scholarly journals Challenges in the Digitization of Apprenticeships during the Coronavirus Pandemic: Who Needs Special Assistance?

2021 ◽  
Vol 13 (21) ◽  
pp. 11701
Author(s):  
Melanie Hochmuth ◽  
Alina Nadine Geßler ◽  
Silke Seyffer ◽  
Andreas Frey
Keyword(s):  
Gender Differences ◽  
School Performance ◽  
Mixed Method ◽  
Vocational Training ◽  
Online Teaching ◽  
Internet Access ◽  
Working Life ◽  
School Closures ◽  
Likert Scales ◽  
The Individual

The COVID-19 pandemic has affected all areas of life, including everyday working life. Apprentices are often affected two-fold by the lockdown—school closures make it difficult to learn the theoretical content, while restrictions in the company affect practical work. This article reports the findings of an online mixed-method survey among 167 apprentices on the impacts of the pandemic on dual vocational training in Germany. In the survey, Likert scales were presented visually in a way that was particularly suitable for adolescents. The results show that the schools have had gaps in terms of equipment and online instruction. There was little or no online teaching, and the apprentices had hardly any contact with teachers and were left to work on the material on their own. The majority of apprentices expected their school performance to deteriorate as a consequence of the pandemic. The individual comments in response to open-ended questions also suggest that the digital offerings of vocational schools were inadequate during the first lockdown. At the same time, there were major differences in individual hardware equipment, such as computers, and in the apprentices’ Internet access. The gender differences are particularly interesting, as women tended to be at a disadvantage.

scholarly journals COVID-19 IN INDIA: EDUCATION DISRUPTED AND LESSONS LEARNED

2020 ◽  
Vol 8 (9) ◽  
pp. 1269-1274
Author(s):  
Suryakant Ratan Chaugule ◽  
Keyword(s):  
Digital Divide ◽  
Online Teaching ◽  
Internet Access ◽  
National Sample ◽  
Lessons Learned ◽  
Mobile Internet ◽  
Sample Survey ◽  
School Closures ◽  
Urban Households ◽  
The Government

In India, 320 million students have been affected by COVID-19 school closures, and though the government quickly recommended shifting to online teaching, this ignores Indias immense digital divide-with embedded gender and class divides. The 2017-18 National Sample Survey reported only 23.8 percent of Indian households had internet access. In rural households (66 percent of the population), only 14.9 percent had access, and in urban households only 42 percent had access. And males are the primary users: 16 percent of women had access to mobile internet, compared to 36 percent of men. Young peoples access is even less: A recent news report stated only 12.5 percent of students had access to smartphones. Furthermore, most teachers are ill-equipped for online teaching.

scholarly journals Gender differences in school performance and attitudes toward school

2020 ◽  
Vol 28 (108) ◽  
pp. 741-761
Author(s):  
Carmen Rodríguez Martínez ◽  
Monsalud Gallardo Gil
Keyword(s):  
Gender Differences ◽  
Secondary Students ◽  
School Performance ◽  
Vocational Training ◽  
Cultural Patterns ◽  
Attitudes Toward School ◽  
School Work ◽  
Using Data ◽  
Depth Interviews ◽  
Do So

Abstract In this article we address gender differences in school performance and attitudes towards school using data from national (in Spain) and international evaluation reports and qualitative research to understand the perceptions of post-compulsory secondary students who continue their studies and do so successfully. Using a sample of twenty-six students (12 girls and 14 boys) who study Baccalaureate and Vocational Training, we investigate through in-depth interviews the shaping of feminine and masculine identities defined both in the reproduction of stereotyped cultural patterns as well as in the resistance and rupture. The findings reveal that girls have a clearer commitment to school work, being still very underrepresented in technical studies whose importance in the labour market is greater.

The True Believers

2018 ◽  
Author(s):  
Barbara J. Risman
Keyword(s):  
Gender Differences ◽  
Social Networks ◽  
Social Life ◽  
Gender Ideology ◽  
Macro Level ◽  
Individual Level ◽  
Gender Differentiation ◽  
The World ◽  
The Individual ◽  
Gendered Expectations

This is the first data chapter. In this chapter, respondents who are described as true believers in the gender structure, and essentialist gender differences are introduced and their interviews analyzed. They are true believers because, at the macro level, they believe in a gender ideology where women and men should be different and accept rules and requirements that enforce gender differentiation and even sex segregation in social life. In addition, at the interactional level, these Millennials report having been shaped by their parent’s traditional expectations and they similarly feel justified to impose gendered expectations on those in their own social networks. At the individual level, they have internalized masculinity or femininity, and embody it in how they present themselves to the world. They try hard to “do gender” traditionally.

scholarly journals Examining the Effects of Three Group-Level Metacognitive Scaffoldings on In-Service Teachers’ Knowledge Building

2021 ◽  
pp. 073563312110308
Author(s):  
Fan Ouyang ◽  
Si Chen ◽  
Yuqin Yang ◽  
Yunqing Chen
Keyword(s):  
Small Groups ◽  
Mixed Method ◽  
Peer Interactions ◽  
Knowledge Building ◽  
Group Level ◽  
Question Asking ◽  
Individual Level ◽  
The Individual ◽  
Task Oriented ◽  
Metacognitive Scaffolding

Group-level metacognitive scaffolding is critical for productive knowledge building. However, previous research mainly focuses on the individual-level metacognitive scaffoldings in helping learners improve knowledge building, and little effort has been made to develop group-level metacognitive scaffolding (GMS) for knowledge building. This research designed three group-level metacognitive scaffoldings of general, task-oriented, and idea-oriented scaffoldings to facilitate in-service teachers’ knowledge building in small groups. A mixed method is used to examine the effects of the GMSs on groups’ knowledge building processes, performances, and perceptions. Results indicate a complication of the effects of GMSs on knowledge building. The idea-oriented scaffolding has potential to facilitate question-asking and perspective-proposing inquiry through peer interactions; the general scaffolding does not necessarily lessen teachers’ idea-centered explanation and elaboration on the individual level; the task-oriented scaffolding has the worst effect. Pedagogical and research implications are discussed to foster knowledge building with the support of GMSs.

A Thematic Analysis Of Incivility In Online Classroom: A Study In Indian Context

2021 ◽  
Vol 23 (09) ◽  
pp. 65-84
Author(s):  
Aditi Gupta ◽  
◽  
Anshika Sharma ◽  
Prof. Patiraj Kumari ◽  
◽  
...  
Keyword(s):  
Online Education ◽  
Thematic Analysis ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Questionnaire ◽  
Online Classroom ◽  
School Closures ◽  
Health Crisis ◽  
Academic Activities ◽  
Almost All

The current situation of COVID 19 not only involves global health crisis but also economic and social crises. It has brought about a change in the system of education by conducting all academic activities online. Acc. to ILO, a world of universal distance education (as nearly 94% of learners have faced school closures) is created. Online education is a new concept for most Indians, creates room for incivility. Incivility is defined as a lack of manners, courteousness, and respect which deteriorates the decorum leading to disturbance in teaching and learning of the class. This study is focused on incivility in online teaching and learning. A total of 130 college students from around the country were asked to fill an open-ended online questionnaire to know their views on incivility in the online classroom. The overall thematic analysis resulted in the identification of three themes i.e. reported incidents, possible causes, and measures to reduce incivility in the online classrooms. In the time of pandemic where almost all the dissemination of education is done online to minimize the effect of the pandemic on the education system, incivility is a stumbling block. Therefore, it is important to bring incivility in online education in limelight as tackling incivility is the need of the hour.

De arbeidsparticipatie van Vlaamse scholieren

2014 ◽  
Vol 30 (3) ◽  
Author(s):  
Stef Adriaenssens ◽  
Dieter Verhaest ◽  
Anja Van den Broeck ◽  
Karin Proost ◽  
Dries Berings
Keyword(s):  
Labour Market ◽  
School Performance ◽  
Vocational Training ◽  
Intergenerational Mobility ◽  
Participation Rate ◽  
Student Employment ◽  
Relevant Aspect ◽  
Data Set ◽  
Student Work ◽  
Vocational Schooling

De arbeidsparticipatie van Vlaamse scholieren De arbeidsparticipatie van Vlaamse scholieren Student work is a relevant aspect of the functioning of the labour market and students’ lives. This study estimates the amount and functioning of student labour in Flanders with data from the Student Employment Survey, a data set containing data about 4,018 students from 36 secondary schools. The data set is representative for students in grades 3 to 6 (14-18 years) in Flemish secondary schools.This contribution estimates a participation rate of 60%. Probit and tobit regressions show that participation is positively related to type of education (higher for students in vocational schooling), school performance and age. Students in vocational training are more likely to have technical jobs, which is in line with their educational orientation. Adolescents from a Turkish or Moroccan background participate less and are more likely to have jobs in the lower levels. This is consistent with the suggestion that student work contributes to the lack of intergenerational mobility.

Misperceptions of Friendly Behavior as Sexual Interest: A Survey of Naturally Occurring Incidents

1987 ◽  
Vol 11 (2) ◽  
pp. 173-194 ◽  
Author(s):  
Antonia Abbey
Keyword(s):  
Gender Differences ◽  
Gender Difference ◽  
Sexual Activity ◽  
Sexual Interest ◽  
Large Percentage ◽  
Future Research ◽  
Naturally Occurring ◽  
Retrospective Reports ◽  
Sexual Intent ◽  
The Individual

The studies described in this article examine retrospective reports of naturally occurring misperceptions of friendliness as sexual interest. Previous research has demonstrated that men perceive other people and situations more sexually than women do. The purpose of this research was to examine how this gender difference in perceptions of sexuality is exhibited in actual interactions between women and men. Two surveys of undergraduates were conducted. The results indicated that a large percentage of both women and men had experienced such misperceptions, although more women had than men. Most of these incidents were quickly resolved without problems; however, others involved some degree of forced sexual activity and left the individual feeling angry, humiliated, and depressed. Gender differences in the characteristics of these incidents and reactions to them are described. The implications of these findings for future research on gender differences in perceptions of sexual intent are discussed.

Gendered and extended work: research and policy needs for work in later life

2017 ◽  
Author(s):  
Sarah Vickerstaff ◽  
Debra Street ◽  
Áine Ní Léime ◽  
Clary Krekula
Keyword(s):  
Working Life ◽  
Later Life ◽  
The United States ◽  
Current Policy ◽  
Individual Country ◽  
Life Chances ◽  
Working Lives ◽  
Similarities And Differences ◽  
The Individual ◽  
Extended Work

The conclusion briefly summarises the contributions of each of the individual country chapters; to highlight major cross-national similarities and differences; to emphasise topics where more research is needed to better understand the myriad implications of extended working lives, and to consider some policy directions that could improve prospects for extended working life by countering the increasing polarisation of later life opportunities which current policy trajectories will create. While not denying the materially better conditions in Sweden or the United States than, say, Portugal or Ireland, there is not as much variation across the countries covered as might otherwise have been expected when extended working life is considered through a gendered lens. If older women's disadvantage is to be minimised or addressed, it is certain that the private sector alone cannot accomplish that. Only governments can redistribute resources and life chances in ways that would give future women (and vulnerable men) a fighting chance at good employment in later life and adequate income in old age.

Gender perspectives on extended working life policies

2017 ◽  
Author(s):  
Áine Ní Léime ◽  
Wendy Loretto
Keyword(s):  
Working Life ◽  
Defined Contribution ◽  
Population Policies ◽  
Flexible Working ◽  
Working Set ◽  
The Individual ◽  
Pension Age ◽  
Pension Contribution ◽  
The Uk ◽  
State Pension

This chapter documents international policy developments and provides a gender critique of retirement, employment and pension policies in Australia, Ireland, Germany, Portugal, Sweden, the UK, and the US. It assesses the degree to which the individual country's extended working life policies have adopted the agenda (increasing pension age and introducing flexible working) set out by the OECD and the EU. Policies include raising state pension age, changes in the duration of pension contribution requirements, the move from defined benefits to defined contribution pensions, policies on caring for vulnerable members of the population, policies enabling flexible working and anti-age discrimination measures. An expanded framework is used to assess the degree to which gender and other intersecting issues such as health, caring, class, type of occupation and/or membership of minority communities have (or have not) been taken into account in designing and implementing policies extending working life.

From Critical Theory to Critical Pragmatism: Capability and the Assessment of Freedom

2017 ◽  
Vol 44 (6) ◽  
pp. 937-952 ◽  
Author(s):  
Bénédicte Zimmermann
Keyword(s):  
Critical Theory ◽  
Vocational Training ◽  
Capability Approach ◽  
Critical Power ◽  
Critical Approach ◽  
Critical Pragmatism ◽  
Empirical Inquiry ◽  
Policy Level ◽  
Continuing Vocational Training ◽  
The Individual

This article discusses the implications of the double dimension of the capability concept, which is simultaneously normative and descriptive, in sustaining a critical approach toward freedom. Capability may provide a key concept for critical theory. It may also fuel critical pragmatism as anchored in committed empirical inquiry. Building on John Dewey’s pragmatist account, the article advocates a critical approach that is as much a matter of conceptual yardstick as of empirical inquiry. Taking reforms in the area of French continuing vocational training as a case in point, it demonstrates the analytical and critical power, when it comes to the idea of freedom, of a capability approach confronting three levels of inquiry that are usually investigated separately: the institutional (public policy) level, the organizational (in this case company) level, and the individual (biographical) level.

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