Disruption of qualifications in manufacturing: challenges and prospects

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Vidmantas Tūtlys ◽  
Georg Spöttl
Keyword(s):  
Human Resource Development ◽  
Curriculum Design ◽  
Design Education ◽  
Industrial Revolution ◽  
Education And Training ◽  
Engineering Industry ◽  
Vocational Education And Training ◽  
Holistic View ◽  
Content Type ◽  
And Training

Purpose This paper aims to disclose the implications of the 4th Industrial Revolution for vocational and professional qualifications and their systems. It also seeks to enhance more active discussion of experts and researchers about the change of vocational and professional qualifications created by the advent of the 4th Industrial Revolution. Design/methodology/approach Research is based on the case studies of the design and development of vocational and professional qualifications focused on the skills requirements of the 4th Industrial Revolution. There are analyzed and compared two cases of the international (EU) projects aiming to design and implement new qualifications in the metalworking industry and the case of introduction of additional qualifications in Germany. The main research methods include content analysis of the qualifications descriptors and vocational education and training (VET) curricula, a meta-analysis of the research on the implications of Industry 4.0 for VET. Findings The choices of the structure and contents of qualifications and VET curricula in the context of the 4th Industrial Revolution are defined by the specific state of technologies and work organizations in the enterprises, limitations of VET providers, individual skills needs of learners, national and sectoral policies in the field of qualifications and curricula. It requires compromises between the concept of solid qualifications based on the holistic orientation to work processes and the trends toward flexible curriculum; between the design of new qualifications and adjustment of the existing ones, as well as between the individualistic and collective approaches to qualifications. Research limitations/implications The research is focused on the development of qualifications in the manufacturing sector (metalworking and engineering industry). The paper contributes to the theoretical discussions and research of qualifications, competence, VET and human resource development by suggesting a theoretical framework for the analysis of the development of qualifications in the context of the 4th Industrial Revolution, as well as by stressing the importance of holistic view to this development which should comprise both policies and practices of the design of qualifications, curriculum design, education and training and assessment of learning outcomes. Originality/value The paper provides insight into the implications of the 4th Industrial Revolution to the key processes of the national systems of qualifications by referring to the cases of current efforts to adjust qualifications in the metalworking sector and engineering industry. It also suggests possible scenarios for the future development of vocational and professional qualifications in the context of the 4th Industrial Revolution.

Gender in vocational education and training: an integrative review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sarah Ray ◽  
Jill Zarestky
Keyword(s):  
Vocational Education ◽  
Human Resource Development ◽  
Gender Equity ◽  
Empirical Studies ◽  
Theoretical Perspective ◽  
Empirical Work ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Content Type ◽  
And Training

Purpose Vocational education and training (VET) programmes are key contributors to skill and talent development for nations worldwide, as aligned with the UN’s sustainable development goals (SDGs). The purpose of this paper is to explore gender inclusion in VET programmes from an economic feminist (EF) theoretical perspective. Design/methodology/approach This integrative literature review identified and analysed relevant empirical studies to create a more comprehensive representation of supports for global gender equity and economic growth through VET. Findings A gap exists between EF theory, human resource development and VET practices. Consequently, instructor preparation and practice do not adequately contribute to equitable workplaces beyond VET programmes. VET programmes continually struggle to create inclusive environments that support women and challenge masculinized fields and workplace norms. Research limitations/implications This paper limits empirical studies addressing gender in VET. Future empirical work should investigate the value to students, instructors and communities when masculine industry norms are reconstructed and redesigned for gender inclusivity. Practical implications VET advisors and instructors are influential in contextualizing vocational fields for students and influencing students’ career trajectories. Women need more accessible training and employment in traditional masculine industries. Originality/value This comprehensive review of gender in VET can aid in inclusivity efforts of programmes and employers and support nations’ efforts to achieve the UN’s SDGs.

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.

scholarly journals Education and Training for the Fourth Industrial Revolution

2020 ◽  
Vol 26 (1) ◽  
pp. 83-93
Author(s):  
Georg Spoettl ◽  
Vidmantas Tūtlys
Keyword(s):  
Industrial Revolution ◽  
Empirical Studies ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Real Time Control ◽  
Work Processes ◽  
Time Control ◽  
Implementation Level ◽  
And Training

Within the context of the 4th Industrial Revolution as an overall paradigm change, organization and work processes must switch together with automation following and real-time control. This applies to the contents of labor and to the interaction and connection between human and technology. Up to this point, there are only a few empirical studies about how digitized, decentralized and closely connected production system with "Cyber-Physical-Systems" change the task and and competence profiles in the workplace. One outcome will be that intelligent workpieces will manage their way into production themselves. Depending on the implementation level of Industry 4.0 in companies, vocational education and training for the workforce is highly relevant and the vocational systems have to respond to the needs and expectations of the new technological challenges. Successful reactions of the vocational systems towards the 4th Industrial Revolution have to focus on curriculum development, teacher training and training of highly skilled workers. Approaches to fulfill these requirements will be discussed in this paper.

Learning from errors in dual vocational education: video-enhanced instructional strategies

2017 ◽  
Vol 29 (5) ◽  
pp. 357-373 ◽  
Author(s):  
Alberto A.P. Cattaneo ◽  
Elena Boldrini
Keyword(s):  
Error Analysis ◽  
Vocational Education ◽  
Instructional Strategies ◽  
Procedural Knowledge ◽  
Education And Training ◽  
Procedural Learning ◽  
Vocational Education And Training ◽  
Learning From Errors ◽  
Content Type ◽  
And Training

Purpose Starting from the identification of some theoretically driven instructional principles, this paper presents a set of empirical cases based on strategies to learn from errors. The purpose of this paper is to provide first evidence about the feasibility and the effectiveness for learning of video-enhanced error-based strategies in vocational education and training. Design/methodology/approach Four different cases are presented. All of them share the same design-based research perspective, in which teachers and researchers co-designed an (iterative) intervention in the field. Two cases are preliminary investigations, while the other two profit from a quasi-experimental design with at least one experimental condition based on error treatment and a control group. Findings The four cases show the effectiveness of learning from error (and from error analysis). More specifically, they show the validity and flexible adoption of the specific instructional principles derived from the literature review: the use of inductive strategies and in particular, of worked-out examples; the reference to a concrete, possibly personal, experience for the analysis task; the use of prompted writing to elicit self-explanations and reflection; and the use of video for recording and annotating the situation to be analysed. Research limitations/implications The four cases constitute only a starting point for further research into the use of errors for procedural learning. Moreover, the cases presented are focused on learning in the domain of procedural knowledge and not in that of declarative knowledge. Further studies in the vocational education and training sector might serve this research area. Practical implications The paper provides concrete indications and directions to implement effective instructional strategies for procedural learning from errors, especially within vocational education. Social implications Errors are often identified with and attributed to (individual) failures. In both learning institutions and the workplace, this can engender an intolerant and closed climate towards mistakes, preventing real professional development and personal growth. Interventions on learning from errors in schools and workplaces can play a role in changing such a culture and in creating a tolerant and positive attitude towards them. Originality/value The majority of studies about learning from errors are focused on disciplinary learning in academic contexts. The present set of cases contributed to filling in the gap related to initial vocational education, because they deal with learning from errors in dual vocational training in the field of procedural knowledge development. Moreover, a specific contribution of the presented cases relies on the use of video annotation as a support that specifically enhances error analysis within working procedures.

Competence-based vocational education and training (VET)

2017 ◽  
Vol 41 (1) ◽  
pp. 28-38 ◽  
Author(s):  
Christoph Bohne ◽  
Friedhelm Eicker ◽  
Gesine Haseloff
Keyword(s):  
Vocational Education ◽  
Digital Media ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Learning Networks ◽  
Innovative Teaching ◽  
Content Type ◽  
Learning Projects ◽  
And Training

Purpose The purpose of this paper is to develop a vocational scientific constructivist concept meant for shaping competence-based and networked teaching and learning in vocational education and training (VET). Design/methodology/approach VET must enable learners to shape work within the context of conceptions based on the development of society. Refresher trainings cannot realise this. Concepts need a shaping competence-based and networked approach. Teaching and learning networks, learning projects and digital media are the keys to this approach. Findings The focus of the planned concept lies on shaping competence-based teaching and learning. This can be realised with innovative teaching and learning networks. Digital media can support this. The planned concept will be justified. The systematic planning of an exemplary learning project will be discussed. Practical implications This paper lays the ground to evaluate the relevance and range of shaping competence-based and networked teaching and learning. Originality/value The concept was (co-)developed by the University of Rostock. It was tested in first learning projects. These experiences are taken into account. The aim is to emphasise that the intended approach is a justified educational strategy in colleges, companies and other places of learning dealing with VET.

scholarly journals From the Reality of Work to Grounded Work-Based Learning in German Vocational Education and Training: Background, Concept and Tools

2015 ◽  
Vol 2 (3) ◽  
pp. 214-238 ◽  
Author(s):  
Michael Gessler ◽  
Falk Howe
Keyword(s):  
Vocational Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Process Analysis ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Work Process ◽  
Starting Point ◽  
And Training

The "Riga Conclusions" of the European Ministries of Education of 22 June 2015 for the orientation of vocational education and training in Europe are promoting work-based learning as one of five "medium-term deliverables" for the next five years. But: How should and can work-based teaching and learning be designed? Our approach was developed within the German Dual VET System. Therefore it is not surprising that the work reality is for us the major principle for designing curricula and learning settings. As a starting point for developing didactical measures in the field of vocational education and training it is crucial in this approach to identify practices, routines and experiences of skilled workers that are experts for what they are doing. What are those people doing when handling a task, how are they acting, what work objects and tools are they operating with, and what requirements do they have to be aware of? To answer these kinds of questions, the real work in practice must be explored. A useful approach for doing this is a vocational work process analysis. The next step comprises developing a workbased learning project for the classroom. These two steps, vocational work process analysis and work-based learning projects, build the core of the article and enable a grounded work-based learning. Additional the changing priorities of curriculum design in the last century are introduced to reach a better understanding of the background and the actual work-oriented focus in German Dual VET. Our key proposition is: If work-based learning in vocational schools is wanted, the gap between the reality of work and the formal learning settings has to be closed. //

Perception gaps on employable skills between technical and vocational education and training (TVET) teachers and students: the case of the garment sector in Ethiopia

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shoko Yamada ◽  
Christian S. Otchia
Keyword(s):  
Vocational Education ◽  
Addis Ababa ◽  
Education And Training ◽  
Capital City ◽  
Vocational Education And Training ◽  
Oriented Growth ◽  
Content Type ◽  
Teachers And Students ◽  
Technical And Vocational Education ◽  
And Training

PurposeThis article focuses on the perception gaps between teachers and students of technical and vocational education and training (TVET) related to garment production and the reasons behind such gaps. Garment production is the priority sector for the Ethiopian government, which plans to make it the driver of export-oriented growth. At the same time, it is among the programs that demonstrate the lowest employment rates.Design/methodology/approachA questionnaire was developed by the authors. It was completed by 162 students and 53 teachers in garment-related programs of seven TVET colleges in Addis Ababa, the capital city of Ethiopia.FindingsThe findings show that while teachers tend to highlight the importance of practical skills, students desire broader coverage of practical and managerial skills and entrepreneurship. The expectations differ not only based on the person's recognition of labor market conditions but also by the conviction of the efficacy of the education and training system itself. Teachers tend to be persistent on conventional approaches of teaching, while the advanced training on new approaches based on the competency-based training (CBT) significantly impacts on their attitude. Meanwhile, students' perceptions are largely based on their job aspirations and motivations for schooling.Practical implicationsThe authors’ findings may serve to improve the relevance of the Ethiopian Occupation Standards.Originality/valueThe unique feature of this study is that the authors measure skills from multiple dimensions. While the authors examine participants' perceptions of occupation-specific skills, they also analyze the relationships of these perceptions with attitudinal and cognitive skills.

The role of entrepreneurship education and training programmes in advancing entrepreneurial skills and new ventures

2020 ◽  
Vol 44 (6/7) ◽  
pp. 595-614
Author(s):  
Anderson Galvão ◽  
Carla Marques ◽  
João J. Ferreira
Keyword(s):  
Human Resource Development ◽  
Structural Equation ◽  
Positive Impact ◽  
New Ventures ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Content Type ◽  
Entrepreneurial Skills ◽  
Training Programmes ◽  
And Training

Purpose This study aims to understand how entrepreneurship education and training programmes (EETPs) influence the development of entrepreneurial competencies and creation of business ventures. Design/methodology/approach The study included a questionnaire distributed to 103 EETP participants. The data were processed using SmartPLS software to construct a structural equation model. Findings The results show, first, that the respondents’ motivations have a positive impact on participation in entrepreneurship education programmes and company creation. Second, participation in these programmes positively influences individual entrepreneurial orientation and entrepreneurial skills. The findings also include that the entrepreneurship education programme under study has strengthened its participants’ capacities and competencies, making these people more autonomous and facilitating their creation of new businesses. Originality/value This study sought to contribute to a fuller empirical understanding of how EETPs affect their participants’ individual entrepreneurship orientation and capacities (human resource development), thereby fostering company formation and regional development. Theoretical and practical implications are presented, with an emphasis on what needs to be done to improve EETPs.

Industrial standardisation as a driver for cross-national convergence in training processes

2019 ◽  
Vol 43 (7/8) ◽  
pp. 752-766 ◽  
Author(s):  
Ann Lahiff ◽  
Junmin Li ◽  
Lorna Unwin ◽  
Lea Zenner-Höffkes ◽  
Matthias Pilz
Keyword(s):  
Human Resource Development ◽  
Comparative Education ◽  
Participant Observation ◽  
Research Literature ◽  
Vocational Education And Training ◽  
International Regulation ◽  
Content Type ◽  
Business Organisation ◽  
The Impact ◽  
And Training

Purpose The purpose of this paper is to address a gap in the comparative research literature on vocational education and training (VET) and skill formation systems. It examines the impact of international technical standardisation and regulation on the design, organisation and delivery of apprenticeships in the aeronautical and aerospace sectors in England and Germany. Design/methodology/approach The research design was informed by insights from economics, workplace and work-based learning and comparative education. Academic experts in the fields of aerospace and aeronautical standardisation and regulation, VET, human resource development and business organisation were consulted. The generic occupation of “aircraft mechanic” was selected as being the closest match for comparison. Interviews and non-participant observation in workplaces and training centres were carried out involving three companies in England and four in Germany. Findings Findings show that there is considerable convergence across the pedagogical approaches to apprenticeships in England and Germany related to fostering the capacity to take responsibility for the quality of one’s work, to work in and lead teams, and to respond to and work with customers. Increasing international regulation and technical standardisation underpins a shared language about learning through practice in technologically advanced workplaces. Originality/value This paper is original because it turns the lens of inquiry to workplace processes to reveal the level of convergence in training philosophies and practices in an internationally highly regulated sector. It shows how international technical standardisation and regulation is leading to pedagogical innovation. The findings have implications for VET and apprenticeship policy at the national and international level.

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