Postsecondary Vocational Education Research Articles

Dietary Behavior and Determinants of Diet Quality among Primary Health Care Patients in Poland.

The aim of the present research was to determine the factors influencing the prevalence of eating behaviors, diet quality, and unhealthy eating among primary healthcare patients in Poland. The cross-sectional study included 896 adult primary care patients in Łódź. The study was conducted from January 2020 to December 2021 among thirty-four primary healthcare facilities. A survey recorded the sociodemographic data of the respondents as well as data regarding their health condition and diet. The majority of the respondents (57.6%) had average dietary habits, while 40% had unhealthy eating habits. The univariable logistic regression found that primary care patients with medium/secondary education had a 1.5 times greater risk of unhealthy eating habits, and those with post-secondary vocational education had a 1.75 times greater risk of unhealthy eating habits than those with higher education (OR = 1.46; 95% CI: 1.08-1.97, p ≤ 0.01, and OR = 1.75; 95% CI: 1.04-2.94, p ≤ 0.05). The multivariable logistic regression confirmed that the level of education had a significant impact on dietary habits: for medium/secondary education, OR = 1.40; 95% CI: 1.03-1.91 (p ≤ 0.01); for post-secondary vocational education, OR = 1.69; 95% CI: 1.0-2.85 (p ≤ 0.05). The education level was significantly correlated with the prevalence of unhealthy eating behaviors in the studied population. This factor should be considered in the promotion of healthy eating behaviors and nutritional counseling interventions conducted by family physicians in primary health care.

Post‐secondary vocational education for youth leaving care: Examining a potential pathway to successful outcomes

AbstractPost‐secondary educational outcomes for care‐experienced youth are poor. This has been a consistent finding across studies in many countries. Most studies do not distinguish between different types of post‐secondary educational pathways and outcomes, however. There has been limited attention to the potential for post‐secondary vocational education (PSVE) as a viable educational path that may lead to positive employment and social outcomes. In this paper we examine PSVE for care leavers by reviewing available data, examining policy context and utilising relevant theories. We offer next steps in policy, practice and theory development.

Departmental conditions for professional learning of instructors in vocational and professional education

BackgroundFor vocational and professional education to remain relevant, instructors need to keep developing themselves and their practices. Much of instructor learning happens on-the-job. Drawing on literature on teacher learning in the workplace, this article explores how structural and cultural conditions shape professional learning of instructors in departments for post-secondary vocational and professional education in western Canada.MethodsA multiple case study approach was used to explore how instructors perceive departmental conditions as enhancing or inhibiting professional learning. Interview data, meeting observations, and program documentation was collected from 27 instructors from 5 departments in three institutes for post-secondary vocational and professional education. The educational programming in the five departments cover four industry sectors: two healthcare departments, one building trades, one business, and one social services department.ResultsStructural conditions reported to facilitate instructor professional learning at the department level include student feedback, job-rotation, coordinating work-placements, and whether participation in continuing professional development is a licensing requirement of the profession. Heavy workload and the way teaching is scheduled are most often reported as conditions inhibiting learning. Considering cultural conditions, three in-depth case descriptions illustrate how instructors draw on beliefs and practices prevalent in their original trade/profession when shaping their departmental culture as a learning environment.ConclusionsThe concept of sense-making proved useful to describe how instructors draw on elements of the occupational culture taught in the program when shaping their workplace as a learning environment. This influence of occupational culture could help explain previously observed differences in how instructors from various industry sectors engage in professional learning. Organizational support is warranted for facilitating organizational conditions for instructor learning including the development of departmental leaders’ capacity to influence workplace conditions for professional learning.

Understanding motivational beliefs of women in postsecondary STEM- vocational-technical education. Evidence from Chile

ABSTRACT Women face many barriers to entry into and persistence in science, technology, engineering, and mathematics (STEM) fields. Drawing on expectancy-value theory (EVT) and using a qualitative approach, this study sought to deeply understand women’s entry and persistence in STEM-related postsecondary Vocational Technical Education (VTE) programs that lead to male-dominated skilled trades in construction, metalworking, and mining sectors in Chile. The findings revealed that, depending on the economic sector women were preparing to work in, different motivational patterns of EVT beliefs emerged that allowed women to overcome the high costs imposed by the gender stereotypes they encountered in their studies. Therefore, to improve women participation in VTE programs related to STEM fields, institutional and government policies must consider these different motivational profiles, as well as different strategies to improve women identity with these male-typed skilled trades.

Learning to question the status quo. Critical thinking, citizenship education and Bildung in vocational education

ABSTRACT Educational policies in the Netherlands reveal that the current mainstream participatory approach to citizenship education jeopardises students’ autonomy. Especially in Dutch post-secondary vocational education, citizenship education has been shown to be mainly aimed at socialization: initiating students into tradition, internalising rules, societal norms and values. This article reports on the findings of a research project, which is grounded in the assumption that integrating Bildung, citizenship education and critical thinking is a promising way to grapple with the perceived overemphasis on socialization strategies. We justify the interrelationship of critical thinking, Bildung, citizenship education, and professional training from two perspectives – historical and contemporary. It is only by combining these concepts, we contend, that educational professionals can create teaching materials more geared to developing autonomy, and prepare students in vocational training to navigate the political and societal dilemma’s on the work floor. Furthermore, we also clarify our perspective by offering three educational principles, used in our project to guide the design of teaching materials, that form a context for integrating citizenship, critical thinking, and Bildung in vocational education. A practical illustration is subsequently discussed.

Changes in Alcohol Consumption among Different Population Groups during the SARS-CoV-2 Pandemic: Outcomes of the Slovenian Cross-Sectional National Survey (SI-PANDA).

Background: Slovenia ranks amongst the countries with the highest recorded alcohol consumption. The mortality rate attributed to alcohol-related causes of death in Slovenia also exceeds the EU average. The aim of our research was to confirm the changes in alcohol consumption in Slovenia during the SARS-CoV-2 virus pandemic on a representative sample and to identify vulnerable groups at higher risk of increasing alcohol consumption. Methods: Two consecutive data collections of the National Survey on the Impact of the Pandemic on Life, each in different epidemiological situations, were conducted. A structured questionnaire was used to monitor the number of alcoholic beverages consumed during the pandemic, compared to the time before the pandemic. Results: The majority of the population did not change the number of alcoholic beverages consumed, and among those with changes, there were significantly more of those who drank less than those who drank more. Among respondents who drank a greater number of alcoholic beverages, statistically significantly higher proportions were found in younger age groups, people with post-secondary vocational education or higher, and people with a higher probability of mental health problems. Conclusions: During the pandemic crisis, we need to pay special attention to vulnerable groups that are at higher risk of increasing alcohol use.

Educating college students for loss prevention jobs: understanding stereotypes and their role in surveillance and punishment decisions regarding juvenile shoplifters

ABSTRACT The purpose of this article was to improve the post-secondary vocational education curriculum for private security students by focusing on a particular applied skill – detection of juvenile shoplifters. Educators are tasked with helping students to identify racist beliefs and reduce worldwide organisational racism in the retail industry. Consistent with this goal, 166 urban college students in the U.S. provided physical appearance, behaviour, and family characteristics comprising their stereotype of a juvenile shoplifter. After reading one of 10 shoplifting vignettes with different combinations of sex and race/ethnicity of 14-year-old shoplifter, students made decisions relevant to identification, surveillance, and consequences. Marginalised juveniles were selected the most for surveillance and given harsher, formal consequences consistent with predictions they would recidivate. The findings suggest that instructors must implement specific changes in their curriculum to guide students towards learning objective prevention measures instead of relying on discriminatory offender profiling. Instructors must teach students to pre-identify their biases and engage in critical thinking tasks to determine the best proactive detection strategies for identifying juvenile shoplifters to avoid unfair treatment of consumers from marginalised groups in their own countries.

Dropping Out From Post-Secondary Vocational Education: A Case Study in Malta

Withdrawing from higher education (HE) has a negative impact on the academic community and society in general. Leaving university is a complex decision-making process, which is based on different factors that actually forcing a student to drop out from his/her studies. These factors have various effects on the students career path, psychology, on their families, on the educational institutions and the state itself. The aim of this article is to identify the individual characteristics, socioeconomic, academic, emotional and behavioural problems involved in students dropout. A qualitative and quantitative research took place at Malta College of Arts, Science and Technology on data received from the Registrars Office for the period between 2017-2020. The data were based on the number of students who had resigned and they were analysed on year by year rate and also on year and Level rate. The results from the qualitative analysis showed that different external and personal factors contribute to the final decision of the students to leave higher education, whereas the results from the quantitative analysis showed that, there are differences in relation to the level of study and year, as well as to the gender and institutes. In the last part of this paper, further recommendations are being given

Career Development in Highly Sex-typed Postsecondary Vocational Technical Education Programs: A Social Cognitive Analysis

Using social cognitive career theory (SCCT), we examined the career development of students in sex-typed postsecondary Vocational Technical Education (VTE) programs in the Chilean context. We assessed the moderating effects of students’ socioeconomic background, sex, membership to the sex-atypical group, and the intersection of these attributes across SCCT measures and the model’s predicted relationships. The results showed that students in sex-atypical careers, particularly low-income students, perceived supports and barriers differently, and that supports and barriers have different effects on self-efficacy and outcome beliefs. We also found differences between female and male students in these careers path, which suggests that the former face more challenges. However, we also found that their career development process unfolds similarly, suggesting that strategies designed to support these groups may be equally helpful for female and male students. We discuss the findings in light of prior literature and offer practical implications for VTE institutions.

Dairy Sheep and Goat Farmers: Socio-Demographic Characteristics and Their Associations with Health Management and Performance on Farms

The objectives were to determine the socio-demographic profiles of small ruminant dairy farmers and to study associations with management practices, production outcomes and health parameters on their farms. In total, 325 sheep flocks and 119 goat herds across Greece were included in the study and visited for collection of information. Socio-demographic characteristics of the dairy farmers and details of management practices, production outcomes and health parameters on their farms were recorded. For the analysis of results, multivariable models were created using mixed-effects logistic regression, with farms as the random effect. Most dairy farmers were male (93.2%), most were full-time professionals in farming (89.4%) and most had a farming family tradition (86.9%). The mean age was 47.0 years and the mean farming experience was 24.3 years. For 17.3% of the farmers, the highest level of education received was primary education, for 54.3% it was secondary education, for 16.4% it was post-secondary vocational training and for 12.0% it was tertiary education. In 35.4% of dairy farms, external farm workers were employed. Of the socio-demographic characteristics, farming experience was associated with geographical location of farms, management system, breed of animals, application of quarantine measures, laboratory evaluation of feedstuffs, ultrasonographic examination for pregnancy diagnosis, application of vaccination against clostridial infections, means of calculation of bodyweight for drug administration to animals, maintenance of colostrum bank, number of annual veterinary visits, annual milk production per animal, number of newborns and somatic cell counts and total bacterial counts in milk. Further, the employment of external farm workers on the farm was associated with management system, machine-milking, number and breed of animals, application of quarantine measures, laboratory evaluation of feedstuffs, ultrasonographic examination for pregnancy diagnosis, number of annual veterinary visits, annual milk production per animal, protein content in milk and number of newborns. The findings indicate that dairy sheep/goat farming is still a family-driven business, but, nevertheless, there are now younger people among these farmers, many of them with post-secondary education. Socio-demographic characteristics may influence the management practices applied, which in turn can have consequences for production and health results of the farms.

A directed search model of crowding out

I show that the labor-market crowding out of less-educated workers can be understood as the labor-market response to an adverse-selection problem. When high-skilled workers apply for less skill-intensive jobs, adverse selection arises when employment contracts cannot systematically discriminate against education level, even though overqualified workers are more likely to quit. In order to separate workers, the equilibrium distorts the labor-market outcomes of less-educated workers with an inefficiently high unemployment rate. Furthermore, the distortion creates a market value of post-secondary vocational education, because it acts as an entry barrier and protects less-educated workers from the competition of overqualified college graduates.

Vocational education of owners and SME employment growth: evidence from Israel

ABSTRACT OECD data show that in some countries the earnings of workers with tertiary vocational education are lower than those of workers with secondary education, in particular for the 25–34 years age group. Israel is one of those countries, and in this study we extend the analysis of this apparent anomaly using a quantitative methodology of multiple regression analysis and a survey of 699 SMEs through telephone interviews and a web-based questionnaire. We explored the employment growth rates of firms whose owners have secondary, academic and post-secondary vocational education. Findings show that compared to the base level of the owner’s secondary education, the growth of businesses whose owners have academic education is higher, while vocational education of the owner is associated with lower growth. These findings can be explained by the specific skills acquired through vocational training which may not adequately fit the changing job market and business ecosystem.

The Influence of English Language Skills on Students’ Performance in Vocational Education

Post-secondary vocational education and training institutions such as MCAST, have contributed to the growth of the higher education sector. One of the reasons why students opt for vocational education, rather than a more academic path, is that they have not obtained the required qualifications to study at university level, one of these qualifications being English Language at Ordinary or Intermediate Level. Having weaker language skills might prove a challenge or a barrier to students’ performance in their vocational studies. This is particularly relevant in the Maltese context where students are expected to communicate adequately in the two official languages, Maltese and English. Maltese remains the mother language of the overwhelming majority of the population, yet English is predominantly used when it comes to lecturing, course notes, textbooks, research and assessment (Sciriha & Vassallo, 2001; Sciriha & Vassallo, 2006; European Commission, 2012). Thus, students who do not have a sufficient level of skills in the language, may be at a disadvantage. The objective of the present research is to discover whether there is any correlation between MCAST students’ level of ability in the English language and their performance in vocational subjects. An understanding is sought of how language skills can enhance and contribute positively towards the acquisition of technical knowledge, skills and competences of students in a Vocational Education and Training (VET) college setting. Grounded theory methodology is adopted as it lends itself well to a constructivist stance and due to its rigorous and systemic approach to data collection and analysis. Semi-structured interviews were conducted to probe into students’ perspectives on the importance of the English language and its influence on their academic achievement. A parsimonious model is presented following a process of constant comparison and analysis.

Employers placing orders and students as commodities: Swedish post-secondary vocational education and training policy

ABSTRACT Established in 2009, Swedish Higher Vocational Education (HVE) gives employers an opportunity to initiate state-funded but locally conceptualised and managed training programmes. This article investigates the system, the ideas used in policy to mandate this arrangement of vocational education and training (VET) and the institutional relations of power and control between stakeholders that it represents. Fourteen Swedish educational policy documents relating to post-secondary VET and the establishment of HVE were analysed. The findings show that policy has placed much of the power and control over HVE with employers and that both public and private education providers are dependent on employers. The system does not create any institutional relations between trade unions and HVE. Nor does it encourage employers to collaborate more comprehensively than locally regarding single programmes, to conceptualise them and their curricula. Hence, the qualifications and positions of HVE graduates in enterprises, unlike those of graduates from initial VET in upper secondary education, are not negotiated by the stakeholders in the conventional Swedish model, where national employers’ organisations and trade unions are central actors. The findings also reveal that the HVE students, in policy documents, are construed as input material that, through training, are turned into products with exchange value – into commodities.

Development of the International Spinal Cord Injury/Dysfunction Education Basic Data Set.

Consensus among international experts. The objective of this project was to develop the International Spinal Cord Injury/Dysfunction (SCI/D) Education Basic Data Set. International expert working group. The published guidelines for developing the International SCI Basic Data Sets were used to develop the International SCI/D Education Basic Data Set. Existing measures and literature on education and disability were reviewed to develop a preliminary draft of the basic education data set through iterative modifications via biweekly conference calls and email communication. The draft was disseminated to the larger International Workgroup for Development of Pediatric SCI/D Basic Data Sets and then to the members of the International Spinal Cord Society (ISCoS), American Spinal Injury Association (ASIA), and relevant expert groups and interested individuals for comments. All feedback received was taken into consideration before the final data set was approved by ISCoS and ASIA. The finalized version of the International SCI/D Education Basic Data Set Version 1.0 contains 16 items divided into three domains: school setting/therapeutic services, school participation/academic success, and barriers/attitudes. Most of the variables have been adapted from established measures. This data set is intended for children and youth up to and including high school, but not for emerging adults in higher education or postsecondary vocational training or trade schools. The International SCI/D Education Basic Data Set has been developed for collection of a minimal amount of highly relevant information on the education experience in children and youth with SCI/D. Further validation work is needed. This project was funded by the Rick Hansen Institute, Research Award #G2015-27 (Mulcahey, PI).

Back to school: Labor-market returns to higher vocational schooling

This paper examines the labor-market returns to a new form of postsecondary vocational education: vocational master's degrees. We use individual fixed effects models on a matched sample of students and non-students from Finland to capture any time-invariant differences across individuals. We find that attendance in vocational master's programs leads to an earnings increase of more than seven percent five years after entry. The estimated effect remains positive even if selection on unobservables is twice as strong as selection on observables. Earnings gains are similar by gender and age, but they are marginally higher for those in the health sector than for those in the business or technology and trades sector.

Health and Safety Education in Auto Body Collision and Machine Tool Technology Programs in Vocational Colleges: Challenges and Opportunities.

Collision repair, machining, and metal manufacturing are industries with a large percentage of small businesses whose owners face unique challenges implementing health and safety regulatory requirements. Previous research found that 72% of collision repair technicians and 47% of machinists attended some classes or graduated from vocational colleges. Although health and safety is a mandatory part of the curricula for post-secondary vocational education, little is known about what, how, and when health and safety is taught and if teaching is effective. Surveys and discussion groups were used to evaluate health and safety education in two vocational colleges in Minnesota. Six instructors and 76 students in collision repair, and 6 instructors and 130 students in machine tool technology programs participated. Instructors had no formal training in health and safety, few teaching materials, and lacked opportunities to learn about safety in their trade. Teaching was unscripted and heavily influenced by each instructor's™ industry experience, knowledge, perceptions and attitude towards safety, with little or no guidance from school administration, or safety professionals. Student survey results show that graduates have significant gaps in safety and health knowledge. Standardized trade-specific curricula and instructor training are needed to ensure students receive adequate health and safety education.

Benefits of College—By Degrees

Should everyone go to college? College graduates, especially STEM graduates, earn more than non-college graduates and are on average more productive than those not attending college. That does not mean, however, that a traditional baccalaureate degree is optimal for everyone, nor that most students should pursue STEM disciplines for financial reasons (for example, biological science majors on average earn less than many non-science majors). There are several risk factors in pursuing a degree, including high dropout rates, and those with mediocre academic preparation are particularly susceptible to having poor college outcomes. For some, non-degree postsecondary vocational training may be a better option.

Labor-Market Returns to Higher Vocational Schooling

This paper examines the labor-market returns to a new form of postsecondary vocational education, vocational master’s degrees. We use individual fixed effects models on the matched sample of students and non-students from Finland to capture any time-invariant differences across individuals. Attendance in vocational master’s programs leads to higher earnings of eight percent five years after entry even if selection on unobservables is twice as strong as selection on observables. Earnings gains are similar by gender and age, but they are marginally higher for health than for business or technology and trades.

More skilled, better paid: labour-market returns to postsecondary vocational education

Outside the USA, relatively little is known about the labour-market returns to postsecondary vocational (or polytechnic) education. Yet, polytechnics in Europe are distinct from US community colleges. This paper focuses on the labour-market returns to polytechnic attendance in Finland, where polytechnics are representative of many European countries. Using matching methods and longitudinal administrative data, we find that, compared to individuals with no postsecondary education, students who attend polytechnics have higher annual earnings of €3,300 to €3,700 and employment gains of 2.5 to 6.6 percentage points 10 years after the entry decision. However, the returns vary by personal characteristics and field of study.