62 Works

Bridging the Gap between Work and Education in Vocational Education and Training. A study of Norwegian Apprenticeship Training Offices and E-portfolio Systems

Hæge Nore & Leif C. Lahn
This article explores the effect that the use of e-portfolios initiated and organized by apprenticeship training offices has had on the learning processes and assessment practices of apprentices in Norwegian vocational education and training. Although these intermediate structures have the potential to bridge the gap between work and education, they seem to maintain a system of two parallel learning arenas. However, the article summarizes the innovative effects of these transformations as supportive structures for expansive...

Predictors of Collateral Learning Transfer in Continuing Vocational Training

Anja-Christina Hinrichs
Against the background of demographic change and skill shortages continuing vocational training is of great significance in Germany. However, the training effectiveness is mostly assessed only at the end of a training program or several months after the training. Since in continuing vocational training the two contexts learning field (training) and performance field (work context) act simultaneously, the presented study investigated whether there are already situations in the work context which allow the application of...

VET workers’ problem-solving skills in technology-rich environments: European approach

Raija Hämäläinen, Sebastiano Cincinnato, Antero Malin & Bram De Wever
The European workplace is challenging VET adults’ problem-solving skills in technology-rich environments (TREs). So far, no international large-scale assessment data has been available for VET. The PIAAC data comprise the most comprehensive source of information on adults’ skills to date. The present study (N=50 369) focuses on gaining insight into the problem-solving skills in TREs of adults with a VET background. When examining the similarities and differences in VET adults’ problem-solving skills in TREs across 11...

Support from teachers and trainers in Vocational education and training: The pathways to career aspirations and further career development

Claudia Hofmann, Barbara E. Stalder, Franziska Tschan & Kurt Häfeli
Transition from school to work is a challenging period for young people with learning difficulties. In the dual vocational system of Switzerland, teachers at vocational educational and training (VET)-schools, as well as trainers at VET companies, provide important support. We were interested in the different pathways from this support to apprentice's career aspirations and further training. Structural equation modelling was used to analyse data from a longitudinal study in four occupational sectors. Results show that...

Students’ Preferred Characteristics of Learning Environments in Vocational Secondary Education

Ingeborg Placklé, Karen D. Könings, Wolfgang Jacquet, Katrien Struyven, Arno Libotton, Jeroen J. G. Van Merriënboer & Nadine Engels
If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument - the Inventory Powerful Learning Environments in Vocational Education - to measure students’ preferences on characteristics of powerful learning environments in vocational education. We investigated whether student preferences on...

Interactive Research on Innovations in Vocational Education and Training (VET): Lessons from Dutch and German cases

Joanna Burchert, Aimée Hoeve & Pekka Kämäräinen
This article focuses on two examples of interactive research (IR) in vocational education and training. IR is a process which brings together practitioners and researchers with the aim to implement an innovation. This innovation in the first project meant to create a hybrid learning environment; in the second it supported introducing digital media in a training centre. The process of innovating thereby turned into a learning process for all concerned persons: original ideas of the...

Finnish vocational education and training in comparison: Strengths and weaknesses

Maarit Virolainen & Marja-Leena Stenström
The study investigates how the Finnish model of providing initial vocational education and training (IVET) has succeeded in terms of enhancing educational progress and employability. A relatively high level of participation in IVET makes the Finnish model distinctive from those of three other Nordic countries: Denmark, Norway and Sweden. All four Nordic countries have well-organised labour markets and universal types of welfare states. Priority is given to goals related to equal opportunities and social inclusion....

Bringing Technology to Students’ Proximity: A Sociocultural Account of Technology-Based Learning Projects

Evode Mukama
This paper depicts a study carried out in Rwanda concerning university students who participated in a contest to produce short documentary films. The purpose of this research is to conceptualize these kinds of technology-based learning projects (TBLPs) through a sociocultural perspective. The methodology included focus-group discussions and field notes to collect empirical data. The findings reveal that the more educational technologies capture objects of learning positioned in the students’ sociocultural proximity, the more focused the learners’...

Formation of Apprenticeships in the Swedish Education System: Different Stakeholder Perspectives

Ingela Andersson, Gun-Britt Wärvik & Per-Olof Thång
The article explores the major features of the Swedish Government’s new initiative - a school based Upper Secondary Apprenticeship model. The analyses are guided by activity theory. The analysed texts are part of the parliamentary reform-making process of the 2011 Upper Secondary School reform. The analyses unfold how the Government, the Swedish Trade Union Confederation (LO), and the Confederation of Swedish Enterprise (SN) construct Upper Secondary Apprenticeship as an activity in the 21st century. The conclusion...

Qualification of Adult Educators in Europe: Insights From the Portuguese Case

Catarina Paulos
This article explores the role of the European Union in defining an adult education policy and the way European countries appropriate those guidelines and implement them in their realities. These policies have been widening and diversifying adult education, creating the necessity of qualifying educational professionals. With the implementation of some adult education political measures, new educational practices were developed and new professional activities were born. This investigation is about the qualification of adult educators working...

Assessment of Prior Learning in Adult Vocational Education and Training

Vibe Aarkrog & Bjarne Wahlgren
The article deals about the results of a study of school-based Assessment of Prior Learning of adults who have enrolled as students in a VET college in order to qualify for occupations as skilled workers. Based on examples of VET teachers’ methods for assessing the students’ prior learning in the programs for gastronomes, respectively child care assistants the article discusses two issues in relation to Assessment of Prior Learning: the encounter of practical experience and...

Difficulties in Defining Social-Emotional Intelligence, Competences and Skills - a Theoretical Analysis and Structural Suggestion

Moana Monnier
Demands related to the frequency of and time required for interactional tasks in everyday occupational routines are continuously growing. When it comes to qualifying a person’s ability to interact with others, two prototypical concepts are often used: social competences and emotional intelligence. In connection to discussions about curriculum standards in Germany, these are viewed as important attributes that should be taught, supported and if possible assessed in educational pathways toward an occupation. However, in looking for...

WorldSkills UK Training Managers: Midas Touch or Fool's Gold?

Stephanie Wilde & Susan James Relly
This article focuses on the role of training managers (TMs) in UK participation in WorldSkills Competitions (WSC). The TM role is outlined, according to the perceptions of the TMs, and there is analysis of the benefits to them of participation, as well as the barriers they face, and the benefits and barriers available to participating further education colleges and employers. The article is based on analysis of semi-structured interviews with almost the full cohort of...

Uncertified and Teaching: Industry Professionals in Career and Technical Education Classrooms

Geralyn E. Stephens
Industry professionals are permitted to teach in Michigan's federally funded Career and Technical Education (CTE) secondary programs, before completing a teacher certification program, under the Annual Occupational Authorization (AOA) provision. This study reviews their academic foundations, professional credentials and their pedagogical knowledge and skill levels. Findings include that most AOA teachers possess post-secondary academic credentials and extensive service records in their previous industry careers. The study identified relationships between the age and educational backgrounds of...

The Taxonomy for Learning, Teaching and Assessing: Current Practices at Polytechnics in Bangladesh and its Effects in Developing Students' Competences

Faruque A. Haolader, &
Polytechnics in Bangladesh endeavour to produce quality graduates for national and international job markets. The quality of graduates depends on several factors. This study examines the implementation process of the polytechnic curriculum with the objectives of determining the current level of practices in learn-ing/teaching material design, in delivering curriculum content, in assessing students and its effect on students' competence development. Data was collected through observation, opinion survey and competence test. Qualitative and quantitative methodologies were...

Twenty Years of Basic Vocational Education Provision in Spain: Changes and Trends

Fernando Marhuenda, Francesca Salvà, Almudena A. Navas Saurin & Miriam Abiétar López
Our contribution attempts to review basic vocational education programmes in Spain over the past 25 years. We intend to compare the evolution of these programmes in terms of conception and conditions of delivery in order to find out how different they are as skill-formation and remedial systems, as well as  analysing how different political views have an impact upon such provision. We will focus on the current programmes in two regions in Spain where tourism...

Vocational Didactics: Core Assumptions and Approaches from Denmark, Germany, Norway, Spain and Sweden

Michael Gessler & Lázaro Moreno Herrera
The design of vocational didactics has to meet special requirements. Six core assumptions are identified: outcome orientation, cultural-historical embedding, horizontal structure, vertical structure, temporal structure, and the changing nature of work. Different approaches and discussions from school-based systems (Spain and Sweden) and dual systems (Denmark, Germany and Norway) are presented in this special issue. From an inside or national perspective, the solutions show a high cultural-historical dependency. From an outside or cross-national perspective, contingency and...

What Sense Can We Make of the Possibility of Vocational Didactics? An Approach from the Spanish School-Based System Complemented by Non-Formal Vocational Training

Fernando Marhuenda & Alicia Ros-Garrido
Our contribution attempts to review the development of the field of didactics in Spain in the past 35 years and its contribution to the development and improvement of vocational education and training. We intend to show that the concern of didactics is an issue of great concern (and dispute) in Southern Europe, for which we will use Spain as an example. We will particularly analyse from a didactical approach (taking didactics as a normative applied...

Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training

Hæge Nore
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...

Reforming Vocational Didactics by Implementing a New VET Teacher Education in Denmark: Tensions and Challenges Reflected in Interviews with Vocational College Teachers

Henriette Duch & Karen E. Andreasen
A new education program, Diploma of Vocational Pedagogy, has recently been implemented in Denmark to upskill vocational college teachers and improve didactics at VET colleges in general. Among many challenges, vocational college teachers have to adapt their pedagogy to a large number of students from backgrounds with no tradition for education. Despite historical changes, the education as vocational college teacher also struggles with the interplay between theory and practice in the program and great diversity...

Transitions and Diversity in Didactics: An Exploration Searching for Implications for Vocational Education and Training

Lázaro Moreno Herrera
Depending on the perspective and even language, the concept of didactics is defined in different ways. The debate about conceptualization, particularly concerning the equivalence in English of what in other languages, specifically Germanic and Latin languages, is termed "didactics" is well documented in the research literature. There is a claim in this article concerning the need to transcend the language discussion; it is indeed necessary, especially for Vocational Education & training (VET), to develop a...

From the Reality of Work to Grounded Work-Based Learning in German Vocational Education and Training: Background, Concept and Tools

Michael Gessler & Falk Howe
The "Riga Conclusions" of the European Ministries of Education of 22 June 2015 for the orientation of vocational education and training in Europe are promoting work-based learning as one of five "medium-term deliverables" for the next five years. But: How should and can work-based teaching and learning be designed? Our approach was developed within the German Dual VET System. Therefore it is not surprising that the work reality is for us the major principle for...

Non-Formal Education in International Comparison: Patterns of Participation and Investment in Selected European Countries

Katrin Kaufmann
This investigation focuses on participation and related investment patterns in job related non-formal education (NFE) in selected European countries. Broadening previous research formats of NFE are distinguished by investment including financial and time investments by employers, employees and public authorities. By this, company-sponsored and individual-financed NFE are distinguished sharply and cases with shared investment between employers and employees (co-financed NFE) and between employers, employees and public funding (co-financed pooled NFE) are accounted for, additionally. For...

Governance for Learning Outcomes in European Policy-Making: Qualification Frameworks Pushed through the Open Method of Coordination

Odd Bjørn Ure
The construction of European education policy builds on a widely shared goal of transparency in qualifications, upheld by the popular narrative of mobile students endowed with scholarships from the EU Erasmus programme, which allow them to transfer credit points between universities and across national borders. EU education policy is increasingly inscribed in National Qualification Frameworks (NQF). Their European umbrella is coined the European Qualification Framework (EQF), which is linked to a discourse on or even...

Cooperative VET in Training Networks: Analysing the Free-Rider Problem in a Sociology-of-Conventions Perspective

Regula Julia Leemann & Christian Imdorf
In training networks, particularly small and medium-sized enterprises pool their resources to train apprentices within the framework of the dual VET system, while an intermediary organisation is tasked with managing operations. Over the course of their apprenticeship, the apprentices switch from one training company to another on a (half-) yearly basis. Drawing on a case study of four training networks in Switzerland and the theoretical framework of the sociology of conventions, this paper aims to...

Resource Types

  • Text

Publication Year

  • 2018
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  • 2016
  • 2015
  • 2014

Registration Year

  • 2018
  • 2017
  • 2016
  • 2015
  • 2014

Data Centers

  • International Journal for Research in Vocational Education and Training