scholarly journals Research in International Transfer of Vocational Education and Training – A Systematic Literature Review

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
Miriam Toepper ◽  
Olga Zlatkin-Troitschanskaia ◽  
Carla Kühling-Thees
Keyword(s):  
Literature Review ◽  
Vocational Education ◽  
Systematic Literature Review ◽  
Success Factors ◽  
Recipient Country ◽  
Education And Training ◽  
Vocational Education And Training ◽  
The Individual ◽  
Analytical Approaches ◽  
And Training

Context: The transfer of vocational education and training (VET) has a long tradition and can be based on various conceptual and methodical approaches. Transfer process and success can be influenced by numerous factors at different levels (systemic, institutional and individual). However, the existing research on the challenges and success factors of VET transfer is very heterogenous and fragmented. Method: To provide a comprehensive and structured overview of the current state of the international research on transfer in the context of VET, we conducted a literature review, which is presented here. Using the method of systematic literature review, a total of 231 studies were found and 41 studies were selected based on the defined criteria for full text analysis. Findings: Various specific research foci and analytical approaches used on the included studies were identified and documented. The transfer of a dual VET system or its elements is based on different approaches and perspectives of the recipient country and the transferee. Major challenges for the transfer of dual VET systems include the social reputation of VET in the recipient countries and (language- and culture-related) communication difficulties between the involved parties. For a successful transfer of VET, a deeper knowledge of the contextual conditions in the recipient country are of particular importance, as well as a close, longstanding cooperation between the involved parties. Conclusion: The generated knowledge about key contextual conditions at the individual, company and systemic level in the context of VET transfer can provide a valuable basis for future VET cooperation. 

scholarly journals International Vocational Education and Training Research: An Introduction to the Special Issue

2021 ◽  
Vol 8 (4) ◽  
pp. 1-15
Author(s):  
Michael Gessler ◽  
Sandra Bohlinger ◽  
Olga Zlatkin-Troitschanskaia
Keyword(s):  
Vocational Education ◽  
Comparative Research ◽  
Recipient Country ◽  
Education And Training ◽  
Policy Transfer ◽  
Social Representation ◽  
Vocational Education And Training ◽  
Special Issue ◽  
Wide Range ◽  
And Training

The seven articles in this special issue represent a wide range of international comparative and review studies by international research teams from China, Germany, India, Russia, Switzerland and Mexico. The presented projects are part of the national program "Research on the Internationalisation of Vocational Education and Training", funded by the German Federal Ministry of Education and Research (BMBF).  An adapted version of Urie Bronfenbrenner’s ecological systems theory forms the conceptual framework of the special issue. The four system levels (micro, meso, exo and macro) are addressed by one article each. The article on the microsystem level focuses on the intended and implemented curricula in a cross-country comparison of China and Russia. The article on the mesosystem level aims at the development of a quality management model for vocational education and training (VET) institutions in India. At the exolevel, the regional structures of the education and employment systems in Mexico, particularly the cooperation between schools and companies in the hotel industry, are investigated. At the macrosystem level, the social representation of non-academic labour in Mexico is examined in terms of cultural artefacts. Furthermore, three overarching review studies systematise relevant research developments and approaches. The topics of the three review studies are European VET policy, transfer of VET and VET research. The scope ranges from the development of a comparative research tool to a summary analysis of over 5,000 individual publications. Given the broad scope and heterogeneity of the findings, a summative conclusion would hardly be appropriate. Nevertheless, with regard to the model of the ‘triadic conception of purposes in comparative VET research’ that represents a heuristic for describing the purposes of international VET research, we conclude with an emphasis on a need of more criticality. In this context, one finding can be pointed out as an example: One review study found that most studies (here, with reference to VET transfer) refer to the recipient country without a comparative perspective. Thus, there is a clear demand for more comparative research following a critical-reflective approach. 

scholarly journals Educational software design: A literature review

1995 ◽  
Vol 11 (1) ◽  
Author(s):  
Gennaro Pellone
Keyword(s):  
Literature Review ◽  
Vocational Education ◽  
Software Design ◽  
Best Practice ◽  
Educational Software ◽  
Education And Training ◽  
Vocational Education And Training ◽  
And Training

<span>The aim of this literature review is to outline the context of theory in designing educational software for vocational education and training, and to give an account of the significance of the "key ingredients" which constitute best practice.</span>

scholarly journals Vocational education and training for African development: a literature review

2019 ◽  
Vol 72 (4) ◽  
pp. 465-487 ◽  
Author(s):  
Simon McGrath ◽  
Presha Ramsarup ◽  
Jacques Zeelen ◽  
Volker Wedekind ◽  
Stephanie Allais ◽  
...  
Keyword(s):  
Literature Review ◽  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
African Development ◽  
And Training

scholarly journals Utilization of Web-Based Services and Applications for Educational Purposes in Vocational Education and Training (VET)

2018 ◽  
pp. 38
Author(s):  
Dimitrios Kotsifakos ◽  
Dimitrios Magetos ◽  
Christos Douligeris
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Educational Needs ◽  
Vocational Education And Training ◽  
Web Based ◽  
Individual School ◽  
On Line ◽  
Analysis Design ◽  
The Individual ◽  
And Training

This paper introduces new web-based tools that can assist the teaching of Informatics courses in a Vocational Education and Training (VET) environment. In order to be able to utilize these tools for educational purposes, a web-based information system needs to be created (analysis, design, implementation, check). Such systems take advantage of already available on-line software which does not require an installation on a localized server, i.e. the installation of software at the individual school Informatics laboratories. This approach meets the educational needs of the courses, and avoids possible costly in terms of time and resources malfunctions. The tools we introduce can thoroughly cover the educational needs of modern Informatics courses which are taught during Vocational Training in accordance with the analytical schedule of the last three grades of Lyceum as well as afterwards.

scholarly journals Assessment of the regulatory impact of a normative act as a pedagogical tool for the formation of a student's legal culture

2020 ◽  
Vol 3 (5) ◽  
pp. 85-99
Author(s):  
Konstantin S. Yadryshnikov ◽  
Keyword(s):  
Vocational Education ◽  
Legal Culture ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Educational Institutions ◽  
Regulatory Impact ◽  
Technical And Vocational Education ◽  
Definition Of ◽  
The Individual ◽  
And Training

This article examines the problems of forming the legal culture of the students’ personality when teaching legal disciplines (on the example of educational institutions of Technical and Vocational Education and Training) with the use of pedagogical meth-ods - assessing the regulatory impact of a normative act. The paper provides an over-view of the application of regulatory impact assessment in various spheres of public life. The author substantiates the possibility and necessity of using the assessment of the regulatory impact of a normative act in pedagogy, as an independent pedagogical methodology. The necessity of forming the legal culture of a student's personality is revealed, the semantic load of the definition of «legal culture» is considered and the optimal definition of the concept is selected for use in this study. The paper proposes a relatively new pedagogical methodology for teaching legal disciplines, with the help of which the goals of education are realized and at the same time the legal culture of the individual is formed. The results of the effective application of the methodology for assessing the regulatory impact of a normative act (on the example of teaching students of Technical and Vocational Education and Training), expertise that is formed at the same time among students, are presented. The features of the application of the methodology for assessing the regulatory impact of the normative act are indicated, as well as the difficulties that the teacher should take into account when using this pedagogical toolkit. The conclusion is made about the possibility of applying the methodology for assessing the regulatory impact of a normative act in educational institutions of all types.

scholarly journals What Influences Participation in Non-formal and Informal Modes of Continuous Vocational Education and Training? An Analysis of Individual and Institutional Influencing Factors

2020 ◽  
Vol 11 ◽  
Author(s):  
Julia Lischewski ◽  
Susan Seeber ◽  
Eveline Wuttke ◽  
Therese Rosemann
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Further Education ◽  
Individual Development ◽  
Vocational Education And Training ◽  
Success Factor ◽  
Industrialized Countries ◽  
Related Factors ◽  
The Individual ◽  
And Training

Participation in further education is a central success factor for economic growth and societal as well as individual development. This is especially true today because in most industrialized countries, labor markets and work processes are changing rapidly. Data on further education, however, show that not everybody participates and that different social groups participate to different degrees. Activities in continuous vocational education and training (CVET) are mainly differentiated as formal, non-formal and informal CVET, whereby further differences between offers of non-formal and informal CVET are seldom elaborated. Furthermore, reasons for participation or non-participation are often neglected. In this study, we therefore analyze and compare predictors for participation in both forms of CVET, namely, non-formal and informal. To learn more about the reasons for participation, we focus on the individual perspective of employees (invidual factors, job-related factors, and learning biography) and additionally integrate institutional characteristics (workplace and company-based characteristics). The results mainly show that non-formal CVET is still strongly influenced by institutional settings. In the case of informal CVET, on the other hand, the learning biography plays a central role.

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