, cooperation between state, university and companies.
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Tabatadze, L. M. "Teacher’s Competency Model in Vocational Education and Training within Uncertainty of Labor Markets (On the Example of L.B. Krasin Moscow Vocational School of Creative Industries)." Prepodavatel XXI vek, no. 2, 2020 (2020): 43–55. http://dx.doi.org/10.31862/2073-9613-2020-2-43-55.
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In the article the author presents a relevant experience of designing an actual competency model of an educator in vocational education and training (VET) which is based on the researches of the world and Russian labor markets. There is explained a term “innovative segment of a labor market” and given risks of vocational education and training in part of its interaction with this segment. The author made an analysis of trends affecting the vocational education and training development and analyzed data of the VET economics monitoring. The approach to designing a competency model of an educator in VET is described in consideration of the transforming role of an educator. The L.B. Krasin vocational school of creative industries experience in designing a competency model of an educator is presented, the competency models is given with detailed description of the competencies. Keywords: vocational education and training, VET, staff development, labor market, innovative segment human capital, educator, competency model.
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Kibrit, Gunay, Fahriye Altinay, Gokmen Dagli, Zehra Altinay, Ramesh Sharma, Rustam Shadiev, Ahmed Tlili, Menil Celebi, Mohamed Jemni, and Meryem Bastas. "Evaluation of Sustainability and Accessibility Strategies in Vocational Education Training." Sustainability 14, no. 19 (September 23, 2022): 12061. http://dx.doi.org/10.3390/su141912061.
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Sustainability plays a significant role in all levels of education. Paying attention to strategies for accessibility in educational levels is highly needed. This research aims to evaluate accessibility strategies in vocational education training (VET). It is significant to put efforts into VET to raise awareness on accessibility for the societal benefits of inclusivity and digital transformation in services for all. While preparing the educational context for digital education, accessibility strategies are essential for establishing the future of education. The study adopted the qualitative research approach and used semi-structured interviews and public reports for data collection. The sample of the study comprised the staff working at the management/administrative level in VET and at the ministry of education. Results indicated that suitable strategies are crucial for sustainability and accessibility in VET. Active citizenship for the global world requires understanding the practical sides of accessibility. In this respect, this study recommends vocational training activities based on sustainability and accessibility. To set sustainable strategies in VET, defining the proper roles and responsibilities of teachers, trainers, and staff are essential. The administrative authority, protection of school fixtures and procedures, resolving financial issues, overcoming obstacles such as quality activities, and the professional inadequacy of teacher training are basic steps for developing VET.
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Di Stasio, Valentina. "‘Diversion or safety net?’ Institutions and public opinion on vocational education and training." Journal of European Social Policy 27, no. 4 (October 2017): 360–72. http://dx.doi.org/10.1177/0958928717719199.
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Vocational education and training (VET) has been described in the sociological literature as a mixed blessing. On one hand, vocational qualifications facilitate the school-to-work transitions of youth (safety net function of VET); on the other hand, placement into vocational tracks dissuades students from attending higher education (diversion function of VET). In this study, I analyse whether VET is perceived to function as a safety net and/or a diversion route by the public at large. VET systems greatly vary across countries with regard to their perceived prestige, the involvement of social partners in the provision of training and the certification of occupational skills. Thus, I focus on whether perceptions of VET vary systematically across countries. Using Eurobarometer data from 2011, I show that in countries with occupationally oriented VET systems, which provide work-based training in the form of apprenticeships, both the safety net and diversion functions are recognized as distinctive aspects of VET. Although public perceptions of the safety net function do not vary across education groups, the analyses show that highly educated individuals are less likely than the other education groups to suggest vocational education as an option, even when they do recognize its role as a safety net. This study contributes to our understanding of the micro-level mechanisms that underlie the formation of educational preferences across social groups.
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Marhuenda-Fluixá, Fernando, María José Chisvert-Tarazona, and Alicia Alicia Ros-Garrido. "Initial VET in Spain." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 16 (December 7, 2018): 169–74. http://dx.doi.org/10.32835/2223-5752.2018.16.169-174.
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Initial vocational education in Spain was created within the formal education system in 1970. During the reform process, in 1990, it has been acquired modern architecture. During the period from 1990 to 2002, a series of reforms took place in the country, the most important of which was the adoption in 2002 of the national law on education, the main provisions of which were agreed upon with all stakeholders - the main political parties, social agents, employers and trade unions. The law introduced the following key features of the vocational education system in Spain: a mandatory curriculum module for all students of vocational education institutions that is implemented directly at the workplace; the same requirements for entry into higher education institutions for all searchers; active involvement of employers, representatives of trade unions, administrations in the process of developing of professional qualifications and vocational education curricula. The article provides a general overview of Spain’s vocational education system in social and historical contexts. The institutional and legislative mechanisms, which ensure functioning of the corresponding system (functions of which are, in particular, the legislation of the management of the system of vocational education and training) are described. A general overview of the major reforms in the VET system in Spain is presented, which gives the reader a certain idea of the trends that have taken place over the years and indicate an increase in the prestige of vocational education and training.
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Sandirasegarane, Sharmila, Staci Sutermaster, Alyssa Gill, Jennifer Volz, and Khanjan Mehta. "Context-Driven Entrepreneurial Education in Vocational Schools." International Journal for Research in Vocational Education and Training 3, no. 2 (August 24, 2016): 106–26. http://dx.doi.org/10.13152/ijrvet.3.2.3.
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Vocational Education and Training (VET) is offered throughout the world to students of various educational backgrounds and career aspirations in an effort to create a skilled workforce. The structure of VET varies greatly across different fields and countries with high-growth, low-growth, and transitional economies. However, a common critique of many vocational institutions is that they focus on skills training without addressing related business systems. Thus, students may not understand the business strategies related to their field, which stifles job readiness and entrepreneurial potential. To counter this, a more context-driven and integrated entrepreneurial approach is proposed for VET. Benefits, disadvantages, and exemplars of various types of vocational and entrepreneurial programs are evaluated to determine how their strengths might be leveraged. Such integrated entrepreneurial and vocational training would more suitably address context-specific market needs via both practical and transferrable skills, thus helping to reduce unemployment, particularly among youth in sub-Saharan Africa.
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Polesel, John. "Vocational education and training (VET) and young people." Education + Training 52, no. 5 (June 29, 2010): 415–26. http://dx.doi.org/10.1108/00400911011058352.
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Squires, Don. "Providing Vocational Education and Training (VET) for NSW Rural Schools and Students: the 'Stage of Play'." Australian and International Journal of Rural Education 10, no. 2 (July 1, 2000): 37–46. http://dx.doi.org/10.47381/aijre.v10i2.456.
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A strategic framework for VET in Schools (1998-2000) was developed by the Department of Education and Training to coordinate the development and implementation of Vocational Education andTraining (VET) in government schools across NSW. One clear advantage of the vocational education curriculum in schools is that it offers a broader range of choices to students and has the potential to satisfy the needs and aspirations of a broader range of students than can be accommodated within the traditional curriculum. Vocational learning and VET are also emerging as major mechanisms for helping young people negotiate the complex transition from CHILD to ADULT. The major distance education provider for NSW school and TAFE students is the Open Training and Education Network - Distance Education Directorate (OTEN-DE). OTEN-DE meets the needs of students across the state who must access vocational education and training by means of distance education, either as isolated learners or as students in smaller rural schools. This paper explores some conceptual and practical issues associated with the provision of vocational learning and VET for students in isolated and rural areas.
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Gishti, Ejvis (Shehi). "Social Partnership in Vocational Education and Training in Albania." European Journal of Education 1, no. 3 (November 29, 2018): 163. http://dx.doi.org/10.26417/ejed.v1i3.p163-169.
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In the course of the still ongoing transition process the country has performed major structural and economic reforms. The Albanian economy, the labour market and individuals’ aspirations have undergone fundamental changes in the past years. The Vocational Education and Training (VET) system has generally not been in a position to keep pace with these developments. Good practice examples exist only in certain institutions and programmes that have benefited from sustained national, donor and/or private sector support. Numerous analytical and strategic papers have concluded that more systemic efforts are needed at this point to bring VET provision better in line with identified labour market demands. There is no sense of offering education and training for young people or adults, which is of little value for them in terms of becoming skilled workers or progressing on in education to develop higher levels of skills. Within this context, the definition of social partnership in VET is still unclear for both governments and the social partners themselves and is presently not seen as a mechanism for supporting decision making. Social partner organizations are poorly structured to deal with their new roles in VET. A combination of several factors still limits the effective participation in VET systems of social partners. In the conclusions of this study, it is important to know that the governance and decision-making capacities of social partners need to be improved, as well as their technical and operational knowledge of the vocational training sector. It is important to ensure that all potential misunderstandings and overlapping functions in this complex plethora of advising bodies are clarified as soon as possible. Careful revision of the roles and responsibilities of social partners that participate in a number of different councils can be a good starting point for acquiring a clear picture of potential overlaps.
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Anisimova, Olga. "FINANCING VOCATIONAL EDUCATION AND TRAINING: MODELS AND BEST PRACTICES." Educational Analytics of Ukraine, no. 2 (2021): 93–100. http://dx.doi.org/10.32987/2617-8532-2021-2-93-100.
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The article considers the main framework and models of financing vocational education and training (hereinafter – VET). The analysis of the best practices of financing VET is carried out, the main tasks and challenges to which the chosen model of financing should respond are defined. It is established that depending on the main source of funds, there are three groups of models of financing VET: models that use mainly national (central) budget funds, models that use mainly local budget funds, models that use a uniform combination of public and private funds. The allocation of public funds can be based on criteria set by the government in each situation, determined by the financing formula, or on a competitive market basis. In order to effectively involve employers in the process of providing VET, a dual system of training is gaining more and more development, in which the theoretical part of training based on vocational education institutions is financed by the state, and the practical part is financed directly by employers. The best practices show that an adequate model of financing VET can improve the quality of educational services provided. Requirements for receiving funds create incentives for educational institutions to improve the quality of services provided. In general, in the OECD countries, funding is provided per student from the state budget and additional targeted direct funding from the local budget. The main requirement for receiving funds from the state is the efficiency of their use, which in this case is measured as a high level of training of as many applicants for educational services. Our analysis has shown that successful financing models must be based on consistent principles, be transparent and simple, as complex funding frameworks lead to a loss of openness and distortions in the allocation of funds.