scholarly journals A new way of agricultural farm work in the educational facilitation of dual education between vocational education and upper secondary school curricular programs

2020 ◽  
pp. 935-946
Author(s):  
Pakkapong POUNGSUK
Keyword(s):  
Secondary School ◽  
Vocational Education ◽  
Upper Secondary School ◽  
Farm Work ◽  
Upper Secondary ◽  
Agricultural Farm

scholarly journals Vietnamese Students’ Perception and Loyalty towards an Image of Vocational Education and Training

2014 ◽  
Vol 5 (4) ◽  
pp. 228-238
Author(s):  
Vi Hoang Dang
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Vocational Education ◽  
Industrial Development ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Vocational Students ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
And Training

Stakeholders’ perceptions towards a career in vocational education and training (VET) in Vietnam negate the country’s industrial development plan. During the last 15 years, the Vietnamese Governments investment in to the sector increased annually. However, parents and their children still pursue the goal of higher education via the mainstream rather than a career path way using the vocational education and training system. Although stereotypical views of vocational students are being challenged, Confucian ideology maintains some influence over stakeholders’ educational decisions leading to the sustained popularity of higher education. This study explores the perceptions of students on the image of and their loyalty towards vocational education and training. A sample of 300 lower secondary school, 300 upper secondary school, and 300 vocational students was drawn from across the Northern and Southern regions of Vietnam. A survey questionnaire was used to collect data and mean analysis conducted to explore the data. The findings indicate that agreement with statements about facilities and equipment, teacher’s ability, curriculum, and soft skills are the clearest indicators of enhanced perceptions about the image of vocational education and training. Encouragement from parents appears most influential to positively affecting lower secondary students’ loyalty. Unexpected was that vocational students had less interesting continuing in vocational education and training compared to lower and upper secondary school students inclination towards a career in VET. First-hand experience seemingly leads to diminished perceptions and loyalty towards vocational education.

The development of gendered occupational aspirations across adolescence: examining the role of different types of upper-secondary education

2020 ◽  
Author(s):  
Ariane Basler ◽  
Irene Kriesi ◽  
Christian Imdorf
Keyword(s):  
Secondary School ◽  
Vocational Education ◽  
Education And Training ◽  
Gender Segregation ◽  
Occupational Aspirations ◽  
Vocational Education And Training ◽  
Childhood And Adolescence ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
And Training

Gender-typical educational and occupational goals are an important precursor of educational gender segregation and unequal opportunities of men and women in the labour market. However, little is known about how gender-typical aspirations develop during childhood and adolescence. Drawing on identity and opportunity arguments from a developmental perspective, this paper attempts to fill this gap by examining whether and to what extent gender-typical aspirations change during adolescence and how track allocation in secondary school is related to the development of gendered occupational aspirations between the ages of 15 and 21. The analyses are based on the Swiss Longitudinal Survey of Children and Youth. They include an observation span of six years, during which respondents were surveyed at the ages of 15, 16, 18 and 21.The findings show that gender-typical occupational aspirations were most prevalent at the age of 15. Their level and development differed by upper-secondary school track and gender. Young men’s aspirations were considerably more gender-typical than those of young women. Aspirations became less gender-typical for women in baccalaureate school and in initial vocational education and training programmes with high academic requirements and, in particular, for young men who entered vocational education and training with low requirements. Overall, our results support the assumption that changes in gender-typical aspirations during adolescence are the result of an interplay between opportunity structures offered by the upper-secondary school track, identity and status considerations.<br />Key messages<br /><ul><li>The development of occupational aspirations differs by upper-secondary track and by gender.</li><br /><li>Gender-typical occupational aspirations are most prevalent at the age of 15.</li><br /><li>Identity formation, perceived opportunities and status considerations may provide an explanation.</li></ul>

scholarly journals Yhdeksäsluokkalaisten vieraan kielen oppimismotivaatioprofiilien ja arvosanan yhteydet peruskoulun jälkeisiin jatkosuunnitelmiin -

2021 ◽  
Author(s):  
Teija Kangasvieri
Keyword(s):  
Secondary School ◽  
Vocational Education ◽  
Basic Education ◽  
Language Education ◽  
Upper Secondary School ◽  
Education Choice ◽  
Language Studies ◽  
Upper Secondary ◽  
Motivational Profiles ◽  
The Relationship

In this article I explore the relationship between Finnish ninth graders’ L2 motivational profiles, language grades and future study plans after basic education. The aim of the study is to critically explore the relationship between motivation and language grades and reflect on the possible implications of this for language education policies. The statistically representative data was collected with an e-questionnaire (n=1 206). For this study, I analysed those who planned to continue their studies to general upper secondary school or vocational education after basic education, and who submitted their language grade (n=981). In earlier analyses of the study (Kangasvieri, 2019), five motivational profiles were found: the least motivated, averagely motivated with low anxiety, averagely motivated, the most motivated and students with high anxiety. In this study, the connection between these motivational profiles and students’ education choice is explored, taking into account the effect of grades. A logistic regression analysis was conducted. The results show that the probability to continue to general upper secondary school or vocational education in each motivational profile depends on the grade. The model explains about 30 percent of the students’ educational choices. Additionally, the results show that the more motivated the student is in his/her language studies, the higher grade he/she feels is needed in order to plan to continue to general upper secondary school after basic education. Correspondingly, less motivated students plan to continue to general upper secondary school with poorer grades than more motivated students.

scholarly journals “You’ll just have to practice until you find your own way to do it!” - A narrative study about how teaching is carried out in Technical Vocational Education

2012 ◽  
Vol 8 (1) ◽  
pp. 17-25 ◽  
Author(s):  
Veronica Bjurulf
Keyword(s):  
Secondary School ◽  
Vocational Education ◽  
Empirical Data ◽  
Role Models ◽  
Upper Secondary School ◽  
Narrative Study ◽  
Upper Secondary ◽  
Semistructured Interviews ◽  
Technical Vocational Education ◽  
The Way

This article examines how different arenas contribute to students’ learning in the Energy Programme and the Industry Programme at Swedish upper secondary school. The empirical data consists of semistructured interviews with three students and observations of the students, two teachers and three supervisors, focusing on how the teaching is carried out in school and workplaces, respectively. Theresult shows that the teaching in school and at the workplaces is carried out in different ways during students’ vocational education. In school the learning is influenced by the teachers’ acting as role models. This means that the teaching is normative in the sense that the teachers are demonstrating how to do. At the workplaces, the teaching differs between different supervisors and the learning is influenced by the supervisor’s daily agenda and in the way the supervisor gives instructions.

Sign in / Sign up

Export Citation Format

Share Document