scholarly journals The State-of-the-Art of Collaborative Technologies for Initial Vocational Education: A Systematic Literature Review

2018 ◽  
Vol 5 (1) ◽  
pp. 19-41
Author(s):  
Beat A. Schwendimann ◽  
Bram De Wever ◽  
Raija Hämäläinen ◽  
Alberto A. P. Cattaneo
Keyword(s):  
Vocational Education ◽  
Collaborative Writing ◽  
Vocational Education And Training ◽  
Direct Result ◽  
Future Research ◽  
Technology Enhanced Learning ◽  
Learning Context ◽  
Computer Supported Collaborative Learning ◽  
Collaboration Skills ◽  
Vocational Learning

Future workplaces require collaboration skills in which members of different work communities use technologies to solve complex problems. Vocational education and training (VET) programs need to meet the challenge to prepare students to be part of a competent workforce. Particularly initial vocational education is under pressure to develop learners’ collaboration skills and abilities. To date, however, no attempt has been made to perform a comprehensive review of the use of computer-supported collaborative learning (CSCL) technologies across different vocational education settings to account for contextual factors of VET. In this systematic review, 26 published studies were analyzed with respect to their demographics, research methodology, use of technology, and measured outcomes. This review illuminates that research on CSCL still leaves the vocational learning context as an under-represented field of study. At the same time, technologies offer a range of new types of learning possibilities for vocational education. As the direct result of that development, vocational education is increasingly taking place in new technology-enhanced learning settings. Education can benefit from the opportunities of CSCL technologies, but on the other hand, such technologies create new challenges for facilitating vocational learning. Therefore, this review also identifies three topic areas specific to vocational learning (collaborative writing-to-learn, simulations and game-like solutions, and tangible objects) and enumerates desirable lines for future research.

scholarly journals SOCIAL DIALOGUE AND PARTNERSHIP IN VOCATIONAL EDUCATION AND TRAINING

2015 ◽  
Vol 3 (1) ◽  
pp. 81-88
Author(s):  
Zoran Velkovski ◽  
Elena Rizova
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Lessons Learned ◽  
Vocational Education And Training ◽  
Open Market ◽  
Learning Context ◽  
Social Dialogue ◽  
Republic Of Macedonia ◽  
The Republic ◽  
And Training

Vocational education and training systems in the Republic of Macedonia have been put under strong pressure for modernisation in the last decades. In addition to economic and political globalisation, technological innovations brought rapid changes in the type of jobs and the content of labour in the national economies, which lead to change of the demand for qualifications and new skills on an on-going basis; the open market and migration expanded opportunities for work within and between countries, and the complexity of the demand for new skills on the labour market have dramatically begun affecting and shaping the structure, organisation and content of vocational education and training.This report is based on the experiences from the collaborative approach applied in the development of the Strategy for Vocational Education and Training in a Lifelong Learning Context for the Republic of Macedonia, implemented through a process of consultation with a broad stakeholder basis. It addresses the participants in the process, the steps undertaken to ensure involvement of stakeholders and ultimately ownership over the process (or its components), the obstacles encountered and steps undertaken to address them, the problems, their causes and proposals for preventing and/or eliminating them, as well as the lessons learned and recommendations for further development of the social dialogue and partnership. 

scholarly journals A Tale of Two Nations: An Examination of Technical and Vocational Education and Training (TVET) in England and Ireland in the Second Half of the 19th Century against the Background of the Low Standing of TVET in Contemporary Education Systems

2020 ◽  
pp. 28-41
Author(s):  
Terry Hyland
Keyword(s):  
Vocational Education ◽  
19Th Century ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Future Research ◽  
Philosophical Perspective ◽  
Technical And Vocational Education ◽  
The 19Th Century ◽  
Vocational Studies ◽  
And Training

A number of recent studies have pointed to the historically low standing of vocational education against liberal/academic studies in schools and colleges, a status which shows little sign of improvement. Various perspectives on the causes of this state of affairs have been advanced over the years, and philosophical, historical, economic and political factors have been examined in depth.  Adopting a predominantly historical/philosophical perspective, this article attempts to throw light on current debates by examining the development of technical and vocational education and training (TVET) in England in the second half of the 19th century, and comparing this with educational developments in this field in Ireland which was then a colony of the British Empire and, after 1801, part of the United Kingdom.  It is intended that, through the analysis of contrasting cultures and politico-economic systems, the origins of the differential status of vocational and academic pursuits can be highlighted with a view to suggesting ways of enhancing the standing of vocationalism. There has never been a more urgent time for this form of historical and philosophical policy review since the subordinate status of vocational studies stands in the way of much-needed curriculum and pedagogical reform in educational systems around the world.  In conclusion, a number of suggestions are made in relation to the need for a more holistic conception of TVET which pays due attention to the practical and psychomotor aspects of the field emphasised in current approaches to the revival of craft and manual skills and strategies. Future research in the field would do well to take into account emerging studies on craft and manual learning, in addition to attending to the 19th century origins of vocational courses and strategies.

scholarly journals Analysis of the current state of distance learning in the vocational education and training institutions

2020 ◽  
Vol 166 ◽  
pp. 10010
Author(s):  
Larysa Petrenko ◽  
Svitlana Kravets ◽  
Oleksandr Bazeliuk ◽  
Liudmyla Maiboroda ◽  
Ivan Muzyka
Keyword(s):  
Distance Learning ◽  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Teaching Staff ◽  
Skilled Workers ◽  
Current State ◽  
Training Institutions ◽  
Vocational Learning ◽  
And Training

The article presents the clarified concepts’ system in the context of the stated research theme, the current state of skilled workers’ and junior specialists’ distance learning in the Ukrainian vocational education and training institutions. The received data shows: education institutions’ regional affiliation and profiles; education institutions’ teaching staff experience in using distance learning technologies in teaching; their assessment of prospects of distance learning implementation in the Ukrainian VET system; teaching staff willingness to improve their distance learning technology mastering. The empirical data were obtained, analysed and systemized by conducting the e-survey using Google Forms web-service with restricted access to the form. The results of the SWOT analysis are presented; distance vocational learning implementation strengths, problems, opportunities and threats are summarized. The levels of teachers’ readiness to implement distance vocational learning are revealed by diagnosis results. The proposals concerning the constructive solution of distance learning implementation in the skilled workers’ and junior specialists’ vocational education and training system are formulated and presented.

scholarly journals Recommender systems to support learners’ Agency in a Learning Context: a systematic review

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Michelle Deschênes
Keyword(s):  
Systematic Review ◽  
Recommender Systems ◽  
User Satisfaction ◽  
Learning Performance ◽  
Learning Goals ◽  
Future Research ◽  
Technology Enhanced Learning ◽  
Learning Context ◽  
Policy And Practice ◽  
Evidence For Policy

Abstract Recommender systems for technology-enhanced learning are examined in relation to learners’ agency, that is, their ability to define and pursue learning goals. These systems make it easier for learners to access resources, including peers with whom to learn and experts from whom to learn. In this systematic review of the literature, we apply an Evidence for Policy and Practice Information (EPPI) approach to examine the context in which recommenders are used, the manners in which they are evaluated and the results of those evaluations. We use three databases (two in education and one in applied computer science) and retained articles published therein between 2008 and 2018. Fifty-six articles meeting the requirements for inclusion are analyzed to identify their approach (content-based, collaborative filtering, hybrid, other) and the experiment settings (accuracy, user satisfaction or learning performance), as well as to examine the results and the manner in which they were presented. The results of the majority of the experiments were positive. Finally, given the results introduced in this systematic review, we identify future research questions.

Indigenous Students and Vocational Education and Training in Schools: Ladder of Opportunity or Corrugated Iron Ceiling?

2005 ◽  
Vol 49 (2) ◽  
pp. 169-181 ◽  
Author(s):  
Sue Helme
Keyword(s):  
Vocational Education ◽  
Good Practice ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Indigenous Students ◽  
Educational Disadvantage ◽  
Key Aspects ◽  
Vocational Learning ◽  
And Training

Indigenous students complete secondary education at about half the rate of non-Indigenous students, yet are twice as likely to participate in Vocational Education and Training (VET) in Schools subjects. This paper explores the reasons for this phenomenon. It draws on data from two national studies: a survey of 20 000 young people and their experience of vocational learning, and a qualitative study that included interviews with 118 Indigenous VET in Schools students and 160 school staff and other stakeholders. It discusses the role of VET in addressing the needs and aspirations of Indigenous students, and identifies key aspects of good practice in the provision of VET for Indigenous students. The paper argues that VET in Schools cannot succeed as a ‘stand alone’ solution to the problem of Indigenous educational disadvantage, but must be offered within the context of educational provision that accommodates the diverse educational needs and aspirations of Indigenous students.

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