International Journal for Research in Vocational Education and Training
type: channel
description: The International Journal for Research in Vocational Education and Training (IJRVET) is a double blind peer-reviewed journal. This journal provides full open access to its content on the principle that making research freely and independently available to the science community and the public supports a greater global exchange of knowledge and the further development of expertise in the field of technical and vocational education and training (TVET). IJRVET is since the beginning independent from any non-scientific third party funding. The establishment of the journal was supported between 2013 and 2014 with grants from the European Educational Research Association (EERA). All members of IJRVET work on a honorary basis. The journal is hosted by the State and University Library Bremen, Germany. IJRVET is the official journal of VETNET (founded in 1996), the European Research Network in Vocational Education and Training (umbrella organisation: EERA European Educational Research Association), supported by CINTERFOR (founded in 1963), the Centro Interamericano para el Desarrollo del Conocimiento en la Formación Profesional / Inter-American Centre for Knowledge Development in Vocational Training (a technical service of OIT Organización International del Trabajo / ILO International Labour Organization).
publisher: VETNET European Research Network Vocational Education and Training / European Educational Research Association
language: en
publication name: International Journal for Research in Vocational Education and Training
issn: 2197-8638
items: How Chinese Higher Vocational Education and Training (HVET) Students Determine Their Post-College Pathway in the Post-Covid 19 Era
items: Cultivating Learning Cultures: Building Trust With Apprentices in a Swiss Telecommunications Company
items: Knowledge Monopoly and Policy Change: EU-Backed VET Reforms in Azerbaijan
items: Digitization and School Development: Results of an Interview Study for the Implementation of Digital Technologies at German Vocational Schools
items: New Higher Education Model? Degree Apprenticeships as a Strategy to Modernize Apprenticeships: Rationale, Current Development in the U.S., and a Conceptual Framework
items: From TPACK to N-TPACK Framework for Vocational Education and Training With a Focus on Nutritional Science and Home Economics
items: An Empirical Case of Education Policy Implementation in Serbian VET
items: Scoping Review of Positive Mental Health Research for Students in Vocational Education and Training
items: Circular Economy: An International Needs Analysis for Vocational Learning in Small and Medium-Sized Enterprises
items: Enhancing Critical Thinking Skills and Media Literacy in Initial VET Students: A Mixed Methods Study on a Cross-Country Training Program
items: Could Vocational Education Benefit From Augmented Reality and Hypervideo Technologies? An Exploratory Interview Study
items: Dual Apprenticeships in Mexico: Insights Into the First Employment
items: Teacher's Agency and the Cooperation With Entrepreneurs in Entrepreneurship Education
items: The Influence of Innovative Characteristics, Work Readiness, and Vocational Self-Concept on Employability of Vocational College Students
items: The Role of VET in a Green Transition of Industry: A Literature Review
items: Challenges, Future and Policy Orientations: The 1960s−1970s as Decisive Years for Swiss Vocational Education and Training
items: Employee Training Policies of High Revenue Companies: Analysis of Case Examples From Turkey
items: Second Chance in Vocational Education and Training of Adults in Slovakia: Second or Wasted Chance?
items: The Relationship Between Personality Factors, Vocational Identity and Career Decision-Making Self-Efficacy
items: Vocational Didactics: Mapping the Terrain in Swedish Upper Secondary Vocational Education and Training
items: Who Demands Technical and Vocational Education in Pakistan? A PSLM Analysis of Socio-Economic Determinants
items: Emotional Intelligence and Success in Initial Vocational Education and Training: A Study Among Healthcare Assistants and Social Care Workers
items: Concurrent Vocational Education Through Microlearning Approaches at Higher Education, Assessing the Capacity, Awareness and the Will of Universities in Garowe, Somalia
items: Students' Thriving and Well-Being in Online Learning Environments in Vocational Education and Training
items: Digital Skills and the Use of Digital Platforms in the Informal Sector: A Case Study Among Jua Kali Artisans in Nairobi in Kenya
items: Simulation Exercises in Police Education, Why and How? A Teacher's Perspective
items: Introducing Green, Eco-Friendly Practices and Circular Economy Principles in Vocational Education Through a Novel Analysis-Synthesis Method: Design, Implementation and Evaluation
items: Fostering Innovative Learning and Satisfaction in Virtual Teamwork: Shedding Light on Apprentices
items: Apprenticeship Reforms in West Africa: An Outcome-Process Evaluation of a Pilot Dual Training Model-Based Apprenticeship Reform Scheme in Ghana
items: Engaging Young People in Occupations Served by Vocational Education: Case Study From Healthcare

How Chinese Higher Vocational Education and Training (HVET) Students Determine Their Post-College Pathway in the Post-Covid 19 Era
type: item
description: Context: Vocational training has been a critical issue in China, where large percentages are regularly cited for unemployment statistics. In addition, Chinese higher vocational education and training (HVET) students are from relatively disadvantaged socio-economic backgrounds and they are experiencing a more complex and high-risk post-college transition than previous generations in the context of the economic shock from COVID-19. The policy of extending university enrolment since 2012 to recruit HVET students across China has led to an increase in the number of HVET students opting to enter university. This article reports on the perceptions of 27 HVET final-year students from five colleges about their decisions on their post-college pathway prior to finishing their studies and training. Methodology: This study adopted a qualitative research design and the semi-structured interview data were analysed using thematic analysis. Using the conceptual framework of possible selves, this paper examines the key factors shaping the formation of HVET students' possible selves in determining their future pathways. Findings: The findings reveal several key insights. First, both individual and contextual factors play a significant role in influencing HVET students' decisions about their future trajectories. Second, there is a noticeable shift in the focus of HVET graduates' possible selves, with most participants envisioning pathways that diverge from immediate entry into the labour market. This study reports a major transition, with 23 out of 27 respondents intending to pursue higher education, reflecting a departure from the trends observed in previous research. Third, the COVID-19 pandemic has had a profound impact, disrupting the development of occupational skills and shaping post-college pathways for recent HVET students. Finally, the findings underscore the strong desire among Chinese HVET students to escape the HVET identity, which emerges as a significant driver in their …
subject: Articles
  topic: section
subject: Vocational Education and Training
  topic: keywords
subject: VET
  topic: keywords
subject: Possible Selves
  topic: keywords
subject: China
  topic: keywords
subject: Student Decision
  topic: keywords
subject: COVID-19
  topic: keywords
subject: Education and Training
  topic: subjects
subject: Higher Vocational Education
  topic: subjects
creator: Zihao Liu
creator: Rita Hordósy
creator: Volker Wedekind
rights: Copyright (c) 2025 Zihao Liu, Rita Hordósy, Volker Wedekind https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-22
publication date: 2026-01-22
starting page: 126
ending page: 157
doi: 10.13152/IJRVET.13.1.6

Cultivating Learning Cultures: Building Trust With Apprentices in a Swiss Telecommunications Company
type: item
description: Context: In Switzerland, about two-thirds of young people start dual vocational education and training (VET) at around 15 years of age. Research shows that they are challenged in many ways during this phase of their lives and are therefore particularly vulnerable. Thus, supporting the transition of apprentices from school to the workplace environment requires careful attention. Trust is predicated upon the individual's willingness to be vulnerable, and as such enterprises which offer VET to young learners must consider how they structure trust-building processes into their learning cultures. Method: A case study approach was adopted to investigate apprenticeship provision in the largest telecommunications company in Switzerland. Over the course of one year, 24 semi-structured interviews and observations were conducted with apprentices, coaches and managers. The qualitative data were processed through condensation, building categories and paraphrasing, by following Bohnsack's formulative interpretation method. Findings: The initial investigation of the learning culture within the company found that a cooperative culture of trust is crucial for educational success. In this context, the way relationships were formed in the workplace was particularly significant. Expressed through constructive feedback and error culture, learners were supported to take risks and learn from their mistakes. Active participation was also highly valued, leading to a felt sense of recognition and belonging to the organisation. Conclusion: Trustful relationships within the apprenticeship proved to be a foundational conviction in the company, and while it must be noted that trust is not the sole predictor of success in VET, the learning culture facilitated by trust-building processes afforded opportunities for apprentices to take ownership of their own learning, through negotiated outcomes; leading to creative autonomy and contributions that were to the benefit of the enterprise.
subject: Articles
  topic: section
subject: Culture of Trust
  topic: keywords
subject: Innovation
  topic: keywords
subject: Learning Culture
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
subject: VET
  topic: keywords
subject: Case Study
  topic: keywords
creator: Antje Barabasch
creator: Christina Donovan
rights: Copyright (c) 2026 Antje Barabasch, Christina Donovan https://creativecommons.org/licenses/by/4.0
date: 2026-01-11
publication date: 2026-01-11
starting page: 83
ending page: 102
doi: 10.13152/IJRVET.13.1.4

Knowledge Monopoly and Policy Change: EU-Backed VET Reforms in Azerbaijan
type: item
description: Context: Azerbaijan's vocational education and training (VET) system has undergone a significant reform, culminating in the enactment of the Law on Vocational Education in 2018. Despite not being a member of the European Union (EU) and lacking formal political, economic, or cultural alignment with the union, Azerbaijani policymakers adopted EU-backed policy solutions in designing the country's new VET system. This raises important questions about the motivations behind this policy shift and the factors that shaped it, especially given the limited formal influence of the EU in non-member states. Approach: This study applies a Cultural Political Economy (CPE) framework to examine the adoption of EU policy ideas in Azerbaijan's VET reforms. The research focuses on the policy transfer process, tracing how EU-driven concepts were introduced, negotiated, and institutionalized within Azerbaijan's education system. It explores the role of international organizations, domestic political actors, and political agenda in shaping policy decisions. The analysis draws on a qualitative case study approach, using document review and interviews with key national stakeholders to explore how decisions were shaped. It pays close attention to the interplay of ideational and material factors that influenced the design and content of the 2018 law. Findings: The findings show that, even in differing political and economic contexts, education sectors can independently shape policy directions. In the case of Azerbaijan, policymakers turned to EU VET models not as a result of direct pressure, but as a response to pressing domestic challenges. This engagement was not a simple replication of EU practices, but a selective and negotiated process shaped by the interaction between international frameworks and national institutional conditions. A key factor in this process was the EU's role as a provider of technical expertise and policy knowledge. Although the EU did not impose specific reforms, its…
subject: Articles
  topic: section
subject: Vocational Education and Training
  topic: keywords
subject: VET Policy
  topic: keywords
subject: Europeanization
  topic: keywords
subject: Policy Transfer
  topic: keywords
subject: Knowledge Governance
  topic: keywords
subject: VET Reform
  topic: keywords
creator: Majid Bayramli
rights: Copyright (c) 2026 Majid Bayramli https://creativecommons.org/licenses/by/4.0
date: 2026-01-11
publication date: 2026-01-11
starting page: 53
ending page: 82
doi: 10.13152/IJRVET.13.1.3

Digitization and School Development: Results of an Interview Study for the Implementation of Digital Technologies at German Vocational Schools
type: item
description: Context: The digital transformation affects vocational schools and poses new requirements on teaching as well as on schools as an organization. For schools, the implementation of digital technologies in everyday school life is an innovation that entails a lengthy and complex process of change, since it affects a wide range of areas (e.g., teaching, teacher qualifications, technical equipment and technical support). Schools can actively shape this process as a part of school development involving the five dimensions of organizational, education, personnel, cooperation and technological development. Approach: This interview study (n=46) looks at the school development of 16 vocational schools in one federal state in Germany to determine typical patterns of organizational design in the digitization process. This was done by a type-building content-structuring analysis. Assigning weights to each category, the differences in the schools' school development regarding the implementation of digital technologies can be observed. Findings: Two profiles based on the five dimensions of school development were identified. Two school development dimensions seem to make the difference between the two profiles. The focus of the interviewed schools in school development is on personnel and technological development, which play a decisive role in the digitization process of schools. Both types have similarities as well as differences in the dimensions. In the area of personnel development, both profiles appear to be similarly conducive. The decisive factor is the extent to which digital technologies are used in the classroom, which is closely linked to teachers' attitudes toward digitization. Conclusion: The outstanding importance of personnel and technological development demands investment in further qualifications for teachers on the one hand and in better IT equipment and processes on the other hand. Professional IT support that combines both perspectives thus seems essential for…
subject: Articles
  topic: section
subject: VET in Schools
  topic: keywords
subject: VET
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
subject: Digitalization
  topic: keywords
subject: Educational Innovation
  topic: keywords
subject: Organizational Development
  topic: keywords
subject: Technological Change
  topic: keywords
creator: Anne Wagner
creator: Karl-Heinz Gerholz
rights: Copyright (c) 2026 Anne Wagner, Karl-Heinz Gerholz https://creativecommons.org/licenses/by/4.0
date: 2026-01-11
publication date: 2026-01-11
starting page: 24
ending page: 52
doi: 10.13152/IJRVET.13.1.2

New Higher Education Model? Degree Apprenticeships as a Strategy to Modernize Apprenticeships: Rationale, Current Development in the U.S., and a Conceptual Framework
type: item
description: Purpose: To better prepare young people for the increasingly complex world of work in the global knowledge economy, apprenticeships are receiving renewed attention in countries without a strong history of vocational education. One of the strategies to promote and modernize apprenticeships in these countries is to offer apprenticeships integrated into degree programs, known as degree apprenticeships at the tertiary level. However, little research has been done to explore this new degree pathway. The purpose of this study is to explore the rationales and recent development of degree apprenticeships in the U.S. and to present a conceptual framework for designing and delivering such programs. Approach: Through an extensive literature review, this study examines the underlying justifications for the integration of apprenticeships into degree programs. Subsequently, it delves into the current progress of degree apprenticeships in the U.S., substantiating the rationales. Finally, it explores multiple facets of degree apprenticeships, offering a conceptual framework for higher education institutions to consider when implementing such programs. Findings: This study discusses two rationales for degree apprenticeships. First, they enable permeability of vocational education credentials, one of the features of a robust apprenticeship system. Second, they also equip higher education institutions to effectively prepare young people for work in response to globalization. For these reasons, recently, community colleges, the primary vocational education providers in the U.S., have actively been implementing apprenticeships within degree programs. This study also outlines four interconnected dimensions of apprenticeships - occupational, pedagogical, relational, and aligned – as a conceptual framework for implementing degree apprenticeships. Conclusion: By providing a useful context and framework for degree apprenticeships, this study contributes to the growing body of research on app…
subject: Articles
  topic: section
subject: VET Modernization
  topic: keywords
subject: Degree Apprenticeships
  topic: keywords
subject: Community Colleges
  topic: keywords
subject: Permeability
  topic: keywords
subject: Globalization
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
subject: VET
  topic: keywords
creator: Jooyoung Voeller
rights: Copyright (c) 2023 Jooyoung Voeller https://creativecommons.org/licenses/by-sa/4.0/
date: 2023-07-05
publication date: 2023-07-05
starting page: 220
ending page: 238
doi: 10.13152/IJRVET.10.2.4

From TPACK to N-TPACK Framework for Vocational Education and Training With a Focus on Nutritional Science and Home Economics
type: item
description: Context: In Germany, vocational education and training (VET) plays a key role in the transition from school to working life. Due to its proximity to the labour market and an increasingly digitised, connected world, the professional knowledge requirements of VET teachers are changing and an adjustment of competence frameworks for vocational teachers is needed. Approach: Since its introduction, the TPACK (Technological Pedagogical And Content Knowledge) framework of Shulman and Mishra and Koehler has been repeatedly used in the international research discourse as a framework for capturing teachers' professional knowledge. Given the infrequent reference to TPACK in the field of vocational education and training (VET), this theoretical article aims to adapt the TPACK framework for VET teachers. A literature review revealed the importance of developing an adapted TPACK framework that takes into account the peculiarities of the German vocational school system as well as the non technical personal service sector. Based on this research gap, an appropriately adapted TPACK framework was developed. The focus of this article lies on VET of nutritional science and home economics. Findings: After considering and analysing the requirements of the VET system in Germany in the context of digitalisation, it is suggested to adapt and enlarge the existing TPACK framework, thus creating an N-TPACK framework, taking into account "Networking and Collaborative Knowledge (NK)" as an aspect of essential VET teachers' professional knowledge. Conclusion: The present theoretical article considers the research desideratum of extending the TPACK framework by developing a theoretical N-TPACK framework as well as examining and discussing the various knowledge areas. Building on this theoretical article, a survey of the current status quo of these professional knowledge areas among (prospective) VET teachers in the subject area of nutrition and home economics is necessary, in order to provide orien…
subject: Articles
  topic: section
creator: Carmen Torggler
creator: Susanne Miesera
creator: Claudia Nerdel
rights: Copyright (c) 2023 Carmen Torggler, Susanne Miesera, Claudia Nerdel https://creativecommons.org/licenses/by-sa/4.0/
date: 2023-06-02
publication date: 2023-06-02
starting page: 168
ending page: 190
doi: 10.13152/IJRVET.10.2.2

An Empirical Case of Education Policy Implementation in Serbian VET
type: item
description: Purpose: Education policy implementation is as important as policy design. This study applies a literature-based, multi-dimensional framework for success factors and barriers to vocational education and training (VET) reform implementation in the case of a new dual VET law in Serbia. We use the framework to assess factors related to implementation, then relate these factors to actual implementation progress to determine how factors relate to progress. In this application of the framework, we examine whether implementation success requires high scores in every dimension. Methods: This is a mixed methods study. We conduct document analysis of key resources related to the structure and intention of the reform. We also statistically analyze a dataset of two rounds of interviews conducted during the pre- and early-implementation phases. These interviews include key stakeholders from the public and private sectors, and from national, regional, and local-level actors. We examine how the framework's dimensions and determinants relate to implementation progress. Results: The implementation of the law is moving forward in Serbia, making this a successful case of progress in policy implementation. Despite this progress, the factors for implementation are not all strong. We find that the content dimension of the framework is a barrier, capacity is unclear, and context, commitment, and clients—actors' engagement— drive implementation progress. Thus, although the implementation process is imperfect in its determinants, it is successfully progressing and already forming the new system. Conclusions: Based on our results we argue that—even if the framework describes factors that affect VET reform implementation—not all elements are necessary for VET reform implementation to progress. Policymakers can start without perfect implementation conditions and may benefit from striving for "good enough" across dimensions rather than perfect in any one dimension. We discuss potential mechanis…
subject: Articles
  topic: section
subject: Education and Training Reform
  topic: keywords
subject: Law
  topic: keywords
subject: Change Management
  topic: keywords
subject: Policy Formation
  topic: keywords
subject: Case Study
  topic: keywords
subject: VET
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
creator: Katherine Marie Caves
creator: Maria Esther Oswald-Egg
rights: Copyright (c) 2023 Katherine Marie Caves, Maria Esther Oswald-Egg https://creativecommons.org/licenses/by-sa/4.0/
date: 2023-06-08
publication date: 2023-06-08
starting page: 191
ending page: 219
doi: 10.13152/IJRVET.10.2.3

Scoping Review of Positive Mental Health Research for Students in Vocational Education and Training
type: item
description: Context: In this scoping review, we examine the knowledge base concerning positive mental health studies for students in vocational education and training (VET). The VET student population embraces approximately 30-52% of secondary school students in the Nordic countries, and 40% of the global student population. The risk of early school leaving (ESL) is substantially higher in VET than in general education and mental health may be a relevant factor in this matter. Yet, an overview of mental health studies in VET is lacking and therefore, this article aims to map empirical research studies that have explored positive mental health in VET students. The positive mental health framework, with its origin in Antonovsky's (2002) salutogenesis and positive psychology, focuses on factors that promote mental health and wellbeing rather than taking on a pathological perspective. Methods: For our scoping review, we searched four databases, and 19 articles were found eligible for inclusion. These articles were systematically screened by means of a coding scheme to identify the following information: Country of origin of the study, its aim, research design, measures, conceptualization of mental health, and main findings. Results: The evidence suggests that positive mental health is understood as a multifaceted concept, and wellbeing is the dimension that is explored most often, followed by resilience and quality of life. The majority of the included studies used a validated questionnaire to assess various aspects of positive mental health, and most of them sought to explore correlations between different dimensions of positive mental health. Main findings of the studies suggest that a supportive school environment, physical activity, and a strong vocational identity may contribute to positive mental health for students in VET. Furthermore, correlations have also been identified between environmental factors and positive mental health. Finally, findings from the review illustrate…
subject: Articles
  topic: section
subject: Wellbeing
  topic: keywords
subject: VET in Schools
  topic: keywords
subject: VET
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
subject: School Leavers
  topic: keywords
subject: Positive Mental Health
  topic: keywords
creator: Stine Solberg
creator: Øyvind Laundal
creator: Veerle Garrels
rights: Copyright (c) 2023 Stine Solberg, Øyvind Laundal, Veerle Garrels https://creativecommons.org/licenses/by-sa/4.0/
date: 2023-07-13
publication date: 2023-07-13
starting page: 258
ending page: 287
doi: 10.13152/IJRVET.10.2.6

Circular Economy: An International Needs Analysis for Vocational Learning in Small and Medium-Sized Enterprises
type: item
description: Context: Extensive theory-based research on academic and vocational education has long explored the connections between emotions, motivation, and learning as drivers of behavioral change in occupational contexts. Emotions and motivations play a crucial role in shaping how individuals and organizations adopt new practices, yet their role in fostering larger-scale shifts, such as the transition to a circular economy, has received limited attention. Meanwhile, the global shift toward a circular economy has gained increasing priority, with governments, industries, and international organizations promoting various initiatives aimed at encouraging companies, particularly small and medium-sized enterprises (SMEs), to adopt sustainable, resource-efficient, and circular practices. These initiatives predominantly emphasize the cognitive and practical dimensions of circular economy strategies, focusing on actionable knowledge and technical skills. However, the emotional drivers—such as enthusiasm, apprehension, or resistance—of such transformative changes are often overlooked. Sentiments, which significantly influence individual and collective behaviors, could be critical to understanding how ready SMEs are to embrace circular economy principles. Despite their importance, the role of sentiments in shaping organizational and behavioral responses to circular economy transitions remains underexplored and warrants further investigation. Approach: Grounded in the multiple R framework and Plutchik’s multifactor-analytic theory of emotion, this study sought to address this gap by analyzing the sentiments expressed by SME members. We conducted a sentiment analysis on statements from employers and employees across 100 SMEs in Germany, Italy, and Poland. Findings: The results indicate that the overall sentiment among SME members was predominantly positive, suggesting that these companies are largely optimistic and supportive of transitioning to circular economy practices. This positive …
subject: Articles
  topic: section
subject: Green Economy
  topic: keywords
subject: Needs Assessment
  topic: keywords
subject: Small and Medium Enterprises
  topic: keywords
subject: Employers
  topic: keywords
subject: Continuing Vocational Education and Training
  topic: keywords
subject: VET
  topic: keywords
creator: Anett Wolgast
creator: Caroline Pape
creator: Metje Rocklage
rights: Copyright (c) 2025 Anett Wolgast, Caroline Pape, Metje Rocklage https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-22
publication date: 2026-01-22
starting page: 103
ending page: 125
doi: 10.13152/IJRVET.13.1.5

Enhancing Critical Thinking Skills and Media Literacy in Initial VET Students: A Mixed Methods Study on a Cross-Country Training Program
type: item
description: Context: In the last few decades, the constant and exponential changes in the society's consumption of information have increased the awareness of practitioners from the education and training field, on the need for training programs for the enhancement of critical thinking skills and media literacy among students from Initial Vocational Education and Training (IVET) who are less exposed to intellectual trainings than their peers in traditional education pathways. Approach: With this impetus, the present paper reports the results of a mixed methods study evaluating a training program for such competences. Based on a cognitive psychology theoretical framework, the training program consisted in three main techniques through which trainers can work with students in the classroom. N= 35 trainers from five different countries (i.e., Greece, Italy, Spain, Portugal, and the Netherlands) were instructed about the training techniques and implemented them in their training centres. Then, a total of N= 288 students among these countries were involved in the testing of the training, which took place on a duration average of 5 months. Mixed methods approach was used to evaluate the effectiveness and quality of the training. Notably, prospective statistical analysis evaluated the training's impact of the participating students and compared with a control group. Qualitative interviews examined the training's lived experience with a group of students and trainers. Findings: The quantitative and qualitative analysis of pre/post- measures of critical thinking skills and media literacy of the experimental group, and the comparison with the control group, indicate an increase in these competences and confirm the efficacy of the training intervention. Conclusion: These results inform about the usefulness of the training program cross-culturally and the feasibility of training strategies based on cognitive psychology. Moreover, the paper offers a methodological contribution thanks to the…
subject: Articles
  topic: section
subject: Critical Thinking Skills
  topic: keywords
subject: Social Media
  topic: keywords
subject: Educational Program
  topic: keywords
subject: Qualitative Research
  topic: keywords
subject: Quantitative Research
  topic: keywords
subject: VET
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
creator: Francesco Tommasi
creator: Andrea Ceschi
creator: Sara Bollarino
creator: Silvia Belotto
creator: Silvia Genero
creator: Riccardo Sartori
rights: Copyright (c) 2023 Francesco Tommasi, Andrea Ceschi, Sara Bollarino, Silvia Belotto, Silvia Genero, Riccardo Sartori https://creativecommons.org/licenses/by-sa/4.0/
date: 2023-07-05
publication date: 2023-07-05
starting page: 239
ending page: 257
doi: 10.13152/IJRVET.10.2.5

Could Vocational Education Benefit From Augmented Reality and Hypervideo Technologies? An Exploratory Interview Study
type: item
description: Context: This study investigates the perspective of vocational educators on the possibility of adopting augmented reality (AR) and hypervideo (HV) technologies to support their teaching practice. Vocational education and training (VET) is particularly concerned with the learning of resources (knowledge, skills and attitudes) that are immediately transposable into conduct and procedures in the workplace. AR and HV can provide means to answer this requirement, but both technological solutions are still not so diffused in VET. The purpose of this study is to inquire into the perception of educators on the main advantages and disadvantages of using AR and HV to support teaching-and-learning. Methods: A semi-structured interview protocol has been proposed to 73 teachers, intercompany trainers and in-company trainers in 10 professions (at least two per category within each profession). The interview was organized in two main steps: A need analysis, in which the most important and difficult operative skills are identified for the interviewee's profession; and a discussion of advantages and disadvantages of AR and HV. Content analysis was applied to the interview transcriptions. Results: The results show that the main advantages reported in the literature for the two technologies – such as the ability to switch between 2D and 3D and carry out simulations – are also found in the VET context by educators. For HV the main technical advantages (such as the use of active points, and non-linear navigation of video content) were autonomously recognised, while the potential of the instrument to support reflection has not been clearly identified. Conclusions: AR and HV are considered as tools able to support apprentices' procedural learning especially with regard to the operational skills which were judged by the educators to be most relevant for VET.
subject: Articles
  topic: section
subject: Augmented Reality
  topic: keywords
subject: Hypervideo
  topic: keywords
subject: Dual VET
  topic: keywords
subject: Semi-Structured Interview
  topic: keywords
subject: Qualitative Analysis
  topic: keywords
subject: VET
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
creator: Vito Candido
creator: Patric Raemy
creator: Francesca Amenduni
creator: Alberto Cattaneo
rights: Copyright (c) 2023 Vito Candido, Patric Raemy, Francesca Amenduni, Alberto Cattaneo https://creativecommons.org/licenses/by-sa/4.0/
date: 2023-05-23
publication date: 2023-05-23
starting page: 138
ending page: 167
doi: 10.13152/IJRVET.10.2.1

Dual Apprenticeships in Mexico: Insights Into the First Employment
type: item
description: Context: Dual apprenticeships (DA) are a type of Technical and Vocational Education and Training (TVET) that emphasize the development of work skills through collaboration between the education sector and the labour market. DA are believed to facilitate smoother transitions to work for youth by combining vocational training in schools with workplace-based learning. Despite claims of improving youth employability, evidence on DA's effectiveness is limited, especially outside Europe. This study investigates the employability outcomes of graduates from the Mexican adaptation of the DA model. Approach: The study utilizes a survey conducted with DA graduates in Mexico in 2021 to analyse their likelihood of securing employment post-graduation. A probit model is used to estimate the probability of employment across three scenarios: (1) Securing any type of job, (2) being employed by the company where the DA was completed, and (3) obtaining employment with social security, which serves as a proxy for formal employment. The dependent variables are not mutually exclusive, as overlaps exist between the different employment categories. The sample includes 307 graduates from Coahuila and the State of Mexico, and the analysis controls for individual characteristics and contextual factors. Findings: The analysis reveals that receiving job-relevant additional training (e.g., language courses) significantly increases the probability of securing both general employment and formal employment with social security. Similarly, longer participation in DA improves employment chances across all models, though with smaller effects. Gender disparities are evident, as women are less likely to obtain formal employment compared to men. Additionally, graduates from the Electricity and Electronics field have higher employment probabilities than their peers in service-related training areas; while graduates from the Technology and Transportation careers have lower chances of obtaining formal employ…
subject: Articles
  topic: section
subject: Apprenticeship
  topic: keywords
subject: Education and Training System
  topic: keywords
subject: Employment Opportunity
  topic: keywords
subject: Transition From Education and Training to Employment
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
subject: VET
  topic: keywords
creator: Jimena Hernández-Fernández
creator: Erik Marsan
rights: Copyright (c) 2026 Jimena Hernández-Fernández, Erik Marsan https://creativecommons.org/licenses/by/4.0
date: 2026-01-11
publication date: 2026-01-11
starting page: 1
ending page: 23
doi: 10.13152/IJRVET.13.1.1

Teacher's Agency and the Cooperation With Entrepreneurs in Entrepreneurship Education
type: item
description: Purpose: Vocational education and training (VET) in Finland takes place more and more at workplaces. Hence, the teachers' cooperation with companies has become important. Little research has been done on the teacher's activities in business cooperation and the factors affecting business cooperation. The teacher's decisions and choices are made possible through the teacher's autonomy and agency. The teacher's agency is understood as a capacity to utilise autonomy. In this study, the teacher's agency is reflected in their activity in developing entrepreneurial learning environments and activity in developing regional entrepreneurship education (EE). The study was conducted among Finnish VET teachers. In Finland EE is understood in its broad sense and the teacher is in a significant position choosing where, how and with whom they implement EE. The main research question in this article is: How does the VET teacher's agency in EE affect their cooperation with entrepreneurs? Methods: The data consists of 933 vocational teachers' responses. An open online survey tailored for teachers was used in the data collection (Measurement Tool for Entrepreneurship Education). Ordinal regression analysis has been used to analyse the data. Results: The teacher's agency is a significant factor explaining his/her level of cooperation with entrepreneurs. The results show that the teacher's activity, desire, and ability to express agency, strengthens the use of companies in teaching. Surprisingly, the teacher's personal entrepreneurial background and the number of companies in the area do not act as explanatory factors for entrepreneurs' cooperation. The study makes several suggestions on teachers' perceptions of the factors explaining and creating agency as an entrepreneurship educator. Conclusions: In Finland, teachers' autonomy is high. Teachers have the freedom to utilise their agency in many ways. They can, for example, make their own decisions and renew their teaching in many ways i…
subject: Articles
  topic: section
subject: Agency
  topic: keywords
subject: VET Teacher
  topic: keywords
subject: Entrepreneurship Education
  topic: keywords
subject: Cooperation With Entrepreneurs
  topic: keywords
subject: Regional Context
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
creator: Piia Kolho
creator: Anu Raappana
creator: Sanna Joensuu-Salo
creator: Timo Pihkala
rights: Copyright (c) 2023 Piia Kolho, Anu Raappana, Sanna Joensuu-Salo, Timo Pihkala https://creativecommons.org/licenses/by-sa/4.0
date: 2023-09-18
publication date: 2023-09-18
starting page: 318
ending page: 339
doi: 10.13152/IJRVET.10.3.2

The Influence of Innovative Characteristics, Work Readiness, and Vocational Self-Concept on Employability of Vocational College Students
type: item
description: Purpose: Vocational education and training is important to produce skilled and innovative labor to drive the country's development in the 4th industrial revolution (IR 4.0). The employability of vocational college students is crucial to meet the country's demand for 21st-century workers. This study aims to identify the influences of innovative characteristics, work readiness, and vocational self-concept on the employability of vocational college students. The study also examined the moderating role of gender. Methods: A quantitative correlational design was carried out to achieve the objectives of the study. The samples consisted of 395 vocational college students from five vocational colleges located in the states of Kedah and Penang, Malaysia. Data were collected through online questionnaire survey, which is made up of four instruments: Youth Innovation Skills Measurement Tool, the Work Readiness Scale, the Vocational Rational Scale and the Perceived Future Employability Scale. The validity and reliability of these instruments were well established. Descriptive and structural equation modelling (SEM) analyses were carried out. Findings: Innovative characteristics (β = 0.252, t = 5.041, p < 0.001), vocational self-concept (β = 0.386, t = 7.131, p < 0.001) and work readiness (β = 0.219, t = 3.787, p < 0.001) had significant effects on employability of vocational college students. The model explained 53% of the variance in employability. Gender, however, did not moderate any of the three direct significant relationships. Conclusion: This study found that innovative characteristics, work readiness, and vocational self-concept are factors that should be taken into consideration when developing education and career programs, interventions, and support services for vocational students. The graduate employment issues faced by vocational college students can be overcome if factors identified in this study can be enhanced. Similar approaches can be applied for both male and…
subject: Articles
  topic: section
subject: Employability
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
subject: Innovative Characteristics
  topic: keywords
subject: Work Readiness
  topic: keywords
subject: Vocational Self-Concept
  topic: keywords
subject: VET
  topic: keywords
creator: Suhailah Sahul Ahmid
creator: Chia Chun Tiew
creator: Melissa Ng Lee Yen Abdullah
rights: Copyright (c) 2023 Suhailah Sahul Ahmid, Tiew Chia Chun, Melissa Ng Lee Yen Abdullah https://creativecommons.org/licenses/by-sa/4.0
date: 2023-09-18
publication date: 2023-09-18
starting page: 288
ending page: 317
doi: 10.13152/IJRVET.10.3.1

The Role of VET in a Green Transition of Industry: A Literature Review
type: item
description: Purpose: This article examines the role of Vocational Education and Training (VET) in a green transition of industry. In the world of industry, battling climate change is often treated as a technical issue, but recent research on VET has tried to balance the technological paradigm with more human-centric approaches. The literature review addresses emergent VET research that presents various and partially competing perspectives on the purpose of VET in relation to climate change. Methods: We use an integrative literature review to investigate this complex topic. This technique is particularly useful for making sense of emergent research concepts, as well as various, and partially competing, theoretical and methodological approaches. It also allows us to incorporate literature from different countries and VET systems. The main search was performed in Scopus during March 2023, and included studies published within a timespan of eight years (2016–2023). Findings: Through a qualitative content analysis, we have identified five cross-cutting themes in the literature: Conceptualising ill-defined concepts of green jobs and skills; high-tech solutions in the movement towards a fourth industrial revolution versus inclusive growth for VET greening; towards sustainable work-based learning for green skills in VET; radical transformative approaches to a just green transition; and the co-creation of skill-formation ecosystems. The analysis has highlighted the ways in which VET can take on different roles in the green transition, and that these roles can be developed successively in parallel with a green transition in industry. In the development of the role of VET, it is also relevant to consider the contrast between transitional approaches and transformative approaches in VET research. While transitional approaches are recurrently marked by empirical research in specialised areas and subsystems within society, transformative approaches are characterised by a stronger focus on soc…
subject: Articles
  topic: section
subject: Climate Crisis
  topic: keywords
subject: Green Transition
  topic: keywords
subject: Industry 4.0
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
subject: VET
  topic: keywords
creator: Daniel Persson Thunqvist
creator: Maria Gustavsson
creator: Agneta Halvarsson Lundqvist
rights: Copyright (c) 2023 Daniel Persson Thunqvist, Maria Gustavsson Gustavsson, Agneta Halvarsson Lundqvist https://creativecommons.org/licenses/by-sa/4.0
date: 2023-11-18
publication date: 2023-11-18
starting page: 361
ending page: 382
doi: 10.13152/IJRVET.10.3.4

Challenges, Future and Policy Orientations: The 1960s−1970s as Decisive Years for Swiss Vocational Education and Training
type: item
description: Purpose: The years 1960-1970 were decisive years in the development of Swiss vocational education and training (VET). The post-World War II economic boom, technological innovations and the debate concerning equal opportunities and the democratisation of education put the VET system under pressure. Reforms were thus undertaken to increase the attractiveness of the system and to respond to the urgent shortage of qualified workers at the time. At the same time, reforms were adopted increasing the theoretical and general knowledge content of VET and improving the quality of training. The aim of our article is to describe these reforms and to show how they relate to a certain image of the future of society. Method: Our article is based on an analysis of historical documents written between 1960 and 1972 in Switzerland on the subject of VET. These documents will, firstly, be used for a historical reconstruction of the situation and of the major challenges of the time; and secondly, they will be subjected to a discourse analysis in order to identify the main arguments that characterised the public debate at the time. Results: Our article shows how the reforms undertaken take shape on the basis of a certain image of the future of society and of VET held at the time: an image characterised by constant and rapid changes, increasing insecurity, need for adaptation and flexibility, complexification and specialisation of the work tasks. Conclusion: The article will also underline how the responses to the challenges posed by this image of the future will be at the origin of five trends that will characterise the evolution of Swiss VET until today: a trend towards academisation, with more academic and general content; a trend towards pedagogisation, with increased pedagogical attention to curricula and teacher training; differentiation, with the creation of new certifications; permeability, with the opening of vocational tracks to higher education; and “learnerisation”, with the g…
subject: Articles
  topic: section
subject: History of VET
  topic: keywords
subject: 1960s/1970s
  topic: keywords
subject: Swiss
  topic: keywords
subject: Future
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
subject: Policy Orientations
  topic: keywords
subject: VET
  topic: keywords
creator: Lorenzo Bonoli
creator: Philipp Gonon
rights: Copyright (c) 2023 Lorenzo Bonoli, Philipp Gonon https://creativecommons.org/licenses/by-sa/4.0
date: 2023-10-25
publication date: 2023-10-25
starting page: 340
ending page: 360
doi: 10.13152/IJRVET.10.3.3

Employee Training Policies of High Revenue Companies: Analysis of Case Examples From Turkey
type: item
description: Purpose: The present study explores the primary characteristics of employee training practices by way of analysing the employee training policies of the top two companies with the highest sales revenue in Turkey. The primary characteristics of employee training practices are examined within the scope of the corporate employee training activities and the practices to cope with the challenges in the organization of employee training. Methods: Employing qualitative approach, document analysis was conducted within the context of two cases. The two companies with the highest sales revenue in Turkey were selected as cases in the study. The companies were determined through criterion sampling in line with the financial performance based on net sales revenue, stability of financial performance and potential for corporate training policy development criteria. The six years of sustainability and activity reports of the companies were analysed through thematic analysis. The documents were analysed through thematic analysis using open coding. Employee training policies and practices were presented under the sub-themes of personnel training types, subjects of personnel training, training infrastructure, factors considered in the design of training processes and supportive practices for training processes. Findings: Employee training of the companies mostly consists of formal and non-formal training activities designed according to the needs of employees. These training activities aim at both occupational and personal development of the employees. The training activities, which are mostly organized with the use of internal resources, also allow employees to make their own personal development plans. The dominant common aspects of the employee training policies of the companies show that the successful integration of employee training to the career management systems increases the efficiency of training activities. The study results also illustrate that the employee training polic…
subject: Articles
  topic: section
subject: Employee Training
  topic: keywords
subject: Workplace Learning
  topic: keywords
subject: Financial Performance
  topic: keywords
subject: Corporate Training Policies
  topic: keywords
subject: VET
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
subject: Turkey
  topic: keywords
creator: Betül Balkar
creator: Nazife Karadağ
rights: Copyright (c) 2024 Betül Balkar, Nazife Karadağ https://creativecommons.org/licenses/by-sa/4.0
date: 2024-01-03
publication date: 2024-01-03
starting page: 1
ending page: 32
doi: 10.13152/IJRVET.11.1.1

Second Chance in Vocational Education and Training of Adults in Slovakia: Second or Wasted Chance?
type: item
description: Context: The paper focuses on an analysis of school-based vocational education and training (VET) of adults in Slovakia against the background of the concept of second-chance education (hereafter SCE). The concept of SCE involves different conditions of education to those that adults faced during their initial education and were unable to meet. Adults primarily study part-time, where they are offered a mirror image of a reduced full-time programme rather than an alternative space for obtaining a degree. Approach: Several theoretical research methods were used in the paper. An analysis of available statistical data about adults in VET, secondary analysis of relevant literature, the authors' own findings from previous research, and a comparison of selected characteristics of VET of adults in Slovakia with the principles of second chance education allowed for the formulation of synthesised findings and recommendations on necessary changes in adult education in vocational education and training. Findings: The absence of SCE principles in the vocational education and training of adults in Slovakia is one of the reasons for insufficient participation of low-educated adults. Neither schools, nor the state or municipalities, nor employment offices have created a mechanism for acquiring and keeping adults in education. VET of adults does not fulfil a social integration function because it is mostly used by adults who are upgrading or supplementing their existing qualifications. A significant manifestation of the lack of interest in improving the situation of the low-educated in VET is, among other things, the absence of training programmes that would prepare teachers for a non-mainstream educational process with non-mainstream pupils. The measures, which would be aimed at increasing the participation of the low-educated adults in secondary education are absent. This situation results, among other things, in persistent regional disparities in adult participation in education,…
subject: Articles
  topic: section
subject: VET
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
subject: Vocational Education and Training of Adults
  topic: keywords
subject: Low-Educated Adults
  topic: keywords
subject: Second-Chance Education
  topic: keywords
subject: Participation in VET of Adults
  topic: keywords
creator: Marek Lukáč
creator: Silvia Lukáčová
rights: Copyright (c) 2024 Marek Lukáč, Silvia Lukáčová https://creativecommons.org/licenses/by-sa/4.0
date: 2024-01-09
publication date: 2024-01-09
starting page: 33
ending page: 54
doi: 10.13152/IJRVET.11.1.2

The Relationship Between Personality Factors, Vocational Identity and Career Decision-Making Self-Efficacy
type: item
description: Context: Adolescence is the training ground for adult life. In a relatively short period, the adolescent will undergo a metamorphosis. During the high school years, the majority of adolescents move from persistent dependence to true independence, from logical thinking to abstract, complex and hypothetical thinking, from impulsivity to consideration and from a diffuse feeling about one's own person to a reasonably defined self-identity. Adolescent's vocational identity formation during high school is an extremely important process in vocational and career counseling, because it helps them to make rational choices regarding the choice of a career gaining an increased level of career maturity. Methods: The present study had as participants 300 Romanian teenagers which belong to the following paths of studies/profiles: formal sciences (specializations: Mathematics-informatics and Natural Sciences), services (specializations: Economics, trade, tourism and food) and humanities (specialization: Philology). The tools used in the adolescent evaluation process were Career Decision-Making Self-Efficacy-Short Form Scale (CDMSE-SF), the Vocational Identity Status Assessment (VISA) and the NEO Five-Factor Inventory (NEO-FFI-3). Results: After the interpretation of the obtained results, the following aspects were demonstrated: The identity status career commitment correlates with the personality traits - neuroticism, extraversion, openness to experience and conscientiousness, and regarding the career decision-making self-efficacy it correlates with the self-evaluation process, obtaining information about self and professions, setting goals, career planning and the problem-solving process. Identity status identification with career commitment correlates with personality traits - extraversion, openness to experience and conscientiousness, and from the perspective of the career decision-making self-efficacy, it correlates with the process of self-evaluation, obtaining information abo…
subject: Articles
  topic: section
subject: Adolescents
  topic: keywords
subject: Career Decision-Making Self-Efficacy
  topic: keywords
subject: Personality Factors
  topic: keywords
subject: Predictors
  topic: keywords
subject: Vocational Identity
  topic: keywords
subject: VET
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
creator: Sebastian Turda
rights: Copyright (c) 2024 Sebastian Turda https://creativecommons.org/licenses/by-sa/4.0
date: 2024-01-09
publication date: 2024-01-09
starting page: 55
ending page: 75
doi: 10.13152/IJRVET.11.1.3

Vocational Didactics: Mapping the Terrain in Swedish Upper Secondary Vocational Education and Training
type: item
description: 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 stre…
subject: Articles
  topic: section
subject: Vocational Didactics
  topic: keywords
subject: Didaktik
  topic: keywords
subject: Upper Secondary Vocational Education and Training
  topic: keywords
subject: Vocational Knowledge and Skills
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
subject: VET
  topic: keywords
creator: Martina Wyszynska Johansson
creator: Ingela Andersson
rights: Copyright (c) 2024 Martina Wyszynska Johansson, Ingela Andersson https://creativecommons.org/licenses/by-sa/4.0
date: 2024-01-18
publication date: 2024-01-18
starting page: 76
ending page: 95
doi: 10.13152/IJRVET.11.1.4

Who Demands Technical and Vocational Education in Pakistan? A PSLM Analysis of Socio-Economic Determinants
type: item
description: Purpose: The present study investigates the influence of demographic factors on the demand for Technical and Vocational Education and Training (TVET) in Pakistan. The government of Pakistan has implemented various skill enhancement programs to harness the demographic dividend. However, only a small portion of the workforce receives any form of TVET, contributing to a shortage of skilled workers in the country. Many industries, particularly in manufacturing and mining, face deficits in the skilled labour. Consequently, this study aims to examine the role of demographic factors in shaping the demand for TVET within the Pakistani context. Methods: For the TVET demand's estimation, this study employed the Pakistan Social and Living Standard Measurement (PSLM) dataset of 2018–19 by using binary logistic regression analysis (BLRA). The demographic variables include the household's income, household head's education, household size, male proportion of the target age group, household head's age, and region of the household. Findings: The findings indicate that households in the higher income category do not demand TVET. Moreover, if the head of the household is highly educated, then the household is less likely to participate in TEVT. So, the higher the socio-economic status, the lower the probability of demand for TVET from the better-off students. Further, this study also indicates that boys are more likely to participate in TVET-related degrees, while females are less likely to participate in TVET due to the non-availability of institutes and hostel facilities, poor transportation, the limited number of trades available for females, and security issues. Conclusion: The findings provide insightful evidence to support the idea that the higher the socio-economic status of households, the lower the probability of demand for a TVET degree or diploma. Similarly, children of parents with university education are less likely to pursue TVET-related degrees. The reason is likely a…
subject: Articles
  topic: section
subject: Vocational Education and Training
  topic: keywords
subject: VET
  topic: keywords
subject: Competency Based Training
  topic: keywords
subject: Socio-Economic Factors
  topic: keywords
subject: Logit Estimation
  topic: keywords
subject: PSLM Data
  topic: keywords
creator: Suhrab Khan
creator: Kazim Ali
rights: Copyright (c) 2024 Suhrab Khan, Kazim Ali https://creativecommons.org/licenses/by-sa/4.0
date: 2024-04-22
publication date: 2024-04-22
starting page: 250
ending page: 284
doi: 10.13152/IJRVET.11.2.5

Emotional Intelligence and Success in Initial Vocational Education and Training: A Study Among Healthcare Assistants and Social Care Workers
type: item
description: Context: Research on emotional intelligence (EI) shows this concept's decades-long positive influence on well-being, self-efficacy, employability, and academic and professional achievement. Indeed, several studies have demonstrated that students with high EI have better grades and quality of life, as well as are more employable than students with low EI. By considering the two conceptualizations of EI as either an ability or personality trait, the present study investigates EI's influence on training achievement in initial vocational education and training (IVET). We posited that the two types of EI positively influence training achievement in a complementary way: Ability EI relates to achievement in theoretical training, while trait EI relates to achievement in practical training. Furthermore, these links are mediated by apprentices' engagement at school and in learning. Method: To test our hypotheses, 92 dual IVET health and social care apprentices in their last year of vocational school completed an online survey composed of validated scales measuring EI as an ability, EI as a personality trait, personality traits, and school engagement. The apprentices' grades were also obtained with their permission. Results: The findings confirmed our hypotheses and reflected EI's positive influence on training achievement. We observed that participants with high EI (as an ability and personality trait) obtained better grades than participants with lower EI. Moreover, our results showed that ability EI has a direct influence on achievement in theoretical health and social care training, while the link between trait EI and practical training is indirect and mediated by engagement in learning. Conclusion: The present study confirms EI's positive influence on school achievement in the VET context and further corroborates the important role that EI can play in dual IVET apprentices' achievement, particularly in the health and social sectors. This original study contributes to rese…
subject: Articles
  topic: section
subject: Apprenticeship
  topic: keywords
subject: Emotional Intelligence
  topic: keywords
subject: Health and Social Care Sectors
  topic: keywords
subject: Initial Vocational Education and Training
  topic: keywords
subject: Training Achievement
  topic: keywords
subject: VET
  topic: keywords
creator: Laure Tremonte-Freydefont
creator: Matilde Wenger
creator: Marina Fiori
rights: Copyright (c) 2024 Laure Tremonte-Freydefont, Matilde Wenger, Marina Fiori https://creativecommons.org/licenses/by-sa/4.0
date: 2024-04-02
publication date: 2024-04-02
starting page: 146
ending page: 170
doi: 10.13152/IJRVET.11.2.1

Concurrent Vocational Education Through Microlearning Approaches at Higher Education, Assessing the Capacity, Awareness and the Will of Universities in Garowe, Somalia
type: item
description: Purpose: The study investigated the possibility of establishing concurrent vocational education and training through microlearning platforms by assessing whether universities in Garowe had the minimum basic facilities to establish such programmes, whether academic staff were aware of the state of vocational education, its importance, the rate of unemployment in Garowe and Puntland in general, and whether university professionals were willing to establish these training programmes as concurrent options. Method: It was a survey study of a qualitative approach and data was collected using an inventory checklist of institutions capacity, a close ended questionnaire to academic staff on their general perception of vocational education and training, and detailed interviews of both academic and administrative staff purposively selected at higher education institutions in Garowe to find out their willingness as stakeholders to adopt vocational training at higher education using microlearning approaches. Findings: Universities in Garowe Puntland have the basic minimum facilities to establish microlearning oriented platforms although respondents emphasise that it should be supplemented with some physical practical sessions and modules. It is evident that introducing vocational education at higher education is one of the solutions to the unending graduate unemployment. However just like some respondents recommend, micro-learning for vocational education should be supplemented with some physical practical sessions and modules, hence a kind of blended approach. The study also found that there is hardly any career guidance done at the secondary school level and this affects choice of professional careers as students transition from secondary to tertiary education. Conclusions: It is evident from findings that the attitude towards vocational education in Puntland has not been good, although with awareness and given the increased rate of graduate unemployment, the attitude can also…
subject: Articles
  topic: section
subject: Microlearning
  topic: keywords
subject: Higher Education
  topic: keywords
subject: Somalia
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
subject: VET
  topic: keywords
creator: Tumwebaze Alicon Auf
rights: Copyright (c) 2024 Tumwebaze Alicon Auf https://creativecommons.org/licenses/by-sa/4.0
date: 2024-05-07
publication date: 2024-05-07
starting page: 285
ending page: 302
doi: 10.13152/IJRVET.11.2.6

Students' Thriving and Well-Being in Online Learning Environments in Vocational Education and Training
type: item
description: Context: Recent research on students' experiences with the quality of online learning during the COVID-19 pandemic has increased the challenge to the development of online learning. During the pandemic, anxiety, depression, and fatigue occurred in online studies, which also weakened students' well-being. In this quantitative study, we examined how students thrive in synchronous and asynchronous online implementations. The goal of the research was to support students' well-being in online studies; therefore, the study uses the PERMA well-being theory. Approach: Finnish vocational education and training students (N = 363) participated in the study and answered the questions on positive emotions, engagement, relationships, meaning, and accomplishment from both asynchronous and synchronous online delivery perspectives using a questionnaire. Findings: This study highlighted the importance of the teacher's online learning facilitation skills and task design skills, and the emotions generated in an online course. Based on the results, the respondents were divided into three student profiles: (1) Students thriving in online courses in general; (2) Students thriving, especially in asynchronous online courses; and (3) Students not thriving in online courses in general. Conclusions: According to the findings, students need different options for completing online courses. The role of the teacher in creating a positive and supportive atmosphere, fostering relationships, and creating clear work-related and versatile tasks is of great importance in the generation of emotions, whether it is an asynchronous or synchronous online implementation.
subject: Articles
  topic: section
subject: PERMA
  topic: keywords
subject: Synchronous
  topic: keywords
subject: Asynchronous
  topic: keywords
subject: Online Learning
  topic: keywords
subject: Well-Being
  topic: keywords
subject: VET
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
creator: Pia Kiikeri
creator: Satu Uusiautti
creator: Sirpa Purtilo-Nieminen
rights: Copyright (c) 2024 Pia Kiikeri, Satu Uusiautti, Sirpa Purtilo-Nieminen https://creativecommons.org/licenses/by-sa/4.0
date: 2024-02-14
publication date: 2024-02-14
starting page: 119
ending page: 145
doi: 10.13152/IJRVET.11.1.6

Digital Skills and the Use of Digital Platforms in the Informal Sector: A Case Study Among Jua Kali Artisans in Nairobi in Kenya
type: item
description: Context: For many businesses, one of the key indicators in their management is the adaptation of Information Technology in their operations. In Kenya, there has been a phenomenal growth in access to mobile phones, by June 2023, over 66 million mobile phones were connected to various telecommunication operators of which 58.3% were smart phones constituting 67.1% of internet connections. There are many digital technologies which can be adapted to facilitate the processing, dissemination, and access of information. The modern world has become competitive due to the uptake of Information Technology as one of the main business management skill, with the availability of smart phones and many applications that are easily available and easy to use. One of the main beneficiaries of Information Communication Technologies (ICTs) is the Jua Kali artisans who are a key player in the Kenyan economy. Entrepreneurial competencies help the growth of businesses along the dimension of innovation. Kenya intends to entrench the use of Information Technology for public service delivery, business, skills, and innovation. The Jua Kali sector cannot be ignored, it contributes more than 80% of the total employment in Kenya. Approach: This research was carried out in the Eastlands of Nairobi, Kenya. Data were collected using a questionnaire, an interview and observation schedule. The study used an interview schedule to collect data from Jua Kali artisans carrying out their artisan businesses in the Eastlands of Nairobi and a questionnaire survey to collect data from a sample of identified Nairobi residents who had engaged an artisan to work for them six months prior to the research. Findings: The research established that most Jua Kali artisans acquired their skills in the Jua Kali sector by apprenticeship (86.3%) while a small percentage (12.7%) trained in Technical Vocational Education Training (TVET) institutions while a further one percent were trained by their former employers. Most of t…
subject: Articles
  topic: section
subject: Informal Sector
  topic: keywords
subject: Small and Medium Size Enterprises
  topic: keywords
subject: Jua Kali
  topic: keywords
subject: Digital Skills and Digital Platforms
  topic: keywords
subject: Kenya
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
subject: VET
  topic: keywords
creator: Christopher Momanyi
creator: Andrew Rasugu Riechi
creator: Ibrahim Khatete
rights: Copyright (c) 2024 Christopher Momanyi, Andrew Rasugu Riechi , Ibrahim Khatete https://creativecommons.org/licenses/by-sa/4.0
date: 2024-02-13
publication date: 2024-02-13
starting page: 96
ending page: 118
doi: 10.13152/IJRVET.11.1.5

Simulation Exercises in Police Education, Why and How? A Teacher's Perspective
type: item
description: Context: This study is about the teaching method of simulation exercises and is set in a police education context. Simulation exercises are a central part of Swedish police education, and therefore it is of interest to explore how they are used, and for what purpose, by investigating police teachers' perceptions of this teaching and learning method. Police teachers are police officers who work as teachers at a police education unit on contracts lasting a few years, but which can be extended, and they usually lack any formal pedagogical training. Approach: In this study, the exploration of the use of simulation exercises was conducted through an inductive approach which included semi-structured interviews with 12 police teachers. The analysis was carried out in several steps. To promote impartiality in the initial data analysis the researcher first stayed close to the data and connection with the findings of previous studies was only considered in the latter stages of this analytic process. Findings: The findings show that the police teachers perceive that the overall purpose of simulation exercises is for students to apply specific content taught in courses, both physical techniques and methods, and more theoretical knowledge, in the fluid context of scenarios relevant to police work. The results also show that the teachers are aware that the purpose of the exercises is stated in the planning documents, but because they inherit the designs from previous teachers, they may not be aware of the underlying details of it or what is to be achieved in the scenario. The findings also demonstrate that the teachers learn the craft of designing and performing simulation exercises and develop their roles as teachers through an informal workplace learning process that involves tacit knowledge developed through working together, and by talking to and observing each other. Conclusion: The paper contributes to the field of simulation exercises in vocational (higher) education in th…
subject: Articles
  topic: section
subject: Simulation
  topic: keywords
subject: Education and Training Opportunity
  topic: keywords
subject: Police Training
  topic: keywords
subject: Learning Activities
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
subject: Vocational Preparation
  topic: keywords
subject: VET
  topic: keywords
creator: David Sjöberg
rights: Copyright (c) 2024 David Sjöberg https://creativecommons.org/licenses/by-sa/4.0
date: 2024-06-13
publication date: 2024-06-13
starting page: 460
ending page: 482
doi: 10.13152/IJRVET.11.3.6

Introducing Green, Eco-Friendly Practices and Circular Economy Principles in Vocational Education Through a Novel Analysis-Synthesis Method: Design, Implementation and Evaluation
type: item
description: Purpose: A novel, Project- and Collaborative Learning-based educational method is proposed, implemented and evaluated in this paper. The aim is to exploit hands-on laboratory modules in Vocational Education in order to experientially introduce students to green, eco-friendly practices and the principles of sustainability and circular economy. Besides their apparent individual and social benefits, such knowledge and skills are also expected to raise qualifications and employability of Vocational Education graduates. Methods: The proposed method is tested through a quasi-experimental methodology, via an educational intervention with a class of Vocational Lyceum students, in the field of Electrical and Electronics Engineering. The learning content focuses on the reclaiming and reuse of operational components from damaged electrical/electronic equipment at end-of-life stage. Through repeated Analysis and Synthesis phases, students learn to extract, measure, classify and reuse operational components either to repair similar equipment or to design and construct novel devices. Results: Evaluation is carried out via closed and open type activities as well as by observation sheets of the teacher. Learning outcomes are evaluated through knowledge post-tests of the closed type while social/emotional outcomes are evaluated through questionnaires. Evaluation results indicate that the proposed method does produce cognitive and social/emotional skills gains for the students. The development of metacognitive skills and the stimulation of imagination and innovative thinking in the students is also observed by the teacher, but not formally evaluated due to practical constraints. Conclusions: The proposed method is implemented and pilot-tested with positive results both as to the cognitive and as to the social/emotional domain – yet, these results are of an indicative value, due to the limited scale of the educational intervention. Future research is necessary in order to evaluate the…
subject: Articles
  topic: section
subject: Outcomes of Vocational Education and Training
  topic: keywords
subject: VET
  topic: keywords
subject: Technical Education
  topic: keywords
subject: Educational Innovation
  topic: keywords
subject: Learning Method
  topic: keywords
subject: Experiential Learning
  topic: keywords
subject: Green Skills
  topic: keywords
creator: Nikolaos Nikoloudakis
creator: Maria Rangoussi
rights: Copyright (c) 2024 Nikolaos Nikoloudakis, Maria Rangoussi https://creativecommons.org/licenses/by-sa/4.0
date: 2024-06-13
publication date: 2024-06-13
starting page: 429
ending page: 459
doi: 10.13152/IJRVET.11.3.5

Fostering Innovative Learning and Satisfaction in Virtual Teamwork: Shedding Light on Apprentices
type: item
description: Purpose: The digital transformation and the increased use of technologies have changed the world of work severely. With it, collaboration and cooperation methods among employees. Therefore, new ways of working together must be applied to work in an international and digital working environment. For Vocational Education and Training (VET), developing new (transversal) competencies to engage in virtual teamwork is necessary to adequately prepare young professionals for the present and future labor market. However, there is little research on the current situation in VET regarding virtual teamwork. Approach: We deployed a cross-sectional design and collected data from N = 181 commercial apprentices in Germany regarding virtual teamwork. We analyze our data using Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the interrelationships between input, process, and outcome variables to foster satisfaction and innovative learning in virtual teams as desired targets of VET. To assess these results regarding virtuality, the complexity of tasks, gender of the apprentices, and the size of the training firms, we derived a multigroup analysis (MGA) of our model. Findings: The results indicate that organizational factors have the most significant influence concerning the relationship between input and process factors. Surprisingly, the technical affinity of individuals has only a minor effect. Regarding the relationship between process and outcome factors, motivation and responsibility have the highest impact on innovative learning, whilst communication culture severely affects the perceived satisfaction in virtual teamwork. Conclusion: The findings lead to valuable insights on factors influencing virtual teamwork in VET and can help to design learning programs to prepare young professionals to smoothly transition to and successfully master their future working environments by using new ways of collaboration and cooperation. This is particularly relevant for …
subject: Articles
  topic: section
subject: Team Work
  topic: keywords
subject: Workplace Learning
  topic: keywords
subject: Collaboration
  topic: keywords
subject: New Work
  topic: keywords
subject: Outcomes of Education and Training
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
subject: VET
  topic: keywords
creator: Frank Hiller
creator: Stefanie Zarnow
rights: Copyright (c) 2024 Frank Hiller, Stefanie Zarnow https://creativecommons.org/licenses/by-sa/4.0
date: 2024-04-02
publication date: 2024-04-02
starting page: 171
ending page: 199
doi: 10.13152/IJRVET.11.2.2

Apprenticeship Reforms in West Africa: An Outcome-Process Evaluation of a Pilot Dual Training Model-Based Apprenticeship Reform Scheme in Ghana
type: item
description: Context: Faced with deep challenges with access to formal education, many West African countries are increasingly taking steps to reform their informal apprenticeship systems to make them a quality skills development alternative for their teeming youth. A review of the literature shows that although different countries in the region are deploying different reform strategies, what is emerging as a dominant reform model is the "dual training model" (DTM), a collaborative arrangement in which the task of training apprentices is shared between informal trainers (master craftspersons, under their respective trade associations) and formal vocational training institutions (FVTIs). This paper presents an outcome-process evaluation of a DTM-based apprenticeship reform programme piloted in Ghana. Methods: Designed as a case study, the paper adopts an interpretivist approach, relying on diverse sources of data, both secondary and primary. Secondary data includes journal articles, attendance registers of participants, memorandums of understanding, relevant media reports, websites, and official reports by all relevant actors. The primary data originated from in-depth interviews with fourteen (14) key informants, as well as from overt and covert observations of respondents. Results: At the outcome level, the paper shows that the programme has largely failed in transferring new skills or in changing dominant poor practices among trainees, foundational objectives of the programme. At the process level, the paper revealed deep flaws in implementation; these are discussed in detail in an attempt to clarify the programme outcomes. Conclusion: The paper concludes that although the dual training model remains a potentially viable reform model in informal apprenticeships, its success ultimately depends on the quality of implementation, which in turn depends on the strength and quality of inter-stakeholder collaboration in programme design and implementation.
subject: Articles
  topic: section
subject: Apprenticeship Reforms
  topic: keywords
subject: Dual Training Model
  topic: keywords
subject: Informal Apprenticeship
  topic: keywords
subject: VET
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
creator: Collins Nunyonameh
creator: Elizabeth Obinnim
creator: Eric Kodzo Adzivor
rights: Copyright (c) 2024 Collins Nunyonameh, Elizabeth Obinnim, Eric Kodzo Adzivor https://creativecommons.org/licenses/by-sa/4.0
date: 2024-04-12
publication date: 2024-04-12
starting page: 223
ending page: 249
doi: 10.13152/IJRVET.11.2.4

Engaging Young People in Occupations Served by Vocational Education: Case Study From Healthcare
type: item
description: Purpose: Globally, countries with both developed and developing economies are struggling to secure sufficient participation in vocational education to generate the range and quantum of skills required for their communities and realising national social and economic goals. In an era of high aspiration, vocational education and the occupations it serves are increasingly seen as being a less than desirable outcome by young people and their parents. Hence, there is a need to identify means by which to inform and engage young people in considering vocational education and the occupations it serves. The case study discussed in this paper is contextualised within the Australian state of Queensland, which, like many other countries is struggling to have a workforce sufficient to meet communities' healthcare needs as its population both grows and ages. Methods: The study data were collected from 1) interviews with healthcare-related stakeholders including health industry representatives, teachers or practitioners, and healthcare providers, 2) focus groups with senior secondary students, and 3) surveys with these participant groups. It provides a descriptive analysis of efforts to secure greater participation by young people in allied health roles, and, in particular, young Australian Indigenous people. Findings: The study participants included those from regional and metropolitan centres and from state and independent schools, and in all of which the focus on engagement was central. Findings indicated that engagement was necessary to advise young people about these occupations, the effective preparation for them, and likely retention in the workforce. Conclusion: This study highlights the need for intentional strategies to engage young people, their parents/guardians and with those efforts likely needing to be organised and enacted at the local level. This requires collaboration and engagement from education, industry, and local communities. Essentially, a systemic approach …
subject: Articles
  topic: section
subject: Post-School Pathways
  topic: keywords
subject: Engagement
  topic: keywords
subject: Informing About Occupations
  topic: keywords
subject: Initial Occupational Preparation
  topic: keywords
subject: Worker Retention
  topic: keywords
subject: VET
  topic: keywords
subject: Vocational Education and Training
  topic: keywords
creator: Stephen Billett
creator: Anh Hai Le
rights: Copyright (c) 2024 Stephen Billett, Anh Hai Le https://creativecommons.org/licenses/by-sa/4.0
date: 2024-04-02
publication date: 2024-04-02
starting page: 200
ending page: 222
doi: 10.13152/IJRVET.11.2.3