Vocational Education Research Articles

Exploring the impact of family, school and society on the perception and reputation of vocational training in Pakistan:a statistical analysis

PurposeThe Technical Education and Vocational Training Authority (TEVTA) plays a crucial role in the socioeconomic development of a country. Still, it is often stigmatized as a secondary choice in the Global South. This study explored the interrelationships and impacts of factors such as family, school, and society on the perception and reputation of TEVTA.Design/methodology/approachBy employing quantitative methods, the analysis focused on how family, society, and school support influence these perceptions and reputations within TEVTA programs. Social Cognitive Theory is the theoretical underpinning of this study, in which 350 students from 13 TEVTA institutes participated by filling out questionnaires. The data was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) and IBM SPSS 28.FindingsThis study indicates that family and societal influences significantly shape students' perceptions, confirming their pivotal role in enhancing the reputation of these programs. School support also emerged as a critical factor, significantly impacting students' perceptions but not directly influencing the programs' reputation. The analysis underscores the importance of understanding the sociocultural context to develop effective strategies for the TEVTA sector in Pakistan. This clear understanding is essential for developing effective strategies to improve the reputation of TEVTA programs in this setting. Moreover, this research offers policy suggestions to make vocational education more attractive and accessible to diverse students, ultimately contributing to the country's socioeconomic development.Originality/valueThis study applied Social Cognitive Theory (SCT) to explore how individual thoughts, environmental influences (such as family, school, and society), and behaviors interact within the context of TEVTA programs. This approach fills gaps in current research and offers a clearer understanding of what affects TEVTA's perception and reputation.

Exploring the motivations and career choices of expatriate teachers in international schools: Embracing personal growth, professional development, and teacher autonomy

The worldwide growth of international schools has prompted increasing interest in the growing body of expatriate teachers who choose to work in them. The decision to work internationally is complex, encompassing both push and pull factors that change throughout a teacher's career. This qualitative study explores the motivations and career choices of 20 international school teachers. Through a reflexive thematic analysis, we identified two primary themes in teachers' accounts of their decisions: personal growth and professional identity. The theme of travel, learning, and personal growth captures motivations typically related to travel and adventure that drive the decision to work internationally, including the opportunity to travel and experience new cultures, develop global mindedness, and learn more about the wider world. The theme of professional development and teacher autonomy explores participants' motivations related to the opportunities to teach in ways that are professionally fulfilling in international schools, which often provide freedom from what are perceived to be constrained or limited opportunities in the educational systems of participants' home countries. The study also explores how the evolution of teachers' decision-making processes and motivations evolved throughout their careers, revealing a transition from initial, somewhat random moves overseas to subsequent, more strategic moves aligned with higher expectations around professionalism and autonomy. These findings highlight the complex interplay of changing personal and professional aspirations that influence teachers' decisions to work in international school contexts. This study offers further empirical support for our understanding of international school teachers and critically engages with existing typologies of international school teacher motivation, informing recruitment and retention strategies, professional development programs, and educational policies.

Current status, challenges, and future career pathways of diploma-prepared nurses from the stakeholders’ perspective: a qualitative study

BackgroundThe global shortage of nurses is a pressing issue affecting healthcare quality and patient outcomes. Nurse turnover is driven by work-related stress, and job dissatisfaction is persistent. In Saudi Arabia, many diploma-prepared nurses need more bridging programs to convert their diplomas into bachelor’s degrees. Educational and organizational issues can limit the provision of quality nursing care. Differences in educational preparation influence nurses’ interpretations of patient safety and their roles within healthcare systems. Addressing the need for more policies and regulations regarding nurse turnover and the retention of diploma-prepared nurses is crucial. Thus, a comprehensive exploration of barriers and incentives for diploma-prepared nurses to complete their Bachelor of Science in Nursing (BSN) can lead to transformative institutional strategies, such as tuition compensation and clinical-academic collaborations. This study aims to fill this gap by understanding the current challenges, future trends, and solutions from stakeholders’ perspectives and developing tailored career pathways for diploma-prepared Nurses from the stakeholders’ perspective. Thus, it contributes to policy development and improved healthcare delivery and fosters a promising future for healthcare.MethodsThis qualitative study employed a thematic analysis and grounded theory methodology as we delved into stakeholders’ perspectives to generate a substantive framework for overcoming obstacles and cultivating tailored career pathways for diploma-prepared nurses. A purposive sampling technique was used to choose participants, ensuring their rich, relevant, and diverse information based on their expertise, experience, and ability to provide valuable insights. Data were collected using one-on-one semi-structured questions for in-depth interviews.ResultsOur findings revealed key concepts that were evident in the data. These concepts formed three main themes and several subthemes essential to understanding the current status of, challenges faced by, and career pathways for diploma-prepared nurses. The three main themes have emerged, and core categories have emerged under each theme accordingly. The results generated a practical framework, offering tangible solutions to overcome challenges and develop career pathways for diploma-prepared nurses.ConclusionsThe findings significantly affect policy development and healthcare delivery improvement. This suggests the need for policies that support diploma-prepared nurses in completing their BSN and the development of tailored career pathways that align with their educational background and career goals and the Kingdom’s 2030 Vision.

Are educational aspirations associated with susceptibility to smoking, e-cigarette use, and smokeless tobacco use in adolescence?

The early socio-economic differences in smoking build on the interplay between individual-, family-, peer-, and school-related factors. The present study aimed to add knowledge to this by examining susceptibility to smoking (S-SM), electronic cigarette (e-cigarette) use (S-EC), and smokeless tobacco (snus) use (S-SN) by educational aspirations in a country with advanced tobacco control policies. National cross-sectional School Health Promotion study survey was conducted among 8.-9. grade students (av. 15-year-olds) in 2017 with no prior smoking (n = 47589), e-cigarette use (n = 49382), or snus use (n = 53335). Gender-stratified, age-adjusted multilevel logistic regression analyses with S-SM, S-EC, and S-SN were considered as outcomes and student- and school-level (aggregated) factors were considered as independent variables. The highest prevalence was observed for S-EC (girls 29%, boys 35%), followed by S-SM (16%, 15%) and S-SN (10%, 16%). Compared to those planning for general upper secondary education, S-SM was the highest for those without educational aspirations (OR = 1.20, 95% CI = 1.04-1.40), S-EC for those planning for vocational education [1.15 (1.05-1.25)], and S-SN for those planning for extra year/discontinuation [1.65 (1.04-2.60)] among girls. Among boys, both S-SM [1.37 (1.23-1.52)] and S-EC [1.19 (1.09-1.29)] were the highest among those planning for vocational education, with no clear associations with S-SN. Current other tobacco/e-cigarette use [OR range 1.27-8.87], positive attitude towards product use in one's age group [3.55-6.63], and liking school [0.58-0.68] consistently associated with susceptibility. Students not planning for academically oriented education had higher susceptibility to different nicotine products. High S-EC warrants monitoring to strengthen policy evaluation and prevention.

Different dropout directions in vocational education and training: the role of the initiating party and trainees’ reasons for dropping out

The high rates of premature contract termination (PCT) in vocational education and training (VET) programs have led to an increasing number of studies examining the reasons why adolescents drop out. Since adolescents’ trajectories after a PCT are quite diverse, a thorough assessment of different dropout directions is called for. However, empirical studies that distinguish between dropout directions are still scarce. The same is true for studies that differentiate between PCTs initiated by the trainees themselves and those initiated by the training company. Based on data from the German National Educational Panel Study (NEPS) on trainees in German dual VET programs (n = 5823), this study identifies six different dropout directions: (1) downward PCT into unqualified employment or unemployment, (2) downward PCT into a prevocational program, (3) horizontal PCT that represents a change of training company or (4) a change of occupation, and (5) upward PCT into general education or (6) higher education. Using multinomial logistic regression models we examine the effect of (a) the initiating party and (b) self-reported PCT reasons of trainees on dropout directions. Regarding trainees’ reasons we include reasons related to different aspects of the training (personal reasons, not the desired training occupation, financial reasons, training quality, conflicts, excessive demand, and being offered a different training position). The results indicate that in cases where trainees are dismissed by the training company, a horizontal change to a different training company becomes more likely, while the probability of an upward dropout into higher education decreases. Regarding PCT decisions made by trainees themselves, a downward PCT into unqualified employment or unemployment is more likely if personal reasons were the cause of a PCT decision. Moreover, the probability of a change of training company (horizontal PCT) increases in cases of conflict and if there is a prospect of a different training position, and decreases if the training position is not the desired occupation. A change of occupation (horizontal PCT) is more likely when there is the opportunity for a different training position available. Furthermore, upward PCTs (both into further general education and higher education) are more likely in cases where the training was in a field that was not the desired occupation. The probability of upward PCT into higher education decreases when there are conflicts and excessive demands, while upward PCTs into general education are significantly less likely when a different training position is obtained. The differential effects that occur for different types of PCTs emphasize that adolescents dropping out of VET cannot be treated as a homogenous group. Consequently, the results underscore the importance of conducting a more thorough assessment of both dropout directions and the initiating party of a PCT in future research.

Transforming Wikipedia text into audio through machine learning

Purpose The purpose of this study is to navigate the process of transforming Wikipedia articles into audio files for library readers. The system provides a feasible manner of listening to Wikipedia content, accommodating diverse learning preferences and enlarging knowledge in education society. Design/methodology/approach This framework has been constructed using the Python programming languages in the Linux operating platform. Application programming interface and Google text-to-speech (TTS) are required as additional software packages to design this prototype system. Transform any Wikipedia pages into audio files through Wikitrola for libraries and information centers. Wikipedia articles are directly transformed into audio, as these integrate the content seamlessly for the user experience. The whole system has been designed and configured on the basis of machine learning to provide dynamic services among the readers. Findings The viewer could use the machine learning system to turn Wikipedia articles into audio files, allowing them to listen to Wikipedia content in audio format. This would make information more accessible and adaptable to diverse learning modes, allowing written content to be engaged in novel and visionary ways. Originality/value The insightful observation in connection with the paper is that it shows how to convert text-based material into audio through the Google TTS and machine learning Python programming and finally incorporate them in Wikipedia articles. A harmonious system of information dissemination and technical education is established. This approach shows the effectiveness of imagination and the use of programming tools to enhance learning and knowledge-seeking processes.

Building and Patching a Pipeline: Establishing Viable Pathways from 2-Year Institutions to Graduate School for Aspiring Mental Health Professionals

Students at 2-year colleges who wish to enter the mental health professions, particularly students of color in urban community college environments, often lack opportunities for internships and experience-building programming relevant to their field. Some programs targeting such students do exist, but little research has been performed on these models. In addition, while pipeline programs in 2-year college settings often focus on successful transitions to senior colleges, many students in such programs also seek to eventually enter graduate school. The purpose of this case study is to bridge this research gap by focusing on a community college-based peer support and psychoeducational outreach program in the northeastern United States, serving as a career development internship for aspiring mental health professionals. Qualitative data in the form of student participant feedback was analyzed to determine the impact of the program on their experiences later in their educational careers. Results from this qualitative analysis indicate the substantial importance of such a program to the successful academic progress of its student participants, providing insights into how pipeline programs can accommodate student preparation and support, not only toward successful senior college transition, but also specific to graduate school program entry.

Facilitating unlearning in agricultural education: preparing for family-farm succession

ABSTRACT Purpose This paper seeks to explore the manner in which secondary vocational education in agriculture can facilitate unlearning among young farmers. In this context, ‘unlearning’ means deliberately letting go of mindsets, practices, and routines that are no longer fit for purpose. Design/Methodology/Approach We use a course on sustainable family-farm succession as a case study in order to illustrate how unlearning may feature in agricultural education. We organised focus-group sessions with three teachers of that course. The sessions focused on three subprocesses of unlearning: (i) initial destabilisation, (ii) ongoing discarding and experimentation, and (iii) developing and relinquishing. Findings We show that teachers can facilitate unlearning, and discuss how teachers may help students to navigate intergenerational tensions in unlearning. We conclude that unlearning is a layered concept: it involves adaptation to a changing agriculture sector context as much as emancipation from the social context. We also show how expressions of solidarity and loyalty may undermine unlearning. Practical implications Agricultural educators are increasingly being tasked with helping future food professionals to manage the complexity of food systems. Our analysis points to means by which teachers who are seeking to reshape agricultural education may adopt the concept of unlearning in order to foster young farmers’ consciousness and agency in food system transformation. Theoretical implications A pedagogy of unlearning can contribute to designing education that enables young farmers to overcome path dependency in farm succession. Originality/Value This paper proposes unlearning as an innovative pedagogy for farmers’ training in view of food system transformation.

Transforming Brown Practices into Green Jobs: Training Intervention and Green Job Motivation of Agripreneuship Trainees

Purpose: Within the backdrop of labor market uncertainty for young people and environmental externalities, the study tested the effect of training intervention on green collar job motivation of agripreneuship trainees in a green growth project in Mezam, North West Cameroon. Focus was on training, attitude and social pressure as determinants of green job motivation off agripreneurs. Materials and Methods: The study adopted a quantitative survey design with the goal of data on green collar job training and motivation and a sample of 125 participants (71 females; 54 males) was recruited from a training intervention initiative from Mezam, North West Cameroon. An instrument with internal reliability consistency (α=0.74) was used to gather information. The information was entered into SPSS version 27, and correlation and hierarchical regression were used as test statistics. Findings: According to the results, it was reported as a significant predictor of green job motivation, p < 0.05. In the second model capacity building and attitude significantly determined green job motivation p < 0.05. While the third model (capacity enhancement, attitude, social pressure) was significant, p < 0.05, social pressure as a separate dimension failed to determine green job motivation, p > 0.05, of agripreneurs trainees. From the results of the study it was reported that training factors were capable of predicting green job motivation and the need for transforming brown occupations was also recognised within green growth venture. Implications to Theory, Practice and Policy: Green economic activities have undergone evolution with demands for new skills and training should be recognized as a sustainable measure of green collar job behaviours. Considering the position of green growth models in developing green collar mindset, it asserts that greener occupations are capable of catalysing wealth creation, environmental justice and sustainable and should be promoted. Therefore, advocates of green employment should draw from policy strategies and enrich training programmes to be more responsive to changing environmental, suggesting transformation from brown to green through green mindset building. While the paper contributes to scarce body of knowledge in green jobs, implications for policy and practice have been presented with areas for future research

Some Problems on Teaching Profession Developing in Singapore, Malaysia and Lessons for Vietnam

The quality of education and the quality of a country's human resources depend greatly on its teachers. Therefore, training and fostering teachers plays an important role in the development of the country. The article addresses some issues of two countries, Singapore and Malaysia, in teacher professional development. These are the issues: Enrollment and training; recruitment and training; Reward, encourage and honor teachers. This article analyzes the strengths of these two countries in teacher training and development. In the context of fundamental and comprehensive reform of education in Vietnam, the reform of teacher training programs in the direction of professional development is being researched by teacher training institutions to find appropriate directions. The 21st century teacher training model of Malaysia and Singapore is a valuable lesson for us to learn and apply in building and developing teacher careers in Vietnam.

Systematic Review of Open-Source Software for Technical and Vocational Education and Training (TVET)

In the era of Industry 4.0, software is essential for connecting technologies, creating smart systems, and driving innovation across industries. There are several challenges and limitations related to software in Technical and Vocational Education and Training (TVET), such as software cost, software piracy, and limited modification access to the software. This demonstrates the demand for new approaches that may deal with these issues and offer alternatives by using the open-source software. The paper aims to explore on the utilization and impact of Open-Source Software (OSS) in TVET based on three main themes: (1) hardware compatibility using OSS, (2) teaching and learning aids using OSS, and (3) online learning practice using OSS. Employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach, the research, based on 21 articles selected from Scopus and Eric databases, reveals that OSS is compatible with hardware used in TVET programs, offers diverse teaching and learning aids, and is suitable for online learning environment. These findings underscore OSS's potential as an alternative in meeting TVET requirements, fostering dynamic learning environments, and improving pedagogical approaches, accessibility, and cost-effectiveness in TVET institutions.

Development of Teaching Elements Based on Total Physical Response Activities for Improving Quranic Recitation Proficiency among Converts: Application of The Fuzzy Delphi Method

The Quran is a vital guide for Muslims, requiring proper recitation with tajwid. However, many converts struggle with accurate Quranic recitation even after years of embracing Islam. This study aims to develop Total Physical Response (TPR)-based teaching activities to enhance Quranic recitation proficiency among converts by integrating physical movements with learning, aiding in recognizing Hijaiyah letters and tajwid rules. Utilizing the Fuzzy Delphi Method (FDM), this study achieved expert consensus on proposed TPR-based activities. Ten experts in technical and vocational education, educational technology, and curriculum development participated, selected through purposive sampling. Data collection involved a two-stage process: a workshop where experts rated each activity on a 5-point Likert scale, followed by FDM analysis, transforming responses into triangular fuzzy numbers. This rigorous evaluation required at least 75% consensus and a threshold value (d) not exceeding 0.2. Findings validated all 25 TPR-based activity elements, demonstrating their suitability for teaching Quranic recitation to converts. TPR’s integration of physical activities significantly enhances memory retention and understanding, making it effective for converts with diverse backgrounds and minimal prior Quranic knowledge. The study recommends developing structured modules, providing expert training, creating interactive learning environments, and implementing continuous assessments. Incorporating Higher Order Thinking Skills (HOTS) and varied teaching methods aims to improve engagement and motivation, ultimately making Quranic learning more effective and enjoyable for converts.

An Overview of the Digital Competencies of Teachers in the Hungarian Secondary Agricultural Vocational Training System

AbstractIn contemporary times, possessing digital competence encompasses not only access to information and communication technologies (ICT) and their utilization, but also the acquisition of suitable knowledge and skills related to them. When it comes to the digital competencies of educators, studies in this field regularly report on the available professional development opportunities, but less attention is given to the educators’ personal attitudes. In our viewpoint, the success of the digital competence development process greatly hinges on realistic and effective teacher self-reflection. Within this framework, digital competence could become an essential component of teacher self-evaluation and emerge as a genuine demand within the predominantly supply-driven professional development market. Based on this observation, we determined to approach 400 instructors teaching at agricultural vocational schools and encourage them to thoughtfully contemplate their own skills and attitudes through our questionnaire. The objective of this exploratory research was to examine the current state of digital competence and future development possibilities among educators, specifically within the context of agricultural education. Moreover, it aimed to identify the actual needs of teachers. The research findings indicate that teachers engaged in Hungarian agricultural vocational education expressed a more positive view of their digital competence than anticipated. Concurrently, infrastructure gaps and developmental directions came to light. Among the novel findings of our research is the fact that real self-reflection is an essential attribute of the teaching career and plays an important role in the development of competences. In this context, a key finding of the research is that respondents strongly expressed their need for subject-specific and didactically-based, thematic and free workshops/courses to learn about the functioning of new ICT tools and platforms and their classroom applications.

СТОМАТОЛОГИЧЕСКОЕ ОБРАЗОВАНИЕ В ПРИАРКТИЧЕСКИХ СТРАНАХ

The structures of dental education in near-Arctic countries and regions at all levels are considered and the place of the pedagogical component is increased in them. It was noted that the actively functioning structures of additional vocational education (DPO) in 8 countries of the Arctic Council (Denmark, Iceland, Canada, Norway, the Russian Federation, the USA, Finland, Sweden) determine the dynamics of the assimilation by practicing dentists and maxillofacial surgeons of the use of the latest high-tech technologies, and in recent decades also a complex of humanities, primarily psychology and sociology. This increases the role of the pedagogical component in the system of their professional training of dentists and maxillofacial surgeons; the experience of organizing training processes in this direction is also in demand by the structures of domestic dental education. Its parameters are characterized taking into account the specifics of the Arctic zone, including ensuring the health of teeth and oral cavity of representatives of small indigenous peoples; problems of staffing of dentists and maxillofacial surgeons and improvement of their qualification level are analyzed. Due to the coordination of educational and research activities, the postgraduate education system is characterized by the transfer of the latest skills and techniques in dental education.

RETURNS OF SOCIAL AND PRIVATE INVESTMENT IN VOCATIONAL EDUCATION IN NIGERIA

Globally, the world of work has shifted its focus from just education obtained through theoretical courses to vocational education and training because of the recorded returns in social and private investment. Thus, the sector has been at the heart of recent economic reforms worldwide. However, despite the upsurge in the supply of academic university graduates in Nigeria, employers of labor still face a supply shortage of skilled labor and this has been linked to the theory-oriented curricula of academic universities which do not prepare students for skill-intensive jobs. According to the Nigerian Bureau of Statistics report (2024), statistics the overall unemployment rate in Nigeria for the Q2 of 2023 was 4.2%, while among youth aged 15-24 years, the unemployment rate in Q2 of 2023 was 7.2%, up from 6.9% in Q1 2023. Meanwhile, in urban areas, the unemployment rate reached 5.9% in 2022, compared to 5.4% in Q1 2023. Within vocational training, the economic returns to practical or in-plant training seem to be slightly higher than those in school training. It is clear that tremendous resources, both human and material, are required to redress the situation. As Nigeria is lagging in preparing its workforce for the challenges of the rapidly changing global economy, the government must invest captiously and pay particular attention to vocational and technical education. Also, there is the need to improve the earnings of vocational school graduates through an increase in salary and attractive remuneration which will induce individuals to take vocational education and skills acquisition more seriously. KEYWORDS: Vocational Education, Education, Returns, Social and Private Investment and Nigeria.

Exploring the Impact of Songs in EFL Teaching Across Age Groups: Perspectives from Vietnamese EFL Lecturers

This study investigates the effectiveness of using songs in English as a Foreign Language (EFL) teaching from the perspectives of Vietnamese EFL lecturers, focusing on identifying the most beneficial age group among young learners, teenagers, and adult learners. Employing a qualitative research design, the study conducted semi-structured interviews with nine EFL teachers from two educational institutions in Vietnam, representing a range of experience levels from novice to near-end career. The data were analyzed using thematic analysis, guided by Constructivist and Socio-cultural theories of learning. The findings revealed that the application and perceived effectiveness of songs varied significantly across different age groups and teacher experience levels. Songs were universally recognized as beneficial in EFL teaching, but their implementation and impact differed, with novice teachers focusing on engagement, mid-career teachers on cultural and linguistic nuances, and near-end career teachers on a holistic language experience. The study found that songs are highly effective with young learners, need careful selection for teenagers, and should be thematically rich for adult learners. These insights have implications for EFL practitioners, curriculum designers, and policymakers, suggesting the need for tailored song-based activities and professional development for teachers.

Resilience in Technical Education Beyond COVID-19: A Case of Instructional Change and Innovation at a Midwestern Technical College

ABSTRACT The COVID-19 pandemic has transformed teaching and learning in higher education. Technical education programs were particularly challenged by shifts to remote instruction considering their emphasis on hands-on, real-life application and experiences. While there have been developments regarding online learning in technical education, there remains little empirical work on technical education in remote environments, including the unexpected wave of adaptions and new approaches resulting from the pandemic. This qualitative case study explores pandemic-spurred change and innovation among educators in technical education and related impacts. Guided by pedagogical resilience and a case study of a midwestern technical college, findings reveal three broader themes: a catalyst to accelerate innovation, reimagining the (online) classroom, and innovation as a core disciplinary feature. This study provides critical insight into ongoing challenges and promising solutions for teaching and learning across technical education course, program, and learning modalities.

The impacts of basic medical insurance for urban–rural residents on the perception of social equity in China

BackgroundBased on CSS 2019 data, this article analyzes the impact of Basic Medical Insurance for Urban and Rural Residents (BMIUR) on perceived social equity of residents.MethodUsing the CSS data of 2019, this article analyzes the influence of BMIUR on the perception of social equity of residents, on the basis of 2SLS model and mediating effect model.ResultsWe find that BMIUR has a significantly positive impact on the perception of social equity. That is to say, BMIUR can improve residents’ evaluation of social equity and further promote the level of social equity, which makes residents more happiness. The conclusion remains valid after using robustness test and propensity score matching to conduct counterfactual reasoning. The discussion of mechanism indicates that the influence of BMIUR is mediated by enhancing social capital, improving satisfaction of income distribution and reducing self-paid medical expenses. This study also finds that the influence of BMIUR is more obvious in the low-income, low-skilled and mid-west groups.ConclusionThe reform of the medical security system should be regarded as a foothold for improving people’s well-being and promoting social equity; Expanding people’s social capital through multiple channels and improving income distribution mechanisms; Strengthen vocational skills training, especially to provide more public services and social security for low-income groups, low-skilled groups, and groups in the western region of China, in order to improve the welfare and policy effectiveness of China's social security reform.

Continuing vocational training in times of economic uncertainty: an event-study analysis in real time

Continuing vocational training (CVT) is a key channel for employees to adapt their skills to changing requirements in the labor market due to structural changes and digitization. The COVID-19 pandemic and the energy crisis as a consequence of the war in Ukraine may have accelerated these developments. Yet, it is unclear how the economic impact of these crises affects individuals’ occupational preferences. In this study, we want to investigate how interest in CVT changes in times of economic uncertainty. We use Google Trends data for Germany and apply an event study analysis to examine how interest in CVT developed with the onset of the COVID-19 pandemic and the Russian attack on Ukraine. We find that the interest in CVT strongly declined during the first wave of the pandemic regardless of how severely a region was affected. During the second lockdown, the decline in CVT interest was more pronounced in the eastern German states where we find a general decline in search intensity since March 2020. We also consider different channels that may have influenced the demand for CVT during the pandemic. Overall, we show that during the first 2.5 years of the pandemic, the search intensity for CVT decreased on average by 12 to 19 percent, while the search intensity for online CVT increased by 39 to 45 percent. We also see a decrease in the search intensity for CVT at the beginning of the energy crisis.

Probability of Causation with Sample Selection: A Reanalysis of the Impacts of Jóvenes en Acción on Formality

This paper identifies the probability of causation when there is sample selection. We show that the probability of causation is partially identified for individuals who are always observed regardless of treatment status and derive sharp bounds under three increasingly restrictive sets of assumptions. The first set imposes an exogenous treatment and a monotone sample selection mechanism. To tighten these bounds, the second set also imposes the monotone treatment response assumption, while the third set additionally imposes a stochastic dominance assumption. Finally, we use experimental data from the Colombian job training program Jóvenes en Acción to empirically illustrate our approach’s usefulness. We find that, among always-employed women, at least 10.2% and at most 13.4% transitioned to the formal labor market because of the program. However, our 90%-confidence region does not reject the null hypothesis that the lower bound is equal to zero.