an article by Robin Shields (University of Bath) and Alexander Masardo (University of Gloucestershire, Cheltenham, UK) published in Educational Review Volume 70 Issue 2 (2018)
Abstract
This paper investigates differences in higher education outcomes according to the qualifications with which students enter university. The study is situated in the context of increasing marketization, competition and privatization in post-16 qualifications, combined with an increase in students entering higher education with either vocational qualifications (e.g. the Business and Technology Education Council [BTEC] qualification) or a mix of academic and vocational qualifications.
It draws upon literature on markets in education as well as studies on educational choice and pathways to examine whether different entry qualifications offer equal chances of success in higher education.
Using multilevel logistic regression, the analysis examines the relationship between types of entry qualifications (academic, vocational and mixed) and the probability of achieving a first or upper-second class degree at university, which are associated with increased opportunities in the labour market and postgraduate study.
Controlling for a range of demographic and institutional characteristics, the analysis identifies a strong decrease in the probability of a first or upper-second class degree for students who enter higher education with vocational qualifications.
These results are discussed in relation to theories of markets in education and social class and education.
Showing posts with label vocational_education. Show all posts
Showing posts with label vocational_education. Show all posts
Thursday, 1 March 2018
Monday, 1 January 2018
Vocational education, manufacturing, and income distribution: International evidence from Germany, the US, Thailand, and Vietnam
a column by Joshua Aizenman, Yothin Jinjarak, Nam Ngo and Ilan Noy for VOX: CEPR’s Policy Portal
The Global Crisis and its aftermath has focused attention on increasing inequality, and specifically on declining real incomes of the working poor. Comparing the US to Germany, this column argues that pushing more students to degree-granting colleges may no longer be the most efficient way to deal with the challenges caused by the decline in manufacturing employment affecting, in particular, lower-income households. Well-resourced, well-targeted vocational training can prove to be a better long-term investment in skill acquisition to help ameliorate the difficulties faced by workers whose prospects look to be quite bleak.
Continue reading
The Global Crisis and its aftermath has focused attention on increasing inequality, and specifically on declining real incomes of the working poor. Comparing the US to Germany, this column argues that pushing more students to degree-granting colleges may no longer be the most efficient way to deal with the challenges caused by the decline in manufacturing employment affecting, in particular, lower-income households. Well-resourced, well-targeted vocational training can prove to be a better long-term investment in skill acquisition to help ameliorate the difficulties faced by workers whose prospects look to be quite bleak.
Continue reading
Monday, 17 October 2016
Engaging disaffected learners in Key Stage 4 through work-related learning in England
an article by Caroline White (University of Warwick, Coventry, UK) and Andrea Laczik (University of Oxford, UK) published in Journal of Vocational Education & Training Volume 68 Issue 1 (2016)
Abstract
Work-Related Learning (WRL) has been enthusiastically embraced by UK governments since the 1990s as a means of reengaging learners in the final years of compulsory schooling. However, recent years have seen a policy shift away from WRL towards a more academic curriculum for all young people.
Drawing on a qualitative study commissioned by the Qualifications and Curriculum Development Agency, this article explores good practice in using WRL to motivate 14- to 16-year-old learners. The article aimed to refocus discussion on the beneficial effects of WRL for disengaged young people. It argues that WRL can be a powerful engagement tool as part of a holistic approach to support learners to engage or reengage in learning.
It also highlights that any appraisal of the merits of WRL for disaffected learners should also consider the indirect benefits such as increased confidence and motivation to participate, which can potentially lead to hard outcomes of success.
Abstract
Work-Related Learning (WRL) has been enthusiastically embraced by UK governments since the 1990s as a means of reengaging learners in the final years of compulsory schooling. However, recent years have seen a policy shift away from WRL towards a more academic curriculum for all young people.
Drawing on a qualitative study commissioned by the Qualifications and Curriculum Development Agency, this article explores good practice in using WRL to motivate 14- to 16-year-old learners. The article aimed to refocus discussion on the beneficial effects of WRL for disengaged young people. It argues that WRL can be a powerful engagement tool as part of a holistic approach to support learners to engage or reengage in learning.
It also highlights that any appraisal of the merits of WRL for disaffected learners should also consider the indirect benefits such as increased confidence and motivation to participate, which can potentially lead to hard outcomes of success.
Thursday, 17 September 2015
A vocational qualifications system fit for adults? Revisiting some ideas from the university for industry
an article by Stan Lester (Stan Lester Developments, Taunton, UK) published in Higher Education, Skills and Work-Based Learning Volume 5 Issue 2 (2015)
Abstract
Purpose
The purpose of this paper is to make a case for creating a strand of negotiated qualifications in the English (and more generally UK) vocational education and training (VET) system, using the approach established through Ufi-Learndirect Learning through Work (LtW).
Design/methodology/approach
The paper identifies some limitations in the recent Whitehead review of adult vocational education in relation to people already in work. Drawing on research into learning at work, modifications to the VET qualifications system are proposed based on the LtW approach.
Findings
The VET qualifications system assumes a purpose of preparing people for occupational entry and developing essential competence. The needs of adults already in work can be accommodated provided that they can be fitted within structures reflecting this assumption. It is less able to meet the bespoke needs of individual workers or employers. The LtW approach, which enables individual accredited programmes to be negotiated, offers a way forward that preserves the integrity of the qualification system.
Practical implications
Implementing a LtW-type approach in the VET sector is structurally more difficult than in higher education, although less likely to encounter academic resistance. The main challenge is likely to come from the need to modify regulatory rules and design principles for vocational qualifications.
Originality/value
Individually negotiated qualifications have been resisted in VET due to largely unfounded fears about reduced rigour and loss of control of content. The proposed approach offers a means of meeting individual needs while retaining the integrity of the qualifications system and reducing the proliferation of units and content within it.
Abstract
Purpose
The purpose of this paper is to make a case for creating a strand of negotiated qualifications in the English (and more generally UK) vocational education and training (VET) system, using the approach established through Ufi-Learndirect Learning through Work (LtW).
Design/methodology/approach
The paper identifies some limitations in the recent Whitehead review of adult vocational education in relation to people already in work. Drawing on research into learning at work, modifications to the VET qualifications system are proposed based on the LtW approach.
Findings
The VET qualifications system assumes a purpose of preparing people for occupational entry and developing essential competence. The needs of adults already in work can be accommodated provided that they can be fitted within structures reflecting this assumption. It is less able to meet the bespoke needs of individual workers or employers. The LtW approach, which enables individual accredited programmes to be negotiated, offers a way forward that preserves the integrity of the qualification system.
Practical implications
Implementing a LtW-type approach in the VET sector is structurally more difficult than in higher education, although less likely to encounter academic resistance. The main challenge is likely to come from the need to modify regulatory rules and design principles for vocational qualifications.
Originality/value
Individually negotiated qualifications have been resisted in VET due to largely unfounded fears about reduced rigour and loss of control of content. The proposed approach offers a means of meeting individual needs while retaining the integrity of the qualifications system and reducing the proliferation of units and content within it.
Monday, 24 June 2013
Labour market outcomes of vocational education in Europe: Evidence from the European Union labour force survey
cedefop research paper number 32
This report focuses on the outcomes of vocational education and, in particular, on the transition from education to work in the current employment situation for young adults in the European Union.
Using anonymised microdata from the EU labour force survey 2009 ad hoc module, this is one of the first studies to undertake a large cross-country comparison of the labour market outcomes of different education orientations and levels. The report underlines that vocational education graduates experience initially positive labour-market outcomes relative to graduates of medium-level general education.
Vocational graduates enjoy a faster transition to work, are more likely to have a permanent first job, and are less likely to find a first job with a qualification mismatch. Additional country level analysis is complemented by an investigation of national institutional features as a possible explanation for cross-country differences in VET labour market outcomes.
Full text (PDF 84pp)
This report focuses on the outcomes of vocational education and, in particular, on the transition from education to work in the current employment situation for young adults in the European Union.
Using anonymised microdata from the EU labour force survey 2009 ad hoc module, this is one of the first studies to undertake a large cross-country comparison of the labour market outcomes of different education orientations and levels. The report underlines that vocational education graduates experience initially positive labour-market outcomes relative to graduates of medium-level general education.
Vocational graduates enjoy a faster transition to work, are more likely to have a permanent first job, and are less likely to find a first job with a qualification mismatch. Additional country level analysis is complemented by an investigation of national institutional features as a possible explanation for cross-country differences in VET labour market outcomes.
Full text (PDF 84pp)
Wednesday, 24 April 2013
Gendered divisions on classed routes to vocational education
an article by Sirpa Lappalainen, Reetta Mietola and Elina Lahelma (University of Helsinki, Finland) published in Gender and Education Volume 25 Issue 2 (2013)
Abstract
In this article our focus is on the persistent gendered divisions in educational routes of young people who choose a vocational path after compulsory education in Finland.
We analyse how gendered subjectivities are constructed within the practices of educational and vocational guidance and within student cultures in the comprehensive school, as well as the way in which young people process understandings of themselves and their expectations during and after vocational education. In addition, we explore young people’s ways to negotiate with disciplinary practices of the educational system.
The paper draws on three ethnographic studies, and on feminist post-structural and materialist theories, intertwined with contextualised ethnographic perspectives. Our analysis reveals some patterns that might work as obstacles in the process towards reducing gender segregation in education and the labour market. We suggest that whilst gendered choices are sometimes taken for granted, gender dichotomy is often emphasised even if young people choose ‘differently’.
Abstract
In this article our focus is on the persistent gendered divisions in educational routes of young people who choose a vocational path after compulsory education in Finland.
We analyse how gendered subjectivities are constructed within the practices of educational and vocational guidance and within student cultures in the comprehensive school, as well as the way in which young people process understandings of themselves and their expectations during and after vocational education. In addition, we explore young people’s ways to negotiate with disciplinary practices of the educational system.
The paper draws on three ethnographic studies, and on feminist post-structural and materialist theories, intertwined with contextualised ethnographic perspectives. Our analysis reveals some patterns that might work as obstacles in the process towards reducing gender segregation in education and the labour market. We suggest that whilst gendered choices are sometimes taken for granted, gender dichotomy is often emphasised even if young people choose ‘differently’.
Thursday, 4 April 2013
Defining ‘knowledge’ in vocational education qualifications in England: an analysis of key stakeholders and their constructions of knowledge, purposes and content
an article by Ann-Marie Bathmaker (University of Birmingham, UK) published in Journal of Vocational Education & Training Volume 65 Issue 1 (March 2013)
Abstract
What is meant by ‘knowledge’ in vocational education qualifications and who decides?
These are significant questions in a context where ‘skill’ is the prevailing discourse.
This paper reports on a research project, undertaken in 2010–2011, which investigated the role of national stakeholders in defining knowledge in vocational education qualifications at levels 2 and 3 in the English qualifications framework.
The paper explores who the key constituencies were at this point in time, and how they conceptualised the purpose and content of vocational education qualifications. The study found a complex mix of stakeholders involved in design and regulation of qualifications, but it was difficult to discern who took responsibility for knowledge beyond qualification awarding bodies.
While concern was expressed about the dominant role of employers, other constituencies such as higher education subject specialists and teachers were missing. There was a lack of consensus amongst stakeholders about the purposes of vocational education qualifications, and uncertainty about their role as preparation for both work and further study.
The study indicates the complicated and unstable state of knowledge in vocational education qualifications. It is argued that knowledge needs to be considered in greater depth as part of qualification design, so that vocational qualifications genuinely enable progression, whether to employment or to higher levels of education.
Abstract
What is meant by ‘knowledge’ in vocational education qualifications and who decides?
These are significant questions in a context where ‘skill’ is the prevailing discourse.
This paper reports on a research project, undertaken in 2010–2011, which investigated the role of national stakeholders in defining knowledge in vocational education qualifications at levels 2 and 3 in the English qualifications framework.
The paper explores who the key constituencies were at this point in time, and how they conceptualised the purpose and content of vocational education qualifications. The study found a complex mix of stakeholders involved in design and regulation of qualifications, but it was difficult to discern who took responsibility for knowledge beyond qualification awarding bodies.
While concern was expressed about the dominant role of employers, other constituencies such as higher education subject specialists and teachers were missing. There was a lack of consensus amongst stakeholders about the purposes of vocational education qualifications, and uncertainty about their role as preparation for both work and further study.
The study indicates the complicated and unstable state of knowledge in vocational education qualifications. It is argued that knowledge needs to be considered in greater depth as part of qualification design, so that vocational qualifications genuinely enable progression, whether to employment or to higher levels of education.
Thursday, 7 March 2013
Technical Matters: Building a high quality technical and vocational route through the education system
a report by Dr Owen Corrigan, edited by Lucy Lee and published by Policy Exchange (January 2013)
Summary
This report advances the case for building a high quality technical and vocational route through the education system from 14–19 as an alternative to traditional academic education.
The education system in England from age 14 emphasises academic study in a way that may disadvantage applied and practical alternatives. Reforms around the EBacc have focused schools on a traditional set of academic subjects. Large numbers of students drop out of A-levels, while many more are disengaged from education long before that. Meanwhile, employers complain that school-leavers and graduates are not work-ready. A distinct alternative route through the education system with a focus on technical and vocational subjects could serve to expand choice and better meet the needs of young people and business.
Vocational education has come in for deserved criticism of late. Much provision has been dead end and designed to serve the interests of schools not learners. How do we ensure that an alternative route focused on technical and vocational education not only expands student choice but also delivers high quality provision that facilitates effective progression to meaningful destinations in further/higher education and the labour market?
This report looks to best practice at home and abroad to identify how technical and vocational education provision needs to change to best meet the needs of learners. We make recommendations designed to improve the quality of provision, to secure the effective progression of students through the system to the courses and destinations that are right for them, and to allow specialist technical and vocational institutions like Further Education colleges to compete more effectively with schools in the marketplace for 14–19 education.
Full text (PDF 90pp)
Summary
This report advances the case for building a high quality technical and vocational route through the education system from 14–19 as an alternative to traditional academic education.
The education system in England from age 14 emphasises academic study in a way that may disadvantage applied and practical alternatives. Reforms around the EBacc have focused schools on a traditional set of academic subjects. Large numbers of students drop out of A-levels, while many more are disengaged from education long before that. Meanwhile, employers complain that school-leavers and graduates are not work-ready. A distinct alternative route through the education system with a focus on technical and vocational subjects could serve to expand choice and better meet the needs of young people and business.
Vocational education has come in for deserved criticism of late. Much provision has been dead end and designed to serve the interests of schools not learners. How do we ensure that an alternative route focused on technical and vocational education not only expands student choice but also delivers high quality provision that facilitates effective progression to meaningful destinations in further/higher education and the labour market?
This report looks to best practice at home and abroad to identify how technical and vocational education provision needs to change to best meet the needs of learners. We make recommendations designed to improve the quality of provision, to secure the effective progression of students through the system to the courses and destinations that are right for them, and to allow specialist technical and vocational institutions like Further Education colleges to compete more effectively with schools in the marketplace for 14–19 education.
Full text (PDF 90pp)
Thursday, 29 November 2012
The Nature and Use of Individualized Learning Plans as a Promising Career Intervention Strategy
an article by V. Scott Solberg, L. Allen Phelps, Kristin A. Haakenson and Julie F. Durham (Boston University, University of Wisconsin-Madison, USA) and Joe Timmons (University of Minnesota, Minneapolis, USA) published in Journal of Career Development Volume 39 Number 6 (December 2012)
Abstract
Individualised learning plans (ILPs) are being implemented in high schools throughout the United States as strategic planning tools that help students align course plans with career aspirations and often include the development of post-secondary plans.
Initial indications are that ILPs may be an important method for helping students achieve both college and career readiness.
Parents, teachers, and students indicate that ILPs result in students selecting more rigorous courses, better teacher-student relationships, and positive parent-school relations.
This article describes the emergence and nature of ILPs, promising practice strategies as well as challenges associated with gaining whole school buy-in, and the potential for career and vocational research.
Abstract
Individualised learning plans (ILPs) are being implemented in high schools throughout the United States as strategic planning tools that help students align course plans with career aspirations and often include the development of post-secondary plans.
Initial indications are that ILPs may be an important method for helping students achieve both college and career readiness.
Parents, teachers, and students indicate that ILPs result in students selecting more rigorous courses, better teacher-student relationships, and positive parent-school relations.
This article describes the emergence and nature of ILPs, promising practice strategies as well as challenges associated with gaining whole school buy-in, and the potential for career and vocational research.
Tuesday, 20 November 2012
The influence of teachers’ career guidance profiles on students’ career competencies
an article by Kariene Mittendorff (Mittendorff Onderwijsadvies- en Onderzoeksbureau, Ootmarsum, the Netherlands) and Douwe Beijaard, Perry den Brok and Maaike Koopman (Eindhoven University of Technology, the Netherlands) published in Journal of Vocational Education & Training Volume 64 Issue 4 (November 2012)
Abstract
In this article, we examine the relationship between different career guidance styles of vocational education teachers and vocational education students’ career competencies (i.e. career reflection, career exploration and networking).
Questionnaires on students’ perceptions of the career guidance of their teachers during career conversations, and students’ career competencies were issued to 579 vocational education students. By using multilevel analyses, the relationship between different career guidance styles of vocational education teachers and students’ career competencies was investigated, while controlling for student variables such as locus of control and career decision-making self-efficacy.
The results showed that very little variance could be explained at the teacher level.
Most of the differences between students’ career competency levels were related to differences between the students.
Still, two of the four existing teacher profiles were positively related to career reflection of students.
Abstract
In this article, we examine the relationship between different career guidance styles of vocational education teachers and vocational education students’ career competencies (i.e. career reflection, career exploration and networking).
Questionnaires on students’ perceptions of the career guidance of their teachers during career conversations, and students’ career competencies were issued to 579 vocational education students. By using multilevel analyses, the relationship between different career guidance styles of vocational education teachers and students’ career competencies was investigated, while controlling for student variables such as locus of control and career decision-making self-efficacy.
The results showed that very little variance could be explained at the teacher level.
Most of the differences between students’ career competency levels were related to differences between the students.
Still, two of the four existing teacher profiles were positively related to career reflection of students.
Tuesday, 23 October 2012
Stepping into higher education from the vocational education sector in Australia: student perceptions and experiences
an article by Sarah O’Shea, Pauline Lysaght and Kathleen Tanner (University of Wollongong, Australia) published in Journal of Vocational Education & Training
Volume 64 Issue 3 (September 2012)
Abstract
It is not unusual to hear study in the vocational education sector referred to as a ‘stepping stone’ into further studies in the higher education environment. What this pathway entails for those who choose it is not immediately clear however.
This article reports on research conducted with a small cohort of students who arrived at an Australian university with advanced standing or credit transfer based on their studies in the vocational sector.
A narrative inquiry approach highlights the voices of these participants drawn through stories of their individual experiences of the transition to higher education.
Recommendations related to structural and educational change are based on evidence that this vocational ‘stepping stone’ can mean different things to different people.
Abstract
It is not unusual to hear study in the vocational education sector referred to as a ‘stepping stone’ into further studies in the higher education environment. What this pathway entails for those who choose it is not immediately clear however.
This article reports on research conducted with a small cohort of students who arrived at an Australian university with advanced standing or credit transfer based on their studies in the vocational sector.
A narrative inquiry approach highlights the voices of these participants drawn through stories of their individual experiences of the transition to higher education.
Recommendations related to structural and educational change are based on evidence that this vocational ‘stepping stone’ can mean different things to different people.
Monday, 22 October 2012
The social benefits of initial vocational education and training for individuals in Europe
an article by
Ricardo Sabates (University of Sussex, Brighton) and Emma Salter and Polina Obolenskaya (Institute of Education, London) published in Journal of Vocational Education & Training Volume 64 Issue 3 (September 2012)
Abstract
This article investigates the social benefits of initial vocational education and training (VET) for individuals in different European contexts.
Drawing on data from the European Community Household Panel, results show that initial VET is associated with positive changes in social outcomes for individuals across Europe.
Health benefits were mainly found in egalitarian contexts such as Sweden whereas benefits in terms of civic participation were mainly found in countries that reward participation in civil society such as Sweden and Austria or where participation in voluntary activities may be seen as an insurance to avoid falling into unemployment, for instance in Italy, Greece, and Spain.
Overall, the benefits of initial VET for individuals are possibly where there are institutional factors that support the formation of these benefits.
Abstract
This article investigates the social benefits of initial vocational education and training (VET) for individuals in different European contexts.
Drawing on data from the European Community Household Panel, results show that initial VET is associated with positive changes in social outcomes for individuals across Europe.
Health benefits were mainly found in egalitarian contexts such as Sweden whereas benefits in terms of civic participation were mainly found in countries that reward participation in civil society such as Sweden and Austria or where participation in voluntary activities may be seen as an insurance to avoid falling into unemployment, for instance in Italy, Greece, and Spain.
Overall, the benefits of initial VET for individuals are possibly where there are institutional factors that support the formation of these benefits.
Tuesday, 4 September 2012
Career effects of occupation-related vocational education: Evidence from the military's internal labor market
an article by Elda Pem and Stephen Mehay (Naval Postgraduate School, Monterey, USA) published in Economics of Education Review Volume 31 Issue 5 (October 2012)
Abstract
Prior research on the labour market success of secondary vocational education has produced mixed results, with several studies finding wage gains only for individuals who work in training-related occupations.
We contribute to this debate by focusing on a single occupation and organization and by comparing the careers of employees with and without occupation-related training in high school.
We use longitudinal data on the careers of military recruits who completed high school Junior Reserve Officers’ Training Corps (JROTC), a military science programme that has features of a vocational training and school-to-work programme.
We find that the occupation-specific training received via JROTC reduces early turnover and improves long-run job stability for those who choose military jobs, suggesting that an important effect of vocational training is to improve job match quality.
We also find that promotion rates for vocational graduates are similar to their peers, suggesting that vocational education in general works by improving occupational sorting.
Highlights
► We compare careers of individuals with and without vocational training.
► Vocational training reduces early turnover and improves long-run job stability.
► Promotion rates for vocational graduates are similar to their peers.
► Finer definitions of occupation–training match generate positive promotion effects.
JEL classification: I2, J24, J45, M51, M53
Abstract
Prior research on the labour market success of secondary vocational education has produced mixed results, with several studies finding wage gains only for individuals who work in training-related occupations.
We contribute to this debate by focusing on a single occupation and organization and by comparing the careers of employees with and without occupation-related training in high school.
We use longitudinal data on the careers of military recruits who completed high school Junior Reserve Officers’ Training Corps (JROTC), a military science programme that has features of a vocational training and school-to-work programme.
We find that the occupation-specific training received via JROTC reduces early turnover and improves long-run job stability for those who choose military jobs, suggesting that an important effect of vocational training is to improve job match quality.
We also find that promotion rates for vocational graduates are similar to their peers, suggesting that vocational education in general works by improving occupational sorting.
Highlights
► We compare careers of individuals with and without vocational training.
► Vocational training reduces early turnover and improves long-run job stability.
► Promotion rates for vocational graduates are similar to their peers.
► Finer definitions of occupation–training match generate positive promotion effects.
JEL classification: I2, J24, J45, M51, M53
Wednesday, 27 June 2012
Socio-emotional support of apprentices during the school-to-work transition
Karin Du Plessis and Tim Corney,(Incolink, Melbourne, Australia) and Robyn Broadbent and Theo Papadopoulos (Victoria University, Melbourne, Australia) published in Education + Training Volume 54 Issue 5 (2012)
Abstract
Purpose
The aim of the paper is to locate the role of social and emotional support during the school-to-work transitions of apprentices, within the Australian vocational education and training context.
Design/methodology/approach
The research reported here is based on an independent evaluation of an apprentice suicide prevention and support program. This program has been implemented in rural and regional Australia, and findings highlight the program’s retention of key messages in the long-term (i.e. 6 months to 2 years post-completion). The work is based on both quantitative questionnaires from 119 apprentices as well as 18 face-to-face interviews.
Findings
The research showed that apprentices’ resilience to face school-to-work transitional challenges can be enhanced by increasing knowledge of suicide risk factors and sources of social and emotional support had increased. Findings indicate that a number of apprentices had made significant changes in their lives as a result of participating in the program. While 10 per cent of apprentices identify as “socially isolated”, it was encouraging to note that peer support, as a result of the program, can be considered an informal referral point to formal help-provision and support.
Research limitations/implications
While the program has been successfully applied to building and construction industry apprentices, there is overlap in school-to-work transition issues of other types of apprenticeships/traineeships; this merits consideration of wider application of apprentice support programs within the Australian vocational education sector.
Originality/value
This paper draws together a focus on school-to-work vulnerabilities and social-emotional support (similar to that found in youth development programs) as it can be applied to the vocational education and training sector.
Abstract
Purpose
The aim of the paper is to locate the role of social and emotional support during the school-to-work transitions of apprentices, within the Australian vocational education and training context.
Design/methodology/approach
The research reported here is based on an independent evaluation of an apprentice suicide prevention and support program. This program has been implemented in rural and regional Australia, and findings highlight the program’s retention of key messages in the long-term (i.e. 6 months to 2 years post-completion). The work is based on both quantitative questionnaires from 119 apprentices as well as 18 face-to-face interviews.
Findings
The research showed that apprentices’ resilience to face school-to-work transitional challenges can be enhanced by increasing knowledge of suicide risk factors and sources of social and emotional support had increased. Findings indicate that a number of apprentices had made significant changes in their lives as a result of participating in the program. While 10 per cent of apprentices identify as “socially isolated”, it was encouraging to note that peer support, as a result of the program, can be considered an informal referral point to formal help-provision and support.
Research limitations/implications
While the program has been successfully applied to building and construction industry apprentices, there is overlap in school-to-work transition issues of other types of apprenticeships/traineeships; this merits consideration of wider application of apprentice support programs within the Australian vocational education sector.
Originality/value
This paper draws together a focus on school-to-work vulnerabilities and social-emotional support (similar to that found in youth development programs) as it can be applied to the vocational education and training sector.
Thursday, 31 May 2012
UNESCO: Transforming technical and vocational education and training
This UNESCO study looks in depth at the major trends and policy developments in technical and vocational education and training (tVet) since the second International Congress held in Seoul in 1999. This work has two main objectives.
The first is to analyse world trends in tVet in the context of wider development trends since the second International Congress.
The second is to advance conceptual and policy debates on tVet to address persisting challenges and to proceed towards future frontiers.
The work takes stock of the current situation and asks what policy measures might now be taken, in times of economic uncertainty, to facilitate tVet learning and skills progression by more young people and adults.
This study is available here for download in all the 6 UN Official Languages: English (PDF 28pp), French, Spanish, Chinese, Russian and Arabic.
Note: I don’t know whether the internet was on a go-slow but that took ages to download in order to check link and number of pages! Interesting read if you can get it.
via UN Pulse from U.N. Dag Hammarskjöld Library
The first is to analyse world trends in tVet in the context of wider development trends since the second International Congress.
The second is to advance conceptual and policy debates on tVet to address persisting challenges and to proceed towards future frontiers.
The work takes stock of the current situation and asks what policy measures might now be taken, in times of economic uncertainty, to facilitate tVet learning and skills progression by more young people and adults.
This study is available here for download in all the 6 UN Official Languages: English (PDF 28pp), French, Spanish, Chinese, Russian and Arabic.
Note: I don’t know whether the internet was on a go-slow but that took ages to download in order to check link and number of pages! Interesting read if you can get it.
via UN Pulse from U.N. Dag Hammarskjöld Library
Monday, 16 April 2012
Making the connection: …
The role of social and academic school experiences in students’ emotional engagement with school in post-secondary vocational education
an article by Louise Elffers, Frans J. Oort and Sjoerd Karsten (University of Amsterdam, Research Institute Child Development and Education) published in Learning and Individual Differences Volume 22 Issue 2 (April 2012)
Abstract
This study examines the emotional engagement with school of a diverse sample of 909 students in post-secondary vocational education in the Netherlands. Using multilevel regression analysis, we assess the role of students’ background characteristics and school experiences, and their interaction, in students’ emotional engagement with school.
At-risk students do not report lower levels of emotional engagement, except for students using (soft)drugs. While Dutch dropout prevention focuses on fostering a sense of belonging through enhancing teacher–student relationships, we do not find a significant role of perceived support from school staff in students’ sense of belonging. A good relationship with classmates is more important to engage students in post-secondary vocational education.
Perceiving an academic fit is most prominently related to the emotional engagement of vocational students, indicating that a sense of belonging should not only be defined in social, but also in academic terms.
an article by Louise Elffers, Frans J. Oort and Sjoerd Karsten (University of Amsterdam, Research Institute Child Development and Education) published in Learning and Individual Differences Volume 22 Issue 2 (April 2012)
Abstract
This study examines the emotional engagement with school of a diverse sample of 909 students in post-secondary vocational education in the Netherlands. Using multilevel regression analysis, we assess the role of students’ background characteristics and school experiences, and their interaction, in students’ emotional engagement with school.
At-risk students do not report lower levels of emotional engagement, except for students using (soft)drugs. While Dutch dropout prevention focuses on fostering a sense of belonging through enhancing teacher–student relationships, we do not find a significant role of perceived support from school staff in students’ sense of belonging. A good relationship with classmates is more important to engage students in post-secondary vocational education.
Perceiving an academic fit is most prominently related to the emotional engagement of vocational students, indicating that a sense of belonging should not only be defined in social, but also in academic terms.
Monday, 12 March 2012
Commission on adult vocational education and training
Skills Minister John Hayes has announced that the Principal of City and Islington College Frank McLoughlin CBE will chair the independent commission on adult education and vocation pedagogy.
Mr Hayes said: “It is great news that Frank McLoughlin has agreed to chair this Commission. His wealth of experience in delivering further education and skills in a challenging inner-city environment gives him the right credentials to lead work which will shape the future of teaching and learning for adults in England.”
Read the press notice. (via FE & Skills Newsletter 44th edition)
Mr Hayes said: “It is great news that Frank McLoughlin has agreed to chair this Commission. His wealth of experience in delivering further education and skills in a challenging inner-city environment gives him the right credentials to lead work which will shape the future of teaching and learning for adults in England.”
Read the press notice. (via FE & Skills Newsletter 44th edition)
Monday, 29 August 2011
Vocational education and training is good for you: …
The social benefits of VET for individuals
Cedefop (European Centre for the Development of Vocational Training) Research Paper No 17
The Executive Summary is four pages long so I’ve chosen to pick the Foreword for you.
Foreword
The Europe 2020 strategy for smart, sustainable, and inclusive growth, foresees increasing people’s knowledge, skills and competences as one of the main growth engines to propel Europe out of the present deep economic crisis.
Vocational education and training (VET) plays a central role in Europe’s response to the unparalleled socioeconomic and technological challenges facing it. VET systems have to endow workers with the right mix of skills and competences, as preventing skill shortages will enable Europe to achieve its full growth potential.
To fulfil their role, VET providing institutions will have to reach out to workers and learners of all ages and social backgrounds. The Bruges communiqué recognises that a new impetus for VET in Europe is needed and that a key strategic objective lies in improving the quality and efficiency of VET as well as its attractiveness and relevance to learners.
The magnitude of the economic and social returns associated with it is an important determinant of attractiveness of VET. While there is extensive evidence on the economic returns on education, only a small, but distinguished, set of findings exists on the social returns. Very little is known about the social and economic returns associated specifically with VET.
The present study is part of a wider research effort by Cedefop to fill this knowledge gap. Over the past four years, Cedefop has investigated the social and economic returns on VET for economic systems, workplaces and individuals. This report complements Cedefop’s findings on the economic benefit of VET accruing to individuals, by focusing on wider social benefits such as health, civic participation, and satisfaction with job and income.
This report provides evidence of positive social outcomes generated by VET in terms of increased civic participation and improved health, and that workers in their early career can experience strong positive returns from VET participation. National institutional set-ups are, however, identified as key mediating factors for the realisation of social benefits of VET, i.e. the nature of the social benefits of VET will change depending on the type of system and, hence, according to country. Comparing the social outcomes of continuing vocational training with other types of adult learning (of a general nature) demonstrates that all forms of continuing education and training generate positive social outcomes for individuals and that these are of the same nature and magnitude whatever the type of adult learning.
I trust this research paper, and Cedefop’s work on VET benefits, will help policy-makers in continuing to make the case for increasing the attractiveness of VET among learners of all ages and demonstrating that VET is a crucial pillar of European productivity growth and social cohesion.
Christian F. Lettmayr
Acting Director of Cedefop
Full paper (PDF 116pp)
Despite the length of this paper I believe that it is worth reading in full. If you really can't face that then do, please, read the Executive Summary.
Cedefop (European Centre for the Development of Vocational Training) Research Paper No 17
The Executive Summary is four pages long so I’ve chosen to pick the Foreword for you.
Foreword
The Europe 2020 strategy for smart, sustainable, and inclusive growth, foresees increasing people’s knowledge, skills and competences as one of the main growth engines to propel Europe out of the present deep economic crisis.
Vocational education and training (VET) plays a central role in Europe’s response to the unparalleled socioeconomic and technological challenges facing it. VET systems have to endow workers with the right mix of skills and competences, as preventing skill shortages will enable Europe to achieve its full growth potential.
To fulfil their role, VET providing institutions will have to reach out to workers and learners of all ages and social backgrounds. The Bruges communiqué recognises that a new impetus for VET in Europe is needed and that a key strategic objective lies in improving the quality and efficiency of VET as well as its attractiveness and relevance to learners.
The magnitude of the economic and social returns associated with it is an important determinant of attractiveness of VET. While there is extensive evidence on the economic returns on education, only a small, but distinguished, set of findings exists on the social returns. Very little is known about the social and economic returns associated specifically with VET.
The present study is part of a wider research effort by Cedefop to fill this knowledge gap. Over the past four years, Cedefop has investigated the social and economic returns on VET for economic systems, workplaces and individuals. This report complements Cedefop’s findings on the economic benefit of VET accruing to individuals, by focusing on wider social benefits such as health, civic participation, and satisfaction with job and income.
This report provides evidence of positive social outcomes generated by VET in terms of increased civic participation and improved health, and that workers in their early career can experience strong positive returns from VET participation. National institutional set-ups are, however, identified as key mediating factors for the realisation of social benefits of VET, i.e. the nature of the social benefits of VET will change depending on the type of system and, hence, according to country. Comparing the social outcomes of continuing vocational training with other types of adult learning (of a general nature) demonstrates that all forms of continuing education and training generate positive social outcomes for individuals and that these are of the same nature and magnitude whatever the type of adult learning.
I trust this research paper, and Cedefop’s work on VET benefits, will help policy-makers in continuing to make the case for increasing the attractiveness of VET among learners of all ages and demonstrating that VET is a crucial pillar of European productivity growth and social cohesion.
Christian F. Lettmayr
Acting Director of Cedefop
Full paper (PDF 116pp)
Despite the length of this paper I believe that it is worth reading in full. If you really can't face that then do, please, read the Executive Summary.
Wednesday, 29 June 2011
… vocational education and training lacks esteem
A briefing note via Cedefop News tells us that vocational education and training provides many benefits to both individuals and the societies in which they live. Why is it, therefore, that the social value placed on vocational learning equates to non-academic i.e. for less intelligent people?
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