Emotional and Behavioural Engagement among Spanish Students in Vocational Education and Training

The purpose of this study is to analyse the importance of student engagement in Vocational Education and Training (VET) in Spain. In accordance with this concept, we analyse how emotional engagement (relations with teachers, relations with peers, family support for learning, and perception of family commitment) influences the behavioural engagement (school effort and commitment, school indiscipline) in academic activities of students in basic and intermediate VET. The sample comprises 1180 students (65.4% male), 28.8% in basic VET and 71.2% in intermediate VET, ranging in age from 14 to 19 years. Data analysis bases on linear regression and regression trees enable the prediction of behavioural engagement according to the subdimensions of emotional engagement, sociodemographic characteristics of the subpopulations, and level of studies. Significant differences were found (t(1013.8) = 8.37, p < 0.001) for the variable of sex (a higher value in females), and variable of the level of studies (t(579.1) = 3.60, p < 0.001) in behavioural engagement. All correlations between the indicators for the behavioural and emotional dimensions were significant. The results provide favourable profiles of behavioural engagement related to having good relationships with the teaching staff, being female, and being enrolled in intermediate VET. These findings imply the reorientation of educational intervention.

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Smoke-free-school-hours at vocational education and training schools in Denmark: attitudes among managers and teaching staff – a national cross-sectional study

BMC Public Health ◽

10.1186/s12889-019-7188-0 ◽

2019 ◽

Vol 19 (1) ◽

Cited By ~ 2

Author(s):

Clara Heinze ◽

Anneke Vang Hjort ◽

Peter Elsborg ◽

Helle Terkildsen Maindal ◽

Charlotte Demant Klinker

Keyword(s):

Vocational Education ◽

Education And Training ◽

Cross Sectional Study ◽

Vocational Education And Training ◽

Teaching Staff ◽

Sectional Study ◽

Cross Sectional ◽

Free School ◽

Training Schools ◽

And Training

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SKILL DEVELOPMENT: VOCATIONAL EDUCATION INSTITUTIONS & INDUSTRY ENGAGEMENT IN THE GARMENT AND TEXTILE INDUSTRY

Humanities & Social Sciences Reviews ◽

10.18510/hssr.2020.8455 ◽

2020 ◽

Vol 8 (4) ◽

pp. 561-568

Author(s):

Tri Tran Quang ◽

Nattavud Pimpa ◽

John Burgess

Keyword(s):

Vocational Education ◽

Textile Industry ◽

Skill Development ◽

Education And Training ◽

Garment Industry ◽

Vocational Education And Training ◽

Teaching Staff ◽

Industry Engagement ◽

Garment And Textile ◽

And Training

Purpose of the study: Due to changes in the occupational structure and the new regulations in all global industries, skill development is critical for stakeholders from the local governments and industry persons. This study explores how companies and technical vocational education and training (TVET) institutions in Vietnam can promote new ways of skill development for the future workforce in the garment and textile industry. It aims to address issues that impede collaboration among both parties to promote the development of key future skills in the garment industry. Methodology: Qualitative approach, using personal interview and secondary data, is adopted in this study. The research team conducted 54 semi-structured interviews with key informants in the garment industry and the vocational education and training sector. They include managers, teachers, and trainers, and students, the content analysis was performed in the data analysis process. Main Findings: This study shows some complacencies in strong supports among stakeholders in the garment industry. Training institutions need to be upgrading their teaching staff and their skills, the institution curriculum, and the relationship with industry. Developing a relevant curriculum that meets the required skills is a starting point for TVET institutions in Vietnam. To strengthen the collaboration between institutions and enterprises, the government needs policies that support formal training and ongoing training, allowing the skill development for new employees as well as upgrading the skills of existing employees. Applications of this study: The results of this study can be adopted by TVET institutions aiming at improving their industry engagement and skill-building for future graduates. Moreover, it can be used as a basis for policy development in skill development. Skill gaps are one of the key determinants of training investment made by firms and workers in the garment industry. Given the changing face of the labor market, both workers who are just entering the labor force and those that are already in the workforce have to be willing to learn new skills. Novelty/Originality of this study: The study is specific to the global garment and textile industry, which is important and somewhat underestimate. The findings from this study can also apply to garment and textile from most developing countries aiming at improving their industry-education engagement strategies, by some Governments and policymakers in TVET.

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

E3S Web of Conferences ◽

10.1051/e3sconf/202016610010 ◽

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.

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