Vocational Upper Secondary Education Research Articles

Temporal dimension in recognition of prior learning (RPL) in vocational education and training from a social justice perspective

ABSTRACT An international movement is underway to promote the recognition of prior learning (RPL) as a means of social justice, especially for disadvantaged populations. This article examines the duration of the RPL pathway towards the upper secondary VET diploma from a social justice perspective. Grounded in the Sen’s capability approach (CA) and using survival analysis with administrative data, the results show that, under certain conditions, the RPL helps promote access to an upper secondary vocational education and training (VET) diploma, especially for experienced workers without a diploma. Indeed, some personal (e.g. immigration status) and social conversion factors (e.g. involvement of employers in the RPL pathway) are associated with the time until graduation through RPL. The discussion highlights the relevance of using survival analysis when examining the association between conversion factors and the RPL pathway. The conclusion sheds light on the relevance of incorporating a temporal dimension when analysing pathway in RPL and under CA framework.

Vocational Didactics: Mapping the Terrain in Swedish Upper Secondary Vocational Education and Training

Purpose: The article focuses on the contribution of didactics and didactic theory as a distinct strand in research on vocational education and training (VET). Empirical research is reviewed to further explore what characterizes vocational didactics in the Swedish context of Upper Secondary VET. Approach: Semi-structured and flexible review methodology was used to identify didactic research and map its emergent features. An analytic framework was constructed for this purpose and used iteratively throughout the review process. The framework expresses the constitutive simultaneous interdependence of the relationships A-B-C. They refer to A) the ways of how the actors engage with the content as meaning and matter or relationship between the actors and the content, B) the relationship between the actors and the method through interaction with the content, and C) relationship between the methods embedded in work tasks and school assignments and how they underpin the content. A total of 26 sources was identified and thematized as school-based vocational didactics, collaborative vocational didactics, and work-based vocational didactics. Findings: Four distinct features of vocational didactics in Upper Secondary Vocational Education and Training (USVET) are outlined: 1) Diversification of the use of simulation as a method in school-based education pointing to vocational knowledge and skills 2) broadening of instruction (and reflection) as a method by inclusion of several parties (e.g., supervisors, workplace staff, instructors-practitioners), 3) work tasks as a method pointing to vocational knowledge and skills as content, 4) interaction between several parties using verbal and non-verbal means. Despite a growing interest in the importance of work tasks in their dual affordance of meaning and matter, few sources deal with students' learning processes in alignment with the logic of the production of goods and services. Conclusion: The analytic framework we have put forth strengthens the conceptual boundaries of vocational didactics from a point of view of profession-related learning objectives (content), actors, and methods involved. Applying the didactic theories to review empirical research on VET strengthens the integrity of vocational didactics as a particular field.

The vocational teacher, an inventor in special needs education: A study on Swedish vocational programmes

Upper secondary vocational education and training (VET) in Sweden has been subject to frequent educational policy reforms which have resulted in reduced numbers of students and student groups comprising many students with special education needs (SEN). These changes can be assumed to have resulted in increasing demands on VET teachers’ work with special needs education (SNE). The purpose of this study is to contribute knowledge about VET teachers’ conditions for, and work with, SNE in Swedish VET programmes. An analysis of interviews with 15 teachers from eight VET programmes revealed the following themes: 1) Framework factors in the learning environments affecting teaching and learning, 2) The schools’ organisation of special educational competence and the VET teachers’ application of special needs education, 3) Communicative teaching for increased knowledge of students’ strengths and needs, 4) Adaptations at individual and group level, 5) Integration of theory and practice, and 6) Reconsidering teaching approaches through follow-ups. The analysis, based on Skrtic’s theory, reveals a dichotomy in the VET teachers’ conditions for, and work with, SNE. In the schools, a bureaucratic approach is applied where overriding goals are attributed high value, while the VET teachers strive for an adhocratic approach where the teaching is based on their students’ needs. Based on Ainscow’s theory, the analysis shows that the VET teachers take an interactive learning environment-related approach, which means that, based on their understanding of the students’ difficulties, they develop adaptations to stimulate their students’ learning and development.

Complementarities among types of education in affecting firms' productivity

AbstractThis article uses Swiss firm‐level panel data to show that complementarities among workers with different types of education affect firms' productivity. We consider workers with four different types of education: no post‐secondary education, upper secondary vocational education and training (VET), tertiary professional education, and tertiary academic education. To account for possible endogeneity, we exploit within‐firm variation and employ a structural estimation technique that uses intermediate inputs as a proxy for unobserved productivity shocks. Our results suggest that workers with an upper secondary VET education are complementary to workers with a tertiary academic education, while workers with no post‐secondary education are complementary to workers with a tertiary professional education. Altogether, our findings highlight the importance of vertical and horizontal education diversity within firms.

Evaluating the impact of general versus vocational education on labor market outcomes in Egypt by means of a regression discontinuity design

This study contributes to the scarce literature in developing countries by causally analyzing the long-term impact of secondary general versus vocational education on labor market outcomes in Egypt. Our regression discontinuity design (RDD) exploits a cutoff in exam scores that tracks students in upper-secondary vocational or general education. Pooling data from the 2012 and 2018 Egypt Labor Market Panel Survey (ELMPS), we find that among male upper-secondary graduates aged 25–49 and employed in the private sector, general education graduates experience a relative advantage in terms of formal employment. We find no impact on employment, public-sector employment for the employed, or wages for those in wage employment. Given the relatively poor prospects of vocational graduates, who account for two-thirds of enrollment at the upper-secondary level, improving the efficiency of vocational upper-secondary education could have a significant impact on the working conditions of many Egyptians.

Upper secondary vocational education and decent work in Indonesia: A gender comparison

We explore if vocational upper secondary schooling in Indonesia, especially for women, results in decent work for those in regular wage employment, following the 2006 expansion of vocational education. We use OLS, probit and Heckman two-step methods, defining decent work as compensation-related. We find that upper secondary vocational education makes a difference for both men and women with regard to job security and access to the formal economy, and also for men (but not for women) with regard to wages and the availability of both health insurance and pensions in the workplace. Vocational education does therefore contribute towards decent work in Indonesia.

Secondary vocational education and decent work in Indonesia: differences between urban and rural areas

ABSTRACT Indonesia has prioritized upper secondary vocational education since 2006. This study examines the labour market outcomes of upper secondary vocational education in terms of decent work (DW), using Indonesian Family Life Survey data and a research framework that links DW into the broader labour economics of the school to work transition. We compare urban and rural workers with upper secondary vocational education to those with general education, using both simple regressions and propensity score matching. Workers with upper secondary vocational education do not earn higher wages or have better employment conditions than workers with general education. An exception is for workplace-provided training and pensions, where vocational graduates did better than general ones in 2014–15, a change from 2007; this effect was also much stronger in urban than in rural areas. Our findings raise questions about Indonesia’s policy of expanding upper secondary vocational education without also focusing on its quality.

Socioeconomic status and fecundability in a Danish preconception cohort.

To what extent is socioeconomic status (SES), as measured by educational attainment and household income, associated with fecundability in a cohort of Danish couples trying to conceive? In this preconception cohort, lower educational attainment and lower household income were associated with lower fecundability after adjusting for potential confounders. Approximately 15% of couples are affected by infertility. Socioeconomic disparities in health are well established. However, little is known about socioeconomic disparity and its relation to fertility. This is a cohort study of Danish females aged 18-49 years who were trying to conceive between 2007 and 2021. Information was collected via baseline and bi-monthly follow-up questionnaires for 12 months or until reported pregnancy. Overall, 10475 participants contributed 38629 menstrual cycles and 6554 pregnancies during a maximum of 12 cycles of follow-up. We used proportional probabilities regression models to estimate fecundability ratios (FRs) and 95% CIs. Compared with upper tertiary education (highest level), fecundability was substantially lower for primary and secondary school (FR: 0.73, 95% CI: 0.62-0.85), upper secondary school (FR: 0.89, 95% CI: 0.79-1.00), vocational education (FR: 0.81, 95% CI: 0.75-0.89), and lower tertiary education (FR: 0.87, 95% CI: 0.80-0.95), but not for middle tertiary education (FR: 0.98, 95% CI: 0.93-1.03). Compared with a monthly household income of >65000 DKK, fecundability was lower for household income <25000 DKK (FR: 0.78, 95% CI: 0.72-0.85), 25000-39000 DKK (FR: 0.88, 95% CI: 0.82-0.94), and 40000-65000 DKK (FR: 0.94, 95% CI: 0.88-0.99). The results did not change appreciably after adjustment for potential confounders. We used educational attainment and household income as indicators of SES. However, SES is a complex concept, and these indicators may not reflect all aspects of SES. The study recruited couples planning to conceive, including the full spectrum of fertility from less fertile to highly fertile individuals. Our results may generalize to most couples who are trying to conceive. Our results are consistent with the literature indicating well-documented inequities in health across socioeconomic groups. The associations for income were surprisingly strong considering the Danish welfare state. These results indicate that the redistributive welfare system in Denmark does not suffice to eradicate inequities in reproductive health. The study was supported by the Department of Clinical Epidemiology, Aarhus University and Aarhus University Hospital, and the National Institute of Child Health and Human Development (RO1-HD086742, R21-HD050264, and R01-HD060680). The authors declare no conflict of interest. N/A.

Self‐esteem and career adaptability: Moderating roles of parental and peer support

AbstractThe present study aimed to examine the long‐term associations between self‐esteem and career adaptability and to investigate the moderating roles of parental and peer support in these associations. The two‐wave longitudinal study used a sample of 3126 graduates from vocational upper secondary education during their career transition. Questionnaires were administered at two time points: 2 months before graduation (T1) and 10 months after graduation (T2). The results of linear regression and moderation analysis showed that (1) self‐esteem had a longitudinal positive effect on career adaptability, (2) perceived parental and peer support did not have significant effects on career adaptability, and (3) peer support served as a moderator in the relationship between self‐esteem and career adaptability. The findings emphasize the psychosocial nature of career adaptability and highlight the role of perceived peer support in the career adaptability of vocational education graduates during their career transition.

Does Vocational Education Matter in Rural China? A Comparison of the Effects of Upper-Secondary Vocational and Academic Education: Evidence from CLDS Survey

The Chinese government has emphasised the role of vocational education and training (VET) in promoting the rural economy. Since 2018, the government has invested heavily in setting up secondary vocational schools, training centres, specialised programmes, and courses in rural areas. This paper aimed to explore whether VET at the upper-secondary level leads to better labour market outcomes than academic education in Chinese rural areas. We also aimed to quantitively investigate the social prestige of vocational and academic education among rural residents by comparing the subjective social status level of those who graduated from upper-secondary vocational schools and general academic schools. We drew data from the China Labour-force Dynamic Survey (CLDS). A binary logit model and multinomial logit model were used in this research. The results showed that rural upper-secondary vocational graduates had an advantage over general graduates in terms of their income and employment stability. However, VET led to lower subjective social status when compared with general education. This study demonstrated that although promoting VET in rural areas could potentially benefit rural residents financially, cultural change is needed to ensure the elevation of the standing of vocational education and promote the worthiness, effectiveness, and capabilities that vocational graduates possess.

Sense of Coherence Among Apprentices in Vocational Education and Training in Norway: Exploring General Resistance Resources in Work-Based Learning

Purpose: In the face of constant and rapid development achieving a work–life balance requires highly qualified and motivated professionals who can deal with stress and the demands of the future. In response, by facilitating school- and work-based learning, upper secondary vocational education and training (VET) prepares and qualifies adolescents for professional practice. In relation to VET, two fundamental salutogenic concepts can explain how humans cope with stressful and demanding situations: Sense of coherence (SOC), which entails comprehensibility, manageability and meaningfulness, and general resistance resources (GRRs), theorised as resources within individuals themselves (i.e., internal) and/or in their surroundings (i.e., external). Against that background, in our study we aimed to identify and explore which GRRs contribute to SOC among apprentices in VET and how they influence work-based learning. Methods: Data were collected from 11 VET student in Norway at three time points—at interviews during their final semester of school-based learning (i.e., spring 2020), at interviews during their work-based learning (i.e., spring 2022) and, for register data, following their completion of trade certificates (i.e., autumn 2022). The students' experiences of work-based learning as apprentices formed the basis of this study's analysis. The stepwise deductive–inductive method was used to generate and analyse the data. Findings: The apprentices' GRRs emerged in emotional, cognitive, physical, professional, social, relational, material and cultural dimensions. Identification and utilisation of GRRs were both individually and socially conditioned. The apprentices were able to identify, both consciously and unconsciously, internal GRRs to further identify external GRRs, and vice versa. Each identified GRR appeared to affect at least one, if not all, of the three components of SOC. Conclusion: Salutogenic VET can provide personal, social, environmental and physical resources (i.e., GRRs) that ensure coherent learning experiences. For that reason, by supporting VET students in identifying GRRs, teachers and supervisors can promote their SOC and work-based learning and thereby prepare them to be highly qualified and motivated professionals.

Interpersonal issues in knowledge sharing: the impact of professional discretion in knowledge sharing and learning communities

ABSTRACT This study aims to provide insight into individual teachers’ behaviour and decisions regarding the exchange of knowledge, focusing on status, interdependence and reciprocity, and psychological safety. It highlights the key role of the individual professional in knowledge-sharing and professional development contexts. A social-constructivist perspective and qualitative design (case study) were employed. Eighteen teachers in upper-secondary vocational education were questioned in interviews or focus groups. Data was analysed by coding, interrelating, and reasoning. Results show how professional discretion directs intercollegial communication and sharing. Interpersonal issues (status, safety, and reciprocity) influence decisions about sharing with or withholding knowledge from certain colleagues. Consequently, professional development and processes of sharing and managing knowledge are in danger of falling flat when ignoring the individual’s impact. This emphasises the importance of individual professionals’ attitudes and preferences, and informal, social structures in approaches to professional development, knowledge-sharing practices, and learning communities.

Computer or teacher: Who predicts dropout best?

IntroductionMachine learning algorithms use data to identify at-risk students early on such that dropout can be prevented. Teachers, on the other hand, may have a perspective on a student’s chance, derived from their observations and previous experience. Are such subjective perspectives of teachers indeed predictive for identifying at-risk students, and can these perspectives help increase the prediction performance of machine learning algorithms? This study puts 9 teachers in an upper secondary vocational education program to the test.MethodsFor each of the 95 freshmen students enrolled in the program, these teachers were asked whether a student would drop out by the end of their freshman year. Teachers answered this question at the beginning of the program and again after the first 10 weeks of the program.ResultsTeachers predicted dropout better than the machine learning algorithms at the start of the program, in particular, because they were able to identify students with a very high likelihood of dropout that could not be identified by the algorithms. However, after the first period, even though prediction accuracy increased over time for both algorithms and teachers, algorithms outperformed the teachers. A ranking, combining the teachers composite and the random forest algorithm, had better sensitivity than each separately, though not better precision.

Does it pay off to specialize? The interplay between educational specificity, level and cyclical sensitivity

This paper investigates how the specificity of the field of study is related to the quality of school-to-work transitions, and whether this relation is moderated by the level of education and the cyclical sensitivity of the field of study. We apply a processual approach and produce a typology of school-to-work transitions based on labor market position and income. This is done with multichannel sequence analysis on register data on school-leavers in the Netherland for the 2009–2010 cohort (N = 182,057). The results confirm that specificity is positively related to the quality of school-to-work transitions in terms of employment and income security. This however mostly holds for the highest levels of upper-secondary vocational education (ISCED 354), and much less for the lower levels of upper-secondary vocational education and tertiary education. In contrast to our expectations, specificity was more often related to positive career outcomes for cyclically sensitive fields of study.

Motivations to have a Second Career as a Teacher in Vocational Education and Training

In Sweden, upper secondary vocational education and training (VET) teachers must have high relevant vocational experience from a previous career, but 44% do not have a teaching certificate and thus are not formally qualified. However, there are significant differences between the 12 national VET programs in this respect. For example, 68 percent of the Child Recreation Program teachers are qualified, but only 28 percent of the HVAC and Property Maintenance Program teachers. The overall aim of this study is to identify and understand factors that motivate individuals to choose VET teaching as a second career in Sweden. As the Factors influencing teaching choice (FIT-Choice) scale has been rarely used in a Swedish VET context, a secondary aim is to test its suitability in this context. Thus, we investigate Swedish VET teachers’ choice of a second career, using the FIT-Choice scale. The findings show that it has sufficient validity and reliability for investigating Swedish VET teachers’ motivational determinants, and that the factors motivating their career change are highly dependent on their former occupation and working conditions. Other important factors include the family-friendly work schedules. The findings contribute to understanding of factors that motivate people to become vocational teachers, which is essential for improving the development of the highly skilled employees required in numerous sectors.

The role of psychological inflexibility in adolescent satisfaction with the educational track and school dropout intentions

This study aimed to obtain novel understanding of the associations between psychological inflexibility and adolescents' engagement with upper secondary studies. The participants were 885 Finnish adolescents (mean age 15.74 at the outset) whose psychological inflexibility was measured with the short form of the Acceptance and Fusion Questionnaire for Youth (AFQ-Y8) in the fall of the final (ninth) grade of basic education. School engagement was measured as satisfaction with the educational track and as school dropout intentions, and they were measured twice in the first study year after the transition to upper secondary education. The results showed that high psychological inflexibility in the ninth grade was associated with lower levels of school satisfaction and higher levels of dropout intentions at the beginning of upper secondary education. Furthermore, high psychological inflexibility predicted increased dropout intentions during the first year of upper secondary studies for adolescents in upper secondary general education (i.e., academic track), but not for students in upper secondary vocational education (i.e., vocational track). Generally, dropout intentions increased during the first study year for students on academic as well as vocational tracks, whereas satisfaction with the educational track decreased only among students in the vocational track. Overall, our results suggest that psychological inflexibility plays an important role in adolescents' engagement with upper secondary studies. The results imply that by practicing psychological flexibility skills it may also be possible to promote adolescents’ school engagement.

Teaching and learning how to handle tools and machines in vocational educational workshop sessions

ABSTRACT The importance of students developing the knowledge required to handle different tools and machines is specified in the curriculum of vocational education as well as emphasized in research. However, there are very few studies that focus on the learning processes that take place when teachers and students attend to tools and machines as a vocational learning content in workshop teaching sessions. This article aims to shed light on these processes by exploring how tools and machines are constituted through the interaction between vocational teachers and students in Swedish upper secondary vocational education. Leaning on the theoretical and methodological framework CAVTA (Conversational Analysis and Variation Theory Approach) when analysing video-recorded lessons, the study shows that the teaching about tools and machines takes place as a result of suddenly emerging problems that the students encounter. The study also shows that the teaching about tools and machines is conducted through the framing method of individualization, which leads to situations in which some students are given the opportunity to learn specific things about tools and machines, and others are not, even within the same session.

Enhancing cosmetology students’ communication skills in Malaysian upper secondary vocational education program

&lt;span&gt;The quality of beauty treatment services will be evaluated by the clients subjectively whether they are satisfied or otherwise with the services provided. However, the reports and complaints related to customer dissatisfaction when receiving beauty treatment services at beauty centers are increasing. Unfortunately, the suggestions for improvement from the previous studies are still insufficient. Therefore, this study was conducted to examine the importance of proficiency in communication skills and the need for training modules in the teaching and learning process (T&amp;amp;L). It is required to improve communication skills among cosmetology students for Upper Secondary Vocational Education Program (USVEP) in beauty arts course. The data were collected through the interview method on six USVEP teachers and a beauty salon entrepreneur. The findings of the study found that the proficiency in communication skills among the cosmetology students is an important requirement for employers in selecting their employees, increasing customer loyalty and the customer’s frequency to visit beauty salons, and maintaining the excellent performance of cosmetology students in the workplace. In addition, there is also a high demand for the development of communication skills training modules in helping cosmetology students to constantly updated with new knowledge and skills needed from time to time. Therefore, adequate training is required to improve the competency in communication skills among the cosmetology students.&lt;/span&gt;

Family background and classroom belonging among adolescent students in Finland

We study whether a family’s economic situation and parental educational level are associated with classroom belonging among students in comprehensive secondary, upper secondary general and upper secondary vocational education in Finland. We also study whether there are educational-level differences in this possible association. We use survey data from the Finnish School Health Promotion study from 2017 (N = 114,528). We conduct random effect linear probability models with schools as the second-level grouping variable. The results show that family’s low economic situation predicts a higher probability of lack of sense of classroom belonging in Finland, despite the country having one of the world’s most equal educational systems and comparably low economic inequality. Neither mother’s nor father’s educational level has any association. A family’s low economic situation seems to predict the lack of a sense of belonging most strongly in comprehensive secondary education and most weakly in upper secondary vocational education. Our results slightly support the proposed significance of context-specific hierarchies in determining the association between economic resources and sense of belonging. A family having a poor economic situation is not reflected in the sense of classroom belonging as strongly in schools where students have a low average economic situation compared to those where students have a high average economic situation. We suggest measures, in addition to alleviating economic inequalities, to support the sense of school belonging, especially for low-income students.

Yhdeksäsluokkalaisten vieraan kielen oppimismotivaatioprofiilien ja arvosanan yhteydet peruskoulun jälkeisiin jatkosuunnitelmiin -

In this article I explore the relationship between Finnish ninth graders’ L2 motivational profiles, language grades and future study plans after basic education. The aim of the study is to critically explore the relationship between motivation and language grades and reflect on the possible implications of this for language education policies. The statistically representative data was collected with an e-questionnaire (n=1 206). For this study, I analysed those who planned to continue their studies to general upper secondary school or vocational education after basic education, and who submitted their language grade (n=981). In earlier analyses of the study (Kangasvieri, 2019), five motivational profiles were found: the least motivated, averagely motivated with low anxiety, averagely motivated, the most motivated and students with high anxiety. In this study, the connection between these motivational profiles and students’ education choice is explored, taking into account the effect of grades. A logistic regression analysis was conducted. The results show that the probability to continue to general upper secondary school or vocational education in each motivational profile depends on the grade. The model explains about 30 percent of the students’ educational choices. Additionally, the results show that the more motivated the student is in his/her language studies, the higher grade he/she feels is needed in order to plan to continue to general upper secondary school after basic education. Correspondingly, less motivated students plan to continue to general upper secondary school with poorer grades than more motivated students.