Progression to post-16 education in England: the role of vocational qualifications

2021 ◽  
pp. 1-23
Author(s):  
Carmen Vidal Rodeiro ◽  
Sylvia Vitello
Keyword(s):  
Vocational Qualifications

Young and at risk? Consequences of job insecurity for mental health and satisfaction among labor market entrants with different levels of education

2017 ◽  
Vol 41 (3) ◽  
pp. 562-585 ◽  
Author(s):  
Katharina Klug
Keyword(s):  
Mental Health ◽  
Labor Market ◽  
Job Insecurity ◽  
Temporary Employment ◽  
University Graduates ◽  
Young Workers ◽  
Weak Evidence ◽  
Vocational Qualifications ◽  
University Degree

Young workers are often temporarily employed and thus likely to experience job insecurity. This study investigates associations of objective job insecurity (i.e., temporary employment) and subjectively perceived job insecurity with mental health, job satisfaction and life satisfaction among young workers, testing the moderating role of education. The longitudinal analysis based on 1522 labor market entrants from the German Socio-Economic Panel revealed that subjective job insecurity was associated with decreased mental health and lower satisfaction, whereas objective job insecurity was not. Three levels of education were differentiated: university degree, vocational training and low-qualified. There was weak evidence that those with vocational qualifications were more vulnerable to subjective job insecurity than either the low-qualified or university graduates. The results suggest that irrespective of education, detrimental consequences of subjective job insecurity emerge early in the career. Access to secure employment should be improved for young workers to prevent early dissatisfaction and impairment of their mental health.

Vocational Qualifications in Britain and Europe: Theory and Practice(1)

1991 ◽  
Vol 136 ◽  
pp. 86-92 ◽  
Author(s):  
S.J. Prais
Keyword(s):  
Teacher Assessment ◽  
Theory And Practice ◽  
Alternative Methods ◽  
National Council ◽  
Large Measure ◽  
Proper Role ◽  
Vocational Qualifications ◽  
First Time ◽  
Vocational Testing

This Note considers three questions bearing on the reform of vocational qualifications in Britain, against the background of changes being introduced by the National Council for Vocational Qualifications. First, in what important respects did Britain need a reformed and centrally-standardised system of vocational qualifications? Secondly, what are the proper criteria for choosing between alternative methods of awarding qualifications? Much that is at issue hinges on the relative importance of externally-marked written tests as compared with practical tasks assessed by an instructor; the discussion and conclusions reached here in relation to vocational testing apply in large measure also to current debates in other contexts, such as the proper role of teacher-assessed coursework in school examinations at 16+ (GCSE) and the official teacher-assessment of pupils at age 7 (SATs) currently being administered in British schools for the first time. Our third question is: in what significant ways do Continental systems of awarding qualifications differ from those now proposed for Britain?

scholarly journals The role of vocational education in developing entrepreneurial competences of students

2020 ◽  
Vol 71 (5) ◽  
pp. 463-492
Author(s):  
Julia Perić ◽  
Sunčica Oberman Peterka ◽  
Željka Getoš
Keyword(s):  
Labor Market ◽  
Vocational Education ◽  
Extracurricular Activities ◽  
Formal Education ◽  
Tertiary Education ◽  
Educational Programs ◽  
Vocational Education And Training ◽  
School Students ◽  
Vocational Qualifications

Entrepreneurship is defined as one of key lifelong competences and it represents ability to turn ideas into real projects. As such, it includes creativity, initiative, taking responsibility, taking risks, planning and managing projects. The development of entrepreneurial competences via formal education has become a priority for governments of a large number of European countries. Many EU documents emphasize the importance of investing into education that focuses on the development of entrepreneurial competences, as it directly affects students’ employment. However, this guideline represents a new challenge for the educational system – the need to change educational programs and organize them so that they influence the development of entrepreneurial competences, which enables students to become more employable and to cope with uncertainty, complexity and dynamics of the labor market. High unemployment rate of young people and challenges and demands of the labor market have led to a debate about the effectiveness and efficiency of educational programs at all levels. In this context, effectiveness and quality of vocational education and training (VET) are particularly important, since most vocational school students, after finishing secondary level, will not continue towards tertiary education, but will rather find themselves on the labor market. Therefore, vocational education should focus on the development of such skills (generic competences and vocational qualifications) that will correspond to the needs of the labor market, thus enabling easier and faster employment. The main purpose of this paper is to determine the extent to which vocational education contributes to development of students’ entrepreneurial competences. The data used in this paper comes from a survey that covered 1272 students from 15 secondary vocational schools in Osijek-Baranja County, one of the most underdeveloped regions in Croatia. The analysis of the results has shown that there is a positive correlation between extracurricular activities and entrepreneurial environment with the level of students’ entrepreneurial competences. No correlation between the formal educational program and the level of entrepreneurial competences has been found. The findings of this research may serve as the basis for the development of vocational education programs that would include and meet the labor market demands, thus increasing students’ employability.

scholarly journals The role of National Agricultural Chamber's advisors in the life of farmers in Heves County

2018 ◽  
Vol 6 (1-2) ◽  
pp. 26-31
Author(s):  
Tibor Bencze ◽  
Gábor Koncz
Keyword(s):  
Data Collection ◽  
Primary Data ◽  
Food Sector ◽  
Level Of Education ◽  
Training Project ◽  
Vocational Qualifications ◽  
Public Body ◽  
Administrative Tasks ◽  
The Village

The Hungarian Chamber of Agriculture (HCA) was established in the spring of 2013 as a public body. The main tasks of the HCA are strengthening and advocacy of domestic agricultural and food sector, supporting the competitiveness of Hungarian food, furthermore the consultancy and delivering fast, accurate and reliable information to farmers. After the integration of village consultants’ network in 2014 the HCA established a unified support system for farmers. This system based on five pillars: information, consulting, training, project management and European Innovation Partnership. In Heves County 27 village consultants and 4 village consultant administrators perform advisory tasks coordinated by the chief village consultants. The scope of official duties performed by the network: crop estimation, data collection and reporting tasks associated with state rating, assessment of damages in agriculture etc. The advisors validate about 9500 farmers’ cards year by year. In our research we examined the main features of the village consultants and farmers receiving services (such as age, gender, level of education, professional experience, current scope of activities and contacts between the two groups). We hypothesized that the age and vocational qualifications of the farmers are determining the number of services used. To answer our research questions we were performed primary data collection in Heves County. We compiled two questionnaires, one for the farmers (N=150) and one for the village consultants (N=18). To answer the remaining outstanding issues we conducted interview-based survey involving 4 experts. In the course of the survey research for the village consultants we examined theirs most important activities and ranked by the number of mention. The five most common cases were the Unified Application Administration, the validation of farmers’ cards, information services in connection with former Agricultural and Rural Development Agency, monitoring data service and Chamber membership fee acknowledgment. The farmers we’ve asked were all familiar with the local village consultant and 88% of them known the office client’s time. The 69% of the respondents more than three times visited the advisor. Based on our research the village consultants completed more than 50% of administrative tasks of farmers in the 70% of cases. Overall, the village consultant network plays an important role in the life of the farmers regardless of age or level of education.

Role of dactinomycin in the improved survival of children with Wilms' tumor

JAMA ◽  
1966 ◽  
Vol 195 (12) ◽  
pp. 1005-1009 ◽  
Author(s):  
D. J. Fernbach
Keyword(s):  
Wilms Tumor

Role of the allergist in diagnosis and management of patients with uveitis

JAMA ◽  
1966 ◽  
Vol 195 (3) ◽  
pp. 167-172 ◽  
Author(s):  
T. E. Van Metre
Keyword(s):  
Diagnosis And Management

The power of norms to sway fused group members

2018 ◽  
Vol 41 ◽  
Author(s):  
Winnifred R. Louis ◽  
Craig McGarty ◽  
Emma F. Thomas ◽  
Catherine E. Amiot ◽  
Fathali M. Moghaddam
Keyword(s):  
Evolutionary Anthropology ◽  
Normative Systems ◽  
Violent Extremism ◽  
Identity Fusion ◽  
Group Members

AbstractWhitehouse adapts insights from evolutionary anthropology to interpret extreme self-sacrifice through the concept of identity fusion. The model neglects the role of normative systems in shaping behaviors, especially in relation to violent extremism. In peaceful groups, increasing fusion will actually decrease extremism. Groups collectively appraise threats and opportunities, actively debate action options, and rarely choose violence toward self or others.

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