The impact of digital technologies on vocational education and training needs

2019 ◽  
Vol 61 (2) ◽  
pp. 222-233 ◽  
Author(s):  
Claudia Achtenhagen ◽  
Leona Achtenhagen
Keyword(s):  
Vocational Education ◽  
Business Models ◽  
Digital Technologies ◽  
Education And Training ◽  
Training Needs ◽  
Vocational Education And Training ◽  
Content Type ◽  
Plant Operator ◽  
The Impact ◽  
And Training

Purpose Currently, the hype surrounding digitalization proclaims that the way in which companies create and capture value will change dramatically. Companies that adjust their business models to embrace digital technologies will need different skill sets and competences. Current research tends to focus on the impact of digital technologies on corporations or more generally the labor market, but the authors lack detailed insights into how companies perceive this development to influence their needs regarding employee qualifications. Therefore, the purpose of this paper is to explore how companies perceive the impact of digital technologies on the education and training needs of current and future employees. Design/methodology/approach This study draws on eight case studies from the food industry. It focuses on one occupation certified within the German “dual system” of vocational education and training (VET), the machine and plant operator with focus on food technology. Findings The findings suggest that the impact of different digital technologies on employees’ job positions, working tasks and training needs is carefully considered in decisions regarding the implementation of digital technologies. Despite some company-specific contingencies, the perceived implications for VET needs are largely similar across the sample. Originality/value This study draws attention to the importance of reviewing VET needs in relation to the decision of implementing digital technologies.

Examining the impact of goal attainment and training goal on overall training satisfaction among vocational education and training completers

2019 ◽  
Vol 61 (4) ◽  
pp. 523-532 ◽  
Author(s):  
Jason Skues ◽  
Sarah-Louise Alexander ◽  
Lisa Wise
Keyword(s):  
Vocational Education ◽  
Goal Attainment ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Content Type ◽  
Learning And Teaching ◽  
Training Satisfaction ◽  
Final Sample ◽  
The Impact ◽  
And Training

Purpose The purpose of this paper was to examine whether there is a relationship between goal attainment and overall training satisfaction among vocational education and training (VET) completers, and in turn whether this relationship varies across the different goals for undertaking training in a VET course. Design/methodology/approach A request was made to the National Centre for Vocational Education Research in Australia for access to the unit record data from the 2016 Student Outcomes Survey. Approval was obtained. The final sample comprised 149,632 students who completed a VET course in 2016, where 55 per cent of the sample were women and the average age was 36.55 years (SD=13.17). Findings Students who achieved or did not yet know whether they had achieved their training goal were more satisfied with their overall training compared with those who partly achieved their goal, who in turn were more satisfied than those who did not attain their goal across the various training goals. However, participants who were training for personal reasons or reasons other than for employment or pursuing further study, and either partly achieved, did not achieve or did not know yet whether they had achieved their training goal reported the lowest levels of training satisfaction, although these participants were still satisfied overall with their training. Originality/value These results highlight the importance of understanding the impact of goals on achievement-related activities and should be used to inform learning and teaching approaches as well as the provision of support services in the VET sector.

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.

Reformed and reduced: Vocational education and structural oppression

2020 ◽  
Vol 12 (3) ◽  
pp. 276-291
Author(s):  
Teressa Schmidt
Keyword(s):  
Vocational Education ◽  
Social Mobility ◽  
Social Theory ◽  
Education And Training ◽  
Critical Social Theory ◽  
Vocational Education And Training ◽  
Competency Based Education ◽  
Competency Based ◽  
The Impact ◽  
And Training

Internationally, vocational education and training (VET) is intended to fulfil important economic and social objectives. There is, however, a concerning discourse relating to funding, esteem, reputation and quality, and questions have been raised about whether social mobility aspirations of the sector’s students are achieved or achievable. This paper argues that rather than resulting from deficiency or fault of VET, these issues are, instead, manifestations of the sector’s structural oppression. Further, unless this oppression is recognised and addressed as an underlying cause, VET’s troubles will remain. While acknowledging the claim may be contentious, the paper applies Freirean philosophy and contemporary critical social theory to examine the case of Australian VET, identifying the oppressive structures and policies which have progressively rendered the sector powerless and lacking the autonomy needed to enact positive and necessary change. It expounds upon Australian VET’s vulnerability to neoliberal educational reform along with the impact of competency based education and training (CBE/T), its reductionist curriculum, and the de-professionalisation of VET, its teachers and the vocations it serves, before proposing that any further reforms must be led from within the sector itself. While the paper focuses on Australian VET, its examination will likely hold meaning elsewhere.

scholarly journals Australian prison vocational education and training and returns to custody among male and female ex-prisoners: A cross-jurisdictional study

2018 ◽  
Vol 52 (1) ◽  
pp. 129-147 ◽  
Author(s):  
Jesse Cale ◽  
Andrew Day ◽  
Sharon Casey ◽  
David Bright ◽  
Jo Wodak ◽  
...  
Keyword(s):  
Vocational Education ◽  
Behavioural Change ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Risk Level ◽  
Male And Female ◽  
Female Prisoners ◽  
The Impact ◽  
The Relationship ◽  
And Training

The current study examined the impact of vocational education and training in the custody setting on returns to custody among Australian adult prisoners from selected jurisdictions. Vocational education and training, education, and behavioural change programme participation in custody and demographic and risk assessment data were provided by correctional services in four Australian states for 10,834 Australian prisoners released from custody in 2010–2011. This information was used to predict returns to custody by 2015–2016. Overall, the results showed that participating in vocational education and training in custody contributed to the likelihood of remaining custody free at two and five years post-release for both male and female prisoners. However, for males the relationship was moderated by risk level. These findings are discussed in the context of developing vocational education and training in prison settings to address the specific needs of individuals and expectation of the wider community.

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 Training in Companies: Educational Practices at the Heart of the World of Work

2019 ◽  
Vol 45 (3) ◽  
pp. 317-336
Author(s):  
Nadia Lamamra ◽  
Roberta Besozzi
Keyword(s):  
Vocational Education ◽  
Compulsory Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Educational Practices ◽  
The People ◽  
The World ◽  
The Impact ◽  
And Training

Abstract In Switzerland, dual vocational education and training, which is practice- and employment-oriented, is the most frequently chosen path after compulsory education. The analysis of the training provided in the company by the people in charge of the apprentices questions the influences of the world of work on educational practices. The analysis of 80 semi-directive interviews highlights the tension between production and training, the different representations of apprentices, and the impact of these two elements on training practices.

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.

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