scholarly journals Development of pedagogical competencies of the vocational teachers in Italy and Lithuania: implications of competence-based VET curriculum reforms

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Giuseppe Tacconi ◽  
Vidmantas Tūtlys ◽  
Marco Perini ◽  
Genute Gedvilienė
Keyword(s):  
Working Conditions ◽  
Design Methodology ◽  
Vocational Education And Training ◽  
Vocational Teachers ◽  
European Level ◽  
Content Type ◽  
Career Opportunities ◽  
Curriculum Reforms ◽  
Pedagogical Growth ◽  
And Training

Purpose The present study aims to reveal common and diverging trends in the development of pedagogical competences of vocational education and training (VET) teachers and trainers in Italy and Lithuania. Design/methodology/approach A structured survey was administered to Italian and Lithuanian teachers. The collected data were analysed and compared. Findings Results show that there are many common challenges and problems in the development of pedagogical competencies of the VET teachers in both countries; e.g.: the marginalisation of the VET teacher's work and working conditions, especially the dissatisfying wages and poor career opportunities, and the absent or weak institutionalisation of the VET teacher's qualifications and training. Originality/value The emerged results can be useful for directors of VET-centres and VET-schools to manage training and pedagogical growth of teachers both in Italy and in Lithuania. Moreover, the outputs can be considered as a set of suggestions also by the policymakers both at national and European level.

Trainee programs: an emerging model on psychological contract reciprocity

2017 ◽  
Vol 46 (8) ◽  
pp. 1738-1754 ◽  
Author(s):  
Linnea Jonsson ◽  
Sara Thorgren
Keyword(s):  
Professional Development ◽  
Working Conditions ◽  
Psychological Contract ◽  
Design Methodology ◽  
Exploratory Research ◽  
Supervisory Support ◽  
Wage Setting ◽  
Content Type ◽  
Job Tasks ◽  
Career Opportunities

Purpose The purpose of this paper is to develop a deeper understanding of the organization-trainee relationship through a psychological contract lens, by exploring the psychological contract between the trainee and organization during and after the program and what factors may account for contract reciprocity. Design/methodology/approach Inductive qualitative study design. Findings Data suggested that factors accounting for contract reciprocity during the program included: trainees’ responsibilities, trainees’ personal and professional development, trainees’ commitment, trainees’ delivery, and managerial and supervisory support. Factors identified accounting for contract reciprocity after individuals completed the program were: career opportunities, future-oriented dialogue between former trainees and managers, wage-setting, job tasks, and working conditions. Originality/value This exploratory research is original in that it identifies different factors accounting for the reciprocity during and after the program, and how this may be particularly relevant when talents are recruited externally to specifically participate in the program.

scholarly journals How to measure the efficacy of VET workplace learning: the FET-WL model

2015 ◽  
Vol 57 (6) ◽  
pp. 602-622 ◽  
Author(s):  
Pilar Pineda-Herrero ◽  
Carla Quesada-Pallarès ◽  
Berta Espona-Barcons ◽  
Óscar Mas-Torelló
Keyword(s):  
Work Environment ◽  
Workplace Learning ◽  
Design Methodology ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Content Type ◽  
Organization And Management ◽  
Quantitative Design ◽  
Probabilistic Sample ◽  
And Training

Purpose – Workplace learning (WL) is a key part of vocational education and training (VET) because it allows students to develop their skills in a work environment, and provides important information about how well VET studies prepare skilled workers. Therefore, the purpose of this paper is to develop and validate an instrument to evaluate WL efficacy in VET. Design/methodology/approach – The research presented in this paper was based on a quantitative design, after having identified factors that influence training efficacy. The factors to evaluate transfer in WL (FET-WL) questionnaire was formed of 57 items (five-point Likert scale) and applied to a stratified probabilistic sample of 1,026 VET students in the Barcelona area (Spain). Findings – After conducting an exploratory factor analysis, the model explained 48.42 per cent of the variance and six factors merged: coherence of the training of the school with the WL, school tutor’s sole, host company tutor’s role, the possibilities of developing the WL, integration into the company and student’s motivation. Originality/value – Results show that the FET-WL may be a useful tool for the various agents involved in WL since it may improve the organization and management of VET and thereby increase its efficacy.

Analysis of VET in Ukraine since the Soviet era

2015 ◽  
Vol 57 (6) ◽  
pp. 685-700 ◽  
Author(s):  
Richard Zinser
Keyword(s):  
Social Support ◽  
Economic Development ◽  
International Relations ◽  
Secondary Students ◽  
Design Methodology ◽  
Vocational Education And Training ◽  
Content Type ◽  
Successes And Challenges ◽  
And Training ◽  
Depth View

Purpose – The purpose of this paper is to explore how vocational education and training (VET) in Ukraine has changed since the Soviet era; and to determine its structure, successes, and challenges. Design/methodology/approach – The author conducted interviews and tours at 15 vocational schools in seven cities in Ukraine. Findings – Ukraine is struggling to establish itself as an independent, modern country; education includes elements from the Soviet era and contemporary European practices; the VET system is taking on the state-regulated bureaucratic model; it has mixed success mainly due to economic development; social support for secondary students is very strong. Research limitations/implications – Since Ukraine will eventually be a key player in international relations, it is important for scholars to understand how the VET system is developing. Originality/value – This study provides an in-depth view of VET in this once closed country which is now susceptible to influence from Russia and Europe.

Tracing Teutonic footprints in VET around the world?

2014 ◽  
Vol 38 (8) ◽  
pp. 745-763 ◽  
Author(s):  
Matthias Pilz ◽  
Junmin Li
Keyword(s):  
Design Methodology ◽  
International Management ◽  
Vocational Education And Training ◽  
Content Type ◽  
The Usa ◽  
Research Gap ◽  
Employment Systems ◽  
Different Cultures ◽  
And Training ◽  
Practical Implications

Purpose – This paper aims to focus on the vocational and training behaviours of German corporations at their subsidiaries in the USA, China and India. Although all three countries are important markets for Germany, they are characterised by very different cultures, vocational education and training (VET) systems and employment systems. The transfer of the German VET system to other countries has been the topic of discussion and controversy. Design/methodology/approach – In this study, the authors rely on interviews with local training experts of German subsidiaries to analyse VET activities. Their analysis is based on convergence (standardisation) versus divergence (localisation) theory borrowed from approaches in international management studies. Findings – The findings indicate a “localisation” effect in all three nations. The similarities can be explained partially by the stronger focus on off-the-job trainings and greater preferences for academic careers. Research limitations/implications – The study is a pilot study. Practical implications – The transfer of the German VET system to other countries seems to be very difficult. Originality/value – Beyond this general debate, the specialist literature pays virtually no attention to the training practices of German companies abroad. The authors have tried to fill this research gap.

ComProCom: a revised model of occupational competence

2018 ◽  
Vol 60 (4) ◽  
pp. 290-302
Author(s):  
Stan Lester ◽  
Anna Koniotaki ◽  
Jolanta Religa
Keyword(s):  
Design Methodology ◽  
Labour Markets ◽  
Vocational Education And Training ◽  
Educational Systems ◽  
Content Type ◽  
Job Roles ◽  
Number Of Factors ◽  
Different Types ◽  
And Training ◽  
Practical Implications

Purpose The purpose of this paper is to describe a revised approach describing occupational competence, with particular reference to its application in two European countries at the level of specific occupational fields and in relation to the models used in national vocational education and training (VET) systems. Design/methodology/approach An Erasmus+ project involved partners in five countries developing and trialling competence standards, following principles developed from approaches that have recently emerged in some British self-governing professions. Findings The model used in the project avoids the narrowness that was characteristic of earlier British approaches to occupational competence. It provides a template that can be used for articulating the essentials of practice, including in emerging fields and those that cut across professions and occupations. It is also flexible enough to provide underpinnings for different types of VET system without making assumptions about the way that economies, labour markets and education systems are organised. Practical implications A number of factors are outlined that improve the applicability of practice-based competence descriptions, including starting from occupational fields rather than job roles, focussing on the ethos and core activities of the field, and using concise and precise descriptions that are not limited to specific roles and contexts. Originality/value A tested, practice-based model of competence is put forward that can be applied at the level of broad professional or occupational fields, is neutral in respect of national labour markets and educational systems, and offers a means of developing a common “language” of competence at a European level.

Using errors as a key training source

2018 ◽  
Vol 32 (3) ◽  
pp. 22-24
Keyword(s):  
Instructional Strategies ◽  
Design Methodology ◽  
Reading Time ◽  
Learning Activities ◽  
Vocational Education And Training ◽  
Positive Approach ◽  
Content Type ◽  
Pertinent Information ◽  
And Training ◽  
Practical Implications

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Errors can serve as a valuable source of learning if a positive approach is adopted. Practitioners are able to use and exploit a range of learning activities as instructional strategies that can enhance learning in vocational education and training (VET) contexts. Practical implications The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent, information and presenting it in a condensed and easy-to-digest format.

scholarly journals Apprenticeships in Germany: modernising the Dual System

2005 ◽  
Vol 47 (4/5) ◽  
pp. 312-324 ◽  
Author(s):  
Thomas Deissinger ◽  
Silke Hellwig
Keyword(s):  
Vocational Education ◽  
Design Methodology ◽  
Dual System ◽  
Vocational Education And Training ◽  
Content Type ◽  
Partial Failure ◽  
Reform Agenda ◽  
The Face ◽  
History Of ◽  
And Training

PurposeThis paper proposes to investigate the modernisation of the German Dual System for apprenticeships.Design/methodology/approachThe paper looks at the history of the development of the Dual System and looks at the challenges it faces today.FindingsThe paper finds that Germany, with its long‐standing tradition of dual apprenticeships and the reputation of maintaining its practices rather than changing them, has joined the vocational education and training reform agenda. It also finds that reforms seem inevitable in the face of a partial failure of the traditional mechanisms operating within the existing apprenticeship system.Originality/valueThis paper is useful in highlighting the challenges faced by a traditional apprenticeship system.

Workplace learning for pre – service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Theresa Chinyere Ogbuanya ◽  
Taiwo Olabanji Shodipe
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Workplace Learning ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Quality Teaching ◽  
Content Type ◽  
Technical Vocational Education ◽  
And Training

Purpose With critical reviews of previous studies in workplace learning, this paper aims to investigate workplace learning for pre-service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development. Design/methodology/approach The study adopted multistage sampling technique to select sample for the study. Empirical analysis was adopted to analyse the data collected from technical vocational education and training pre-service teachers. Findings The result of the study revealed that the constructs of social learning theory had a stronger linkage with the constructive teaching than traditional management. Originality/value This study emphasizes the need to adequately train pre-service teachers on instructional delivery processes, building strong relationship with learners and build the ability to organize and execute necessary actions required to successfully carry out a specific educational task in a particular context.

Understanding the foundations of global competitive advantage of nations

2018 ◽  
Vol 28 (5) ◽  
pp. 503-517 ◽  
Author(s):  
Luis Farinha ◽  
Sara Nunes ◽  
João J. Ferreira ◽  
António Fernandes
Keyword(s):  
Competitive Advantage ◽  
Design Methodology ◽  
Development Stage ◽  
World Economic Forum ◽  
Content Type ◽  
Technological Readiness ◽  
Economic Competitiveness ◽  
The World ◽  
World Economic ◽  
And Training

Purpose This paper focuses on the issue of global competitive advantage of nations, based on the dimensions analyzed by the World Economic Forum in assessing the economic competitiveness of a large sample of countries. From the different stages of development of the countries, this study aims to help us to recognize what variables better explain the global competitive advantage of economies. Design/methodology/approach Following quantitative analysis, results based on PLS show what dimensions within each economic development stage best explain the global competitive advantage of economies. Findings Beyond the institutions, infrastructure and regulation of the markets, higher education and training, the technological readiness, the business sophistication and innovation contribute greatly to explain the competitive advantage of economies. Originality/value Understanding the drivers of global competitive advantage of nations, this study may help academics to conduct new studies, as well as politicians to define intervention priorities.

scholarly journals The general technological competency model for vocational teachers in Kazakhstan

2021 ◽  
Vol 13 (4) ◽  
pp. 574-588
Author(s):  
Zaure Shagataeva ◽  
Yernazar Kaspaevich Sarbassov ◽  
Erkegul Seminar ◽  
Marianna Amangeldyevna Sydykbekova ◽  
Ardak Tolegenovna Kydyrbaeva
Keyword(s):  
Vocational Education ◽  
Online Survey ◽  
Numerical Data ◽  
Education And Training ◽  
Training System ◽  
Educational Process ◽  
Vocational Education And Training ◽  
Vocational Teachers ◽  
Technological Competency ◽  
And Training

Like in many Global South countries, the vocational education and training system in Kazakhstan has some weaknesses, including low-competent educators poorly applying digital technologies in their instructional repertoire, which highlights the need for motivating teachers towards incorporating technologies representing students' everyday life in the educational process. Meanwhile, there are no practically applicable competency frameworks for Kazakhstani vocational teachers to date. This paper aimed to gather students’ opinions on which skills are more or less important for vocational educators to outline a technological competency framework for Kazakhstani vocational teachers based on Digital Competency Profiler, with content validity tested by five experts. A set of nineteen items measured on a five-point Likert scale, organized into technical, communicational, informational, and epistemological domains, was uploaded to an online survey platform and distributed among Master degree students enrolled in vocational programs in Kazakhstan. Based on survey data, the construct validity of the model was assessed by confirmatory factor analysis, which yielded high entire reliability and internal consistency. The learners assigned importance to all the four domains. However, they estimated vocational teacher’s ability to utilize productivity tracking tools as almost futile, which allegedly indicates the surveyees’ insufficient awareness about those applications and their purposes. Generally, the participants tend to prioritize vocational educators’ capacities to process mathematical computations, visualize numerical data, and operate with electronic text files and projectors, as well as their readiness for effective communication through messengers and electronic mail. The framework that emerged from this research can be used as a blueprint for synchronizing and improving educational programs in Kazakhstan.   Keywords: education; survey; technology; ICT; vocational education and training.

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