Use of skills by upper secondary vocational students who are combining studies and work in and outside of apprenticeships

2015 ◽  
Keyword(s):  
Vocational Students ◽  
Upper Secondary

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.

scholarly journals Self‐rated health, symptoms and health behaviour of upper secondary vocational students by field of study

2018 ◽  
Vol 33 (1) ◽  
pp. 144-155
Author(s):  
Jenni Jaakkola ◽  
Anja Rantanen ◽  
Pauliina Luopa ◽  
Anna‐Maija Koivisto ◽  
Katja Joronen
Keyword(s):  
Health Behaviour ◽  
Vocational Students ◽  
Field Of Study ◽  
Health Symptoms ◽  
Self Rated Health ◽  
Upper Secondary

scholarly journals Do the formative aspects of education really matter for educational assortative mating? Cues from a natural experiment (ACCEPTED in RSSM)

2019 ◽  
Author(s):  
Linus Andersson
Keyword(s):  
Assortative Mating ◽  
Educational Level ◽  
Vocational Students ◽  
Marriage Markets ◽  
Educational Homogamy ◽  
Upper Secondary ◽  
Before And After ◽  
Educational Assortative Mating ◽  
Matching Hypothesis ◽  
Secondary Track

Individuals tend to partner with people of a similar educational level as themselves. According to the matching hypothesis, exposure to education leads to similarity in taste and values, causing educationally similar partners form unions. In this study, I ask if such formative content of education matters for educational homogamy, net of other forces. Evaluating this claim is often difficult because educational level also increases earnings prospects and because marriage markets are structured by educational level - aspects which also lead to educational homogamy. I approach this issue using a semi-experimental design that tentatively holds constant marriage markets and human capital related to education. Using a national reform, I compare the educational assortative mating of upper secondary vocational students who studied under a theoretical curriculum to that of vocational students not exposed to a theoretical curriculum. The reform provides variability in formative education. Yet, it induces no variation in competitive earnings and marriage markets, as students obtain comparable earnings within the same standard upper secondary track. Therefore, effects may be attributed to matching on the formative content of the added theoretical curriculum. Before and after adjusting for selection, I find no effect of an added theoretical curriculum on partnering. The results are discussed in terms of the ambiguity of formative education as an explanation for educational assortative mating.

scholarly journals Vocational students’ meaning-making in school science – negotiating authenticity through multimodal mobile learning

2017 ◽  
Vol 13 (1) ◽  
pp. 52-65 ◽  
Author(s):  
Mette Nordby ◽  
Erik Knain ◽  
Guðrún Jónsdóttir
Keyword(s):  
Mobile Learning ◽  
Meaning Making ◽  
Real Life ◽  
District Heating ◽  
School Science ◽  
Vocational Students ◽  
Semiotic Analysis ◽  
Learning Potential ◽  
Upper Secondary ◽  
Digital Stories

This article presents a qualitative study focusing school science in two vocational classes, upper secondary school, Norway. The fact that many vocational students find little meaning in school science forms the backdrop. The students were introduced to teaching combining an excursion to a district heating plant and classroom lessons, with the use of mobile phones for documentation. Thematic analysis is used to explore the students’ experiences by analysing their behaviour and utterances. A multimodal semiotic analysis is used to examine the students' digital stories. By offering the students teaching in a real life vocational facility, we found that the students engaged in the related school science subject matter. They do perceive the use of phones for documentation as personal authentic and relevant working method. The learning potential arising when the mobile learning bridged the two learning venues overshadowed the possible pitfalls of using smartphones. 

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

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