Vocational Education Research Articles

Exploring the experience of participants in a pilot scheme to recognise teaching excellence in healthcare: A mixed methods approach.

BackgroundWithin healthcare settings, practice-based healthcare professionals are expected to teach, supervise, assess and/or support learners in their respective disciplines. Ongoing development opportunities focusing specifically on teaching skills and support of students are varied and there are no mandatory requirements for practice-based healthcare professionals to develop formal teaching qualifications, despite their direct involvement with learners. ObjectiveTo explore the experience of participants in a pilot scheme to recognise teaching excellence in healthcare. DesignA mixed methods approach was used. Setting(s)One inner-city integrated health care system in the UK. ParticipantsThis study involved eleven participants in total: seven applicants who successfully completed the award and four mentors who supported them throughout the application process. Mentors were all Advance HE Fellowship holders employed within one National Health Service (NHS) organisation and one Higher Education Institution situated within the Northwest of England. MethodsData collection methods included an online anonymised survey followed by individual semi- structured interviews. Quantitative data were analysed descriptively, and qualitative data were analysed using framework analysis principles. ResultsThe findings indicated that participants (applicants and mentors) found the overall experience positive and rewarding. The main positive aspects of taking part were:I. Increased confidence and sharing of teaching experienceII. Increased reflection and use of pedagogyIII. Formation of a teaching community of practiceIV. Perceived teaching career progression opportunitiesThe application process appeared to act as a catalyst towards re-engagement with underpinning pedagogy when considering the suitability and utility of effective teaching approaches for learners in practice. It also helped to promote a teaching community of practice where mentors were able to ‘pay forward’ and support practice colleagues to be recognised for their teaching roles.The main challenges were the competing demands on applicants’ time and the self-directed approach required to complete the award application. ConclusionGaining recognition of teaching excellence through an award scheme such as Advance HE Fellowship can foster a sense of empowerment, recognition and reward for educators who work with learners undertaking Higher Education Programmes, irrespective of the setting where teaching and learning takes place. However, without wider organisation support and resources, the benefits of such schemes can be diminished. RegistrationN/A Tweetable abstractWith institutional support, Advance HE Fellowships offer accessible recognition for healthcare educator's commitment to teaching excellence @AdvanceHE @NHSE_WTE

CRITICAL E-LEARNING VALUES AND ATTRIBUTES: PERSPECTIVES FROM VOCATIONAL TEACHERS AND STUDENTS

ABSTRACT E-learning platforms are designed to meet user demands and enhance value, making it crucial to identify their key attributes. In vocational institutions, where teachers and students are integral co-creators of value, e-learning tools are used to enrich technical education. This study utilizes a means-end-chain approach to explore the critical attributes, values, and impacts of e-learning from the perspectives of vocational teachers and students. The study uses laddering techniques to identify the co-creation value based on the principles of Service-Dominant Logic, Means-End Chain Theory, and a list of values. A tool called APT Data Laddering Col&Cal was developed to analyze data on the laddering technique. The data is also validated with LadderUX software and subsequently used to generate a Hierarchical Value Map. The conceptual analysis results and the Hierarchical Value Map form the components of the developed model. By mapping the relationships between these attributes and the resulting values, the research identifies nine significant values: accomplishment, self-fulfillment, and a high-quality lifestyle, which stand out as the most prominent. The study also highlights that interactive elements such as games, quizzes, and videos play a significant role in facilitating value co-creation. The importance of this research lies in its ability to pinpoint how specific e-learning attributes contribute to value creation, offering valuable insights for designing e-learning models that better serve the needs of both educators and learners. Understanding these dynamics can significantly enhance how e-learning platforms are developed to effectively engage and benefit youth in vocational settings. Keywords: Value Co-Creation, Means-End-Chain, E-learning, Vocational, Youth

ПСИХОЛОГІЧНІ ЗАСАДИ РОЗВИТКУ ТВОРЧИХ ЗДІБНОСТЕЙ ПСИХОЛОГІВ ЗАКЛАДІВ ПРОФЕСІЙНОЇ (ПРОФЕСІЙНО-ТЕХНІЧНОЇ) ОСВІТИ У ПРОЦЕСІ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

The purpose of the article. The purpose of the article consists in the analysis and theoretical substantiation of the psychological foundations that determine the development of creative abilities, experimental verification and improvement of the strategy for the development of creative abilities of psychologists of professional education institutions in the context of their professional activities. Methodology. The methods used in the research: questionnaires, an experiment; standardized psychometric tests: the test for assessing the intelligence of H. Aisenk; the modified Torrance test (ATTA) for the assessment of creative thinking; the method of diagnosing empathic abilities (V. Boiko); the modified test-questionnaire for measuring achievement motivation by A. Mehrabian. Results. 54 practical psychologists of professional education institutions of the Dnipropetrovsk region took part in the experimental study of the development of creative abilities. Implementation of the Strategy’s measures contributed to positive changes in the development of creativity of psychologists, which was reflected in the general trend towards the growth of all indicators of creative abilities that were evaluated: average indicators according to the ATTA methodology (speed, flexibility, originality, development, accuracy of thinking); empathic abilities; a change in the share of respondents from the dominant motives of the desire to avoid failure to the desire to achieve success. Practical implications. Implementation of the Strategy’s measures contributed to positive changes in the development of creativity of psychologists, which was reflected in the general trend towards the growth of all indicators of creative abilities that were evaluated: average indicators according to the ATTA methodology (speed, flexibility, originality, development, accuracy of thinking); empathic abilities; a change in the share of respondents from the dominant motives of the desire to avoid failure to the desire to achieve success. Value (originality). The value of the research lies in the theoretical substantiation and practical approbation in institutions of professional education of the Dnipropetrovsk region of the Strategy for the development of professional creativity of psychologists. Key words: creative abilities, creativity, psychologists, institutions of professional (vocational and technical) education.

Editorial

The aim of this issue is to ‘showcase’ the work of a number of writers who are engaged with research at post-graduate level, beyond any initial professional education. As will become evident some of this work is completed, or near to completion, whilst other work is at the start of the research process. All of the writers are experienced practitioners and/or academicswho have sought to expand their knowledge in an area of professional interest and to disseminate this to others. The research presented in this issue also represents different sectors within career education and guidance.

Дуальное обучение как условие формирования экологической компетентности студентов в системе среднего профессионального образования

The system of secondary vocational training in Russia is undergoing significant changes regarding the quality of training of competent specialists who are able not only to carry out professional activities in modern socio-economic conditions, but also to successfully compete in those sectors of the national economy where they will work after graduation. As noted in the state program of the Russian Federation “Development of Education” until 2030, special attention is paid to the development of dual education and environmental education of students. In this regard, since 2014, dual (practice-oriented) training has been successfully implemented in secondary vocational education institutions in the country, within which students acquire basic theoretical knowledge in college classes and acquire practical skills at the enterprise. The purpose of the article is to study ways of developing students’ environmental competence in the system of secondary vocational education. Materials and research methods include an analytical review of scientific research related to the formation of environmental competence in dual learning conditions. The results of the study and their discussion are determined by the choice of approaches, technologies, methods, techniques and forms of work to develop students’ environmental competence. In conclusion, the results of the study are summarized.

The Early Career Framework: Why Context Matters for Teacher Professional Development

The Department for Education developed the Teacher Recruitment and Retention Strategy in 2019 for state-funded schools in England as a response to increasing challenges in teacher supply. Core to the strategy was a mandatory, nationally funded, two-year Early Career Framework (ECF) of professional development for Early Career Teachers (ECTs) in state-funded schools. The ECF began in September 2021 and provided a nationally standardised programme of professional development for Year One and Two teachers. This paper presents the findings of qualitative research that contribute to the understanding of the ECF for ECTs' professional development. Semi-structured interviews were used to explore ECTs’ (n = 25) and mentors’ (n = 17) experiences of the first two years of the ECF (2021–2023). System mapping was used to contextualise data, with primary data examined via coding and theme analysis. Using a complexity theory lens, we conclude that the ECF system affects ECTs and mentors in a non-linear way. Feedback loops that effected change were present, but the ECF’s effectiveness was highly context-dependent with tension between structure and flexibility. We contend that future enhancements to the ECF should focus on adaptability, fostering positive feedback loops, and recognizing the context-dependent nature of teacher development.

Connecting career education with social justice: Relating theory to practice in New Zealand secondary schools

This short article provides an overview of my PhD, discusses a number of key issues that have guided my thinking in thedevelopment and design of my study, outlines how I will be doing the fieldwork, and explores how the findings might connect career education with social justice.

Using concept mapping to develop a curriculum for career studies

My goal in this paper is to offer a simple example of a career studies curriculum developed using the technique of concept mapping. In doing this, my intention is to help others construct their own courses, and so I would like to state quite clearly that what follows is simply an example of what a career studies curriculum might look like, it is not intended as a model or set of instructions. It is desirable, and in my view, essential, that course designers design their own courses and learning outcomes for their own contexts. I will make some preliminary remarks about concept mapping, explain my own career studies concept maps, and then use these to suggest eight workshops for use with participants. These workshop ideas will be relevant to designers of courses in career education, career development, employability, personal development, professional development, enterprise and career management skills.

Converging pathways: new approaches to integrate vocational education training and higher education

ABSTRACT The evolving professional landscape necessitates educational innovation to prepare students for emerging challenges. This paper explores the integration of Vocational Education and Training (VET) and Higher Education (HE) through double-degree programs, challenging the conventional perception of these pathways as independent. Recognising the transformative potential in synergising competencies from VET and HE, we advocate for enhancing students’ employability through collaborative curriculum design and shared learning objectives. Addressing limitations in the current VET-to-HE transition, we identify four criteria for successful double programs (i) coherent competency map, (ii) unified methodology, (iii) distinctive profile, (iv) own signalling. The paper concludes with a case study of an emerging dual VET/HE program in Navarra (Spain) built on the criteria outlined above.

Optimizing Work Readiness Through Soft Skills, Motivation, and Internships

Preparing students for the professional world is crucial, and this study evaluates how soft skills, motivation, and internship experiences influence their work readiness. Conducted among 202 Management students at Universitas Muhammadiyah Sidoarjo, Indonesia, the research reveals a significant positive correlation between soft skills development and work readiness, as well as the positive impact of motivation on students' preparedness for the job market. Internship experiences also play a vital role in enhancing students' understanding of real work environments. The findings emphasize the importance of integrating soft skills development into curricula, sustaining student motivation, and providing relevant internship opportunities to better equip students for professional challenges. Highlight: Soft skills development correlates positively with work readiness. Motivated students show greater preparedness for the job market. Internship experiences enhance students' understanding of real work environments. Keywoard: Work Readiness, Soft Skills, Motivation, Internship Experiences, Higher Education

Impact of rural transformation on rural income and poverty for sustainable development in Bangladesh: A moments‐quantile regression with fixed‐effects models Approach

AbstractThis study examines the impact of rural transformation on income and poverty in Bangladesh using district‐level panel data from five rounds of the Household Income and Expenditure Survey conducted in 1995, 2000, 2005, 2010, and 2016. Two key indicators are assessed: the share of high‐value agriculture and non‐farm employment. Fixed effects and moments‐quantile regression models are employed to analyze the relationships between rural transformation, income, and poverty, accounting for education, healthcare, electricity access, and land ownership. The results show that both high‐value agriculture and non‐farm employment significantly boost rural income and reduce poverty. Geographic disparities are evident, with high‐value agriculture being most effective in agriculturally favorable regions, while non‐farm employment has a stronger impact in areas with fewer agricultural opportunities. These findings are critical in shaping policies aligned with Sustainable Development Goal 1, which seeks to eradicate poverty. The findings indicate the need for policies to prioritize high‐value agriculture and non‐farm employment to promote income growth and reduce poverty. Expanding agricultural extension services and vocational training is vital for this transformation, alongside targeted investments in infrastructure, education, healthcare, and energy access to enhance rural development and poverty alleviation across Bangladesh.

Entrepreneurship Skills needed by Youths for Entry into Oil Palm Production for Self-Employment and Job Creation in Delta State, Nigeria

This study focused on entrepreneurship skills needed by youths for entry into oil palm production in Delta State. Three research questions and two hypotheses were formulated and tested at 0.05 level of significance. The population of the study was one thousand five hundred(1500) youth farmers located in the three (3) senatorial districts in Delta State. The study adopted the use of descriptive survey method. Data was analyzed using frequency distribution, percentages, mean and standard deviation. The findings revealed that more males are involved in oil palm production than females. Also, that the combination of agricultural expertise, business skills, adaptability, and networking can empower youths in Delta State, Nigeria, to engage in oil palm production for self-employment, even while balancing other jobs. Findings also showed that combination of processing knowledge, operational skills, quality control, safety measures, resource management, and environmental considerations are needed. Findings from the research revealed that youth entrepreneurs in oil palm production have strong understanding of agronomy, including soil management, pest control and crop maintenance. The study recommended that Delta State youths can benefit from entrepreneurial education through formal programs and vocational trainings, focusing on oil palm production and self-employment. Special loan schemes and financial literacy training was also recommended.

Research on the Reform of Vocational Education Talent Cultivation Models Based on the OBE Education Philosophy

Research on the Reform of Vocational Education Talent Cultivation Models Based on the OBE Education Philosophy

Reassessing vocational education in China: a perspective from PISA

Reassessing vocational education in China: a perspective from PISA

Differential Gender Effect of Technical and Vocational Education Students’ Human Capital on Long-term Economic Growth in Nigeria

From a gender view point, this study examines the relationship between the human capital of technical and vocational education students and the fundamental principles of long-term economic growth in Nigeria. The study used a correlational survey research approach. The study was directed by four research questions, and four null hypotheses were developed. The population for the study consisted of all 400 level undergraduate students (N = 286) of technical and vocational education in Federal and State-owned Universities in South-South geopolitical zone of Nigeria. The population was of a manageable size, thus there was no sampling. Data was gathered via a questionnaire. Three research experts- two from Ambrose Alli University in Ekpoma, the Department of Vocational and Technical Education, and one from the Measurement and Evaluation University of Benin in Benin City, Edo State validated the instrument. The instrument's dependability was assessed using Cronbach alpha reliability, and a reliability coefficient of 0.85 was found. In order to address these inquiries, bivariate correlation was utilized. Multiple regression analysis and analysis of variance were used to examine the hypotheses. The results showed that, fundamental values and both general and particular human capital were positively correlated long-term growth. Students in technical and vocational education, whether male and female, encounter nearly the same kinds of human capital overall. Keywords: Technical and vocational education, Differential gender effect, Human capital, Long-term economic growth.

Overview of the problems of VET education: an Attempt for Classification and Cross-Mapping the Problems from 2024: A Case study

This study systematically examines the multifaceted challenges facing vocational education and training (VET) in Bulgaria, highlighting the persistent issues that undermine the effectiveness of the system. Through a comprehensive classification of these challenges, the research identifies key areas such as inadequate funding, outdated curricula, insufficient industry linkages, and a lack of qualified teaching personnel. The analysis reveals that long-term neglect, frequent political shifts, and ineffective policy measures have contributed to a significant skills gap among graduates compared to their predecessors. It summons cores of the multi-layered long-standing problems in Vocational education in Bulgaria. Long-term neglect, frequent changes in the views of various political entities with a strong influence on vocational education, inadequate malapropos and untimely fragmented half-measures, as well as the lack of the participation of serious business and expertise in vocational education are among the many reasons for the low level of technical and professional skills of the modern graduate of a vocational high school compared to his predecessor from the time of Polytechnicism. The absence of a cohesive framework for cooperation between educational institutions and industry stakeholders exacerbates the disconnect between VET programs and labor market needs. The paper also aims to provide a structured overview of the current state of VET in Bulgaria, offering insights that can inform future policy development and strategic interventions.

Why the Construction Trades Have a Valuable Role in Meeting the Climate Challenge

The construction industry accounts for 18 per cent of Canada’s greenhouse gas emissions. There is extensive evidence that this can be reduced significantly by implementing aggressive net zero building practices. However, the way the industry is organized impedes this achievement because it fails to promote the development of a broadly based, highly qualified, climate-literate workforce. Successful low carbon construction requires enhancement of workers’ knowledge, skills, and competencies because it requires much higher energy performance standards than traditional construction practice. Yet the industry remains wedded to the current system of low-bid, low-quality construction to cut costs. The organization of much construction work reflects a Taylorist approach, with extensive piecework and subcontracting that relies heavily on precarious, unskilled, and semi-skilled workers. Most employers avoid investing in trades training, leaving it to governments, unions, and individual workers to fund workforce development. Committed to a deregulated market with minimal government interference in their profit-making activities, many contractors oppose tougher building and energy regulations while lobbying against higher labour standards, occupational certification requirements, and union organizing. To meet their net zero targets, governments must recognize that market forces are inadequate to create the well-trained, highly skilled workforce needed. Major policy interventions are required to force industry to make the necessary changes in vocational education and training (vet) and employment practices – changes designed to upskill the construction workforce and give workers and unions a greater voice in shaping climate-informed building practice.

Analysis of the matching effectiveness of vocational training for the unemployed: Evidence from the Republic of Korea

The Republic of Korea is in urgent need of vocational training to mitigate high levels of skill mismatch. This article studies the largely unexplored impact of vocational training on skill mismatch using administrative vocational training data (HRD‐Net, 2016‐19). We consider skill‐matched employment rates (as opposed to the conventional employment rate), applying a fixed effects model to analyse their determinants. Our analysis of training course and individual characteristics as major variables indicates that training time has a significantly greater positive effect on skill‐matched employment rates than on the conventional employment rate, but that the opposite is true of individual characteristics.

Beyond subjects and skills or crossing the divide? From additionality to complementarity in college enrichment

ABSTRACT This paper reports a longitudinal study, organized around national surveys and institution-based case studies, of ‘enrichment’ in post-16 colleges across England and Wales. These institutions transect general and vocational education pathways, whose curricula are organized respectively around subject disciplines and employment skills. Drawing on social justice perspectives and understandings of curriculum theory and cultural reproduction, the study initially analysed enrichment practices positioned as additional to subject-based curricula. However, extending thematic analysis through cross-case comparison, the study uncovered an additional, complementary role of enrichment: in some specialist/general education settings, teacher-led, practice-based extensions of subject curricula, complemented by agentic networking opportunities, facilitated middle-class higher education transitions; vocational enrichment, responding instead to ‘learner support’ imperatives and socializing young people into employment routines, sustained the normative transitions to work that characterize vocational pathways. These distinctive complementary logics mirror the inequalities of epistemic access identified by curriculum theory, suggesting that these extend beyond formal curricula. On the other hand, some marginal practices, including broader, more critical preparation for adulthood and work, suggest possibilities to advance social justice, transgressing the academic/vocational divide. Whilst unequal societies persistently sustain this divide, activities outside formal curricula may support more agentic and socially just transitions to adulthood and working life.

Research on the Challenges and Countermeasures of Undergraduate Vocational Education in China

Undergraduate vocational education represents a significant innovation within China’s education system, aimed at cultivating high-level technical and skilled talents to meet the modern economy demand for skilled and application-oriented professionals. Drawing on a review of domestic and international literature on undergraduate vocational education, this paper analyzes the issues and challenges in curriculum design, school-enterprise cooperation, faculty development, and quality assurance, proposing corresponding optimization strategies.