Field Of Vocational Education Research Articles

Análisis de las implicaciones generadas por la miopía en la mercadotecnia empresarial

La presente investigación exploratoria tiene como fin identificar las causalidades que inciden en el desempeño de ventas en el sector empresarial contemporáneo, generadas por el fenómeno conocido como “miopía en el mercadeo”, el cual se describe como una anomalía que impregna todas las industrias, sin embargo, se acentúa en algunos rubros en particular, como el sector empresarial hotelero, del cual se describen algunos hitos en el análisis.De igual forma, en esta investigación se exploran las implicaciones cualitativas que conllevan a la carencia del uso de habilidades investigativas adecuadas, absorbidas por el rubro empresarial a raíz de la falta de formación o preparación académica en algunos de sus empleados o colaboradores.

Vocational choices in adolescence: The role of gender, school achievement, self-concepts, and vocational interests

The present study examines the role of gender, school achievement tests, school grades, self-concepts, and vocational interests in predicting the transition from school to different fields of vocational education and training in a German sample of 10th-grade students (N=900) attending intermediate secondary school. All sets of constructs were assessed with respect to multiple domains related to school subjects and the salient characteristics of occupations. Results showed that the sets of predictor variables had large proportions of variance in common (18% to 87%). On average, the profiles of students' construct scores resembled the characteristics of the different groups of occupations. Multinomial logistic regression analyses based on three alternative classification systems of occupations revealed that all variables were related to students' vocational choices, but that vocational interests were the most powerful predictors, and that the remaining variables only had small incremental effects once interests were controlled for. Implications for theory and practice are discussed.

Fields of changes in the Polish vocational education system. Capabilities for distance vocational education

The aim of this article is to 1) show transformations and conditionings in the field of vocational education in Poland and 2) calling attention to special role of distance education which is demonstrated in realization of educational needs, as well as on education capabilities, which are created by new technologies.

You Learn by your Mistakes. Effective Training Strategies Based on the Analysis of Video-Recorded Worked-out Examples

This paper presents an empirical study on procedural learning from errors that was conducted within the field of vocational education. It examines whether, and to what extent, procedural learning can benefit more from the detection and written analysis of errors (experimental condition) than from the correct elements (control group). The study involved 136 commercial employee apprentices who were working on a videorecorded, worked-out example of a professional procedure involving customer counselling. The results showed no differences between the conditions with regards to declarative knowledge acquisition during the procedure. Additionally, the analysis of errors was demonstrated to be more effective than the analysis of correct behaviours in terms of (1) representing a much more detailed and correct procedure and (2) developing anticipatory knowledge about possible errors to be avoided. The results highlighted the value of the inductive instructional strategy (from the analysis of a single worked-out example to the learning of the general procedure) and opened the field up for future applications of a similar instructional approach combining roleplaying and video analysis of errors in vocational education to develop communication skills.

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

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 designing curricula and learning settings. As a starting point for developing didactical measures in the field of vocational education and training it is crucial in this approach to identify practices, routines and experiences of skilled workers that are experts for what they are doing. What are those people doing when handling a task, how are they acting, what work objects and tools are they operating with, and what requirements do they have to be aware of? To answer these kinds of questions, the real work in practice must be explored. A useful approach for doing this is a vocational work process analysis. The next step comprises developing a workbased learning project for the classroom. These two steps, vocational work process analysis and work-based learning projects, build the core of the article and enable a grounded work-based learning. Additional the changing priorities of curriculum design in the last century are introduced to reach a better understanding of the background and the actual work-oriented focus in German Dual VET. Our key proposition is: If work-based learning in vocational schools is wanted, the gap between the reality of work and the formal learning settings has to be closed.
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Federalism and corporatism: On the approaches of policy-making and governance in the dual apprenticeship system in Germany and their functioning today

Compared with England, where new implementations and programmes in the education system are often introduced at a striking pace, the German education system seems to be rather stable in its features and less dynamic in terms of reform and change. Hence, a phenomenon called ‘reform bottleneck’ ( Reformstau) has often been observed. This also applies to the field of Vocational Education and Training (VET), where the dual apprenticeship system with its traditional structural characteristics is still the central institution to prepare young people for work and employment. Although fundamental changes in the system as a result of sudden reform processes have not happened in recent decades, subtle developments have influenced the German VET system and its functioning. The specific legal and institutional construction of the dual apprenticeship system with its two main and interrelated features, federalism and corporatism, is the backbone of the specific approaches of policy-making and governance in German VET. This paper provides an overview of the institutional and legal characteristics of the dual apprenticeship system and discusses the associated approaches of policy-making and governance. Considering the different responsibilities of the public and the private sphere, contextual features of the labour market and of the school system, the paper analyses political reform initiatives, changing stakeholder interests and configurations (in particular of the so-called social partners), and their relevance for the functioning and development of the German dual apprenticeship system.

Izkušnje učiteljev s poučevanjem dijakov migrantskega ozadja v poklicnem izobraževanju

Članek prinaša rezultate pilotne raziskave, v kateri so preučevali izkušnje učiteljev s poučevanjem dijakov migrantskega ozadja v poklicnem in strokovnem izobraževanju. Področje je v Sloveniji neraziskano, hkrati pa podatki kažejo, da se v ta segment izobraževanja vključuje večji delež teh dijakov v primerjavi z dijaki, opredeljenimi kot Slovenci. Rezultati nakazujejo na pomanjkljivosti na področju statističnih podatkov, kot problem se kaže obravnava dijakov migrantskega ozadja kot dijakov s posebnimi potrebami, spodbudne pa so ugotovitve o dokajšnji senzibilnosti učiteljev in njihovi veliki iznajdljivosti pri iskanju načinov vključevanja dijakov v pouk. Zdi se, da se učitelji in šole trudijo pomagati dijakom po svojih najboljših močeh, pri čemer številne možnosti udejanjanja načela interkulturnosti še zdaleč niso izčrpane. članek se končuje z razčlenjenimi predpostavkami za nadaljnje raziskovanje.

Modern Professional Education in the Global Society: Comparative Study

The article reviews professional education in Global Society. Approaches and methods have been a major concern in the field of comparative education since its emergence as a distinct domain of studies. Actually the learning resource of international vocational education is utilized enough to develop the national educational policy in Russia. The requirement for studying international practices and new trends in the field of vocational education and youth employment is essential for modernization of vocational education and improving qualifications of workers. In the modern education the importance of comparative researches of foreign progressive educative practices is steadily increasing.At present, the specifics of modernization of education depends significantly on the level and status of graduates of vocational schools on the labor market.

Studi Penelusuran (Tracer Study) Lulusan Program Studi Pendidikan Teknik Bangunan FT UNJ Tahun Lulus 2006-2011

This study aims to gain knowledge and an overview based on data or facts right and can be trusted on the map of employment and capture feedback on the profile of occupations graduate Studies Program of Technical Education Building FT UNJ who live in Jabodetabek.The research was conducted on graduates of Technical Education Building Program that has been passed in 2006 through 2011. This research uses descriptive method with survey approach. The population in this study amounted to 127 people and the sample amounted to 55 people.From the results of this study was obtained that the majority of the work of Technical Education Program graduates working in the field of building non-education as a force in the field of contracting technical staff, consultants and in fields such as banking and entrepreneurial economy. And minority work graduate Studies Program of Technical Education Building work in the field of vocational education as a teacher, junior high, elementary school and a tutor. The waiting period respondents averaged less than 3 months. Sources of information obtained from a majority of respondents work print / electronic, while the rest is obtained from friends / relations. Salaries earned an average of Rp. 2,500,001 - Rp. 3 million per month with an average service life of 13-18 months. Suitability of work graduate education courses with competency building technique that is 6 people or 10.91% of 48 respondents have field work related to building techniques, while respondents who work outside the engineering field of building as many as 7 people or 12.73% . Employment status of graduates of the majority is not fixed.

Современные проблемы практико-ориентированного образования в России при подготовке рабочих кадров

The article deals with the problems of practice-oriented education in preparing workforce in Russia. Decline in prestige and deficit of the supply of workers remain one of the most pressing problems of the state and society, which has negative impacts on the economy, the social sphere, the general state of national culture.
 According to the authors, to fill this lack requires, implementing an independent state policy in the field of education and science, aimed at active three-way interaction of educational institutions training mid-level professionals, students and employers. Such interaction can be achieved under the condition of students, representatives of educational institutions and employers´ awareness of high responsibility for the present and the future of the state, mutual, purposeful and active participation of everyone. The result of this work should include the training of highly educated and cultural practitioners, demanded on the labor market specialists.
 As an example of an effective solution of the identified problem, the authors consider the operations of the multipurpose center for appliedqualifications at Russian State University of Tourism and Service (Moscow), which is a new model of the system of staff training and the formation of applied qualifications.
 The essence of this model is centered on a more active involvement of employers in the activities of educational institutions: in making strategic and operational decisions in the field of vocational training, in funding training programs, in the formation of standards of vocational training of students, teacher training, training and internships on industrial base, in paying costs of training which is provided by the company.
 Multifunction centers for applied qualifications, according to the authors, will allow the state to overcome youth unemployment, society to enhance the contribution ofvocational training in the economic development of Russia, students to find jobs, and employers to overcome the deficiency of worker qualifications, distrust towards the system of vocational education and create incentives to partnership.

Determination of Students’ Satisfaction Regarding Extracurricular Activities Conducted in The University. Comparative Study Romania-Germany

The goal of this paper is to determine students’ satisfaction related to extracurricular activities in the field of vocational training, to identify possible problems and potential improvements. The research was conducted using quantitative and qualitative research methodology, various secondary sources, and the data were collected through the questionnaire method. The study constitutes the base of a compared management research Romania-Germany. Questioned have been 120 students from northern Germany, University of Applied Sciences Flensburg, University of Applied Sciences: Technology, Business and Design Wismar and University of Applied Sciences Kiel and 146 students from the central region of Romania, the “1 Decembrie 1918” University Alba Iulia, “Lucian Blaga” University of Sibiu and “Petru Maior” University Târgu Mureş.

The evaluation of training programs

The evaluation of a training policy measure in the field of vocational training and the promotion of employability, faces problems which arise either from the complexity of the challenges to which this measure must respond, or from the plurality and diversity of stakeholders in the relationship system created to implement the policy. The choice of an evaluation model must be strongly influenced by the negotiation which brings into dialogue the evaluation concepts of the evaluators and the direction of the request of the sponsors. In this sense, the request, to a university team, to carry out an external evaluation of a professional training, to produce suggestions and recommendations allowing the improvement of the quality and the effectiveness of the training, especially in what concerns its territorial integration and employability, has made it possible to develop a model known as "institutional assessment". In this communication we propose to discuss some characteristic features of this model, in particular the emphasis on the negotiation process, the holistic and systemic approach and the multireferentiality of the evaluation. It is the articulation between these distinctive features that characterizes institutional evaluation as an essentially communicational process, based on a democratic relationship between evaluators / evaluated, allowing the expression of subjectivities, but also the joint production of meaning for training. . This evaluation model is not defined as an exercise in monitoring the training policy measure, but as a contribution to discuss the meaning of "quality" and "effectiveness" in the training process with consequences on the regulation of actions.

Training and capabilities in French firms

PurposeThe purpose of this tri‐sectoral comparative study is to analyze the scope and content of vocational training policies, and their practical implications and outcomes for employers and employees at three French‐based companies, one in the pharmaceutical sector, the second in the consultancy and information technology sector, and the third in the automobile industry.Design/methodology/approachThe paper is a qualitative study and relies on a cross‐fertilization of methods valorizing the triangulation approach: in‐depth informal interviews with different categories of personnel, participant and non‐participant observation, and documentary investigation.FindingsOur results show that though the three companies investigated rank as training friendly organizations both in terms of the level of financial investments and training densities, these statistical regularities mask significant qualitative differences. The focus, goals, opportunities and outcomes of training policies at the three firms share few common attributes. The paper goes on to propose a typology identifying three types of training organisations: skill up‐dating, learning, and capability enhancing.Originality/valueThe paper demonstrates that product specificities and the technology associated with it matter less than the system of work organisation and the mode of management in determining the scope and content of training programmes as well as their outcomes in matters of professional development. Whereas researchers have invariably monopolized the term of learning organizations to designate service‐sector corporations, staffed by highly skilled workforces, operating at the core of the knowledge economy, our findings shows that even neo‐taylorist industrial firms can justifiably qualify to be learning organizations. Finally, the paper proposes a comprehensive analytical grid to facilitate further qualitative research in the field of vocational training.

“Forging the Fatherland”: Work and vocational education in Argentina during Peronism (1944–1955)

This article focuses on the reforms in the field of vocational education, as well as on representations related to work, in Argentina during Perón’s political leadership. In the framework of far-reaching economic reforms and social transformations, while in the position of secretary of labour (1943–1945) Perón started a vocational education system, which grew notably during his presidency (1946–1952 and 1952–1955). At the same time, his government not only defined the worker as the protagonist of its policy but deliberately constructed and broadly disseminated positive representations of manual work, the worker, the apprentice and his training that were aimed at replacing older ones. After Perón’s overthrow in 1955, the succeeding governments brought the political centrality of the worker to an end and repressed all symbology related to him. In the following years, the vocational education system created during the Peronist era gradually fell apart. This article analyses the relationship between these phenomena. It assumes that vocational education is not just shaped by economic demands or technological development. It rather believes that, as the analysis of the Peronist case shows, social representations related to work and education can also play an important role, supporting, hindering or impeding the establishment or development of specific vocational education models.

Legal paradox in initial vocational training

The article analyzes the legal instruments in the field of vocational education and studied the legal paradox as a mismatch of the law of the Russian Federation "On Education" to the Constitution of the Russian Federation with respect to initial vocational training which do not guarantee access to free primary vocational education on high society's needs for personnel.

‘Getting a job’: vocationalism, identity formation, and critical ethnographic inquiry

This article examines the highly disputed policy nexus around what on the surface appears to be the helpful field of vocational education and training. Despite the promises of vocational education and training to deliver individual labour market success and global competitiveness, the reality is that it serves to residualise unacceptably large numbers of young people, especially those from disadvantaged circumstances, by reinforcing the myth that it is acceptable to have the bifurcation in which some young people work with their hands and not their minds. Furthermore, vocational education and training by itself cannot resolve the fundamental causes of poverty, unemployment, and economic inequality. This article draws on Australian research to describe the insights from a critical ethnographic inquiry in which young people themselves are key informants in making sense of ‘getting a job’; how they regard the labour market; the kind of work they find desirable/undesirable; the spaces in which they can see themselves forging an identity as future citizens/workers – and how answers to these questions frame and shape viable, sustainable, and rewarding futures for all young people, not just the privileged few.

Zur Rolle des Betriebs beim Ausbildungsabbruch

Currently, policy-makers and social science researchers take a great interest in the problem of dropouts from vocational training. Yet their debate focuses almost exclusively on the dropouts themselves, their personality traits and personal reasons for their dropping out. As this is a one-sided perspective, the present paper examines the role of training companies in the dropout process. On the basis of the insights from the present analysis, a concept for a Swiss longitudinal study is developed. This study is to be conducted at the competence centre for research in the field of vocational training “Leading House: Quality in Vocational Training.” The present paper also discusses the research objectives of the planned longitudinal study.

Glaubhaftmachung beruflicher Handlungsfähigkeit im Kontext der Externenprüfung

Based on BBiG/HwO, the external examination allows attending the final exam for those who have not completed the dual course of vocational education and training. Admission procedures can be based on so-called “Glaubhaftmachung”, when the applicant has to credibly demonstrate that he or she has acquired the necessary skills. It is still not clear how the procedure of “Glaubhaftmachung” is structured and which methods are used. The following contribution will pursue this matter. First, we will illustrate the current state of research regarding the external examination as well as an ideal model of a validation procedure. Subsequently, we will present the results of a survey on procedures of “Glaubhaftmachung”. Here “Glaubhaftmachung” is pointed out as the key problem since it is not to be misunderstood as some kind of additional final exam. The overall aim of this contribution is to reveal opportunities and limits of admission procedures and to identify research desiderata for the academic field of vocational education and training.

Reasons for choosing a technically oriented education: an interview study within the fields of pipefitting and industry

The article examines how professionals within technical businesses describe their ways into their trade and why they have remained. Semi-structured interviews, analyzed by analysis of narratives, have been conducted with six informants within pipefitting and industrial work aiming to understand how technically oriented professions can attract young potentials into the field. The results from the study are thus a contribution within the field of vocational education, in order to understand why youths should consider to study the Energy Programme or the Industry Programme at upper secondary school. The results show that factors that influence people to start working within technically oriented trades are: (1) to use your hands to screw things together, (2) to get an income and (3) if relatives work in the branch. Based on the study it is not obvious to young people what they want to do when they have graduated. But the study also shows that even though the choice of careers is not obvious from the beginning people who chose the field of pipefitting or industry remain for many years. This implies that programmes for recruitment could use the advantages shown in this study for arguments to increase the amount of students who chose the technically oriented educations. The reasons for staying in the professions are: (1) variation and freedom, (2) creativity and influence and (3) you get to work with your hands. This significant content within the technically oriented trades contribute with specific arguments for promotion of the plumbing and industrial work in particular and also for the technical trades and technical education in general.

Blended learning model in mechanical manufacturing training

Blended learning is increasingly prevalent and it is vital for higher education and corporate trainers to create strategic plans focusing on blended learning techniques to benefit from this teaching and training model. A qualitative study was carried out using an interview technique with a trainer who applied a blended training model in a vocational organisation. The aim was to determine whether blended learning is effective in mechanical manufacturing training. The results indicate that blended learning can play a vital role in vocational training settings in educational organisations and workplaces. The approach can be used for vocational training based on skill development for manufacturing and production areas at any level. Implementation of a blended learning model in a very specific vocational education field (mechanical manufacturing) has demonstrated that the approach is very useful if designed well. Key words: Blended learning, blended model, mechanical manufacturing, vocational training.