Elevers formande av arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning

The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasise the students’ perspective as active subjects. Data was collected through observations and interviews with 15 students in their second year of an apprenticeship. An initial qualitative content analysis revealed a pattern of actions that related to both school and work. The result of this analysis was further elaborated with activity theoretical concepts. Thereby dominating rules/norms and tools they made use of, contributed to identifying three potential objects for students’ actions: grades in vocational subjects, development of vocational skills, and inclusion in the workplace community. Depending on what objects the students held as superior and subordinate different outcomes could be achieved – an upper secondary vocational degree, development of vocational skills, and/or being employed while studying. One object did not necessarily exclude the others. It is concluded that the multiple expectations from students, school, and workplaces that coexist in relation to work-based learning need to be continuously communicated among all participants to strengthen the students’ possibility to achieve their desired educational outcome.

Using Augmented and Virtual Reality to Improve Social, Vocational, and Academic Outcomes of Students With Autism and Other Developmental Disabilities

Some individuals with disabilities are unable to work independently and often require additional instruction to complete basic tasks. To prepare students with disabilities for life after school, practitioners need to help them learn the skills necessary to live a happy, productive, and fulfilling life. Two technologies showing promise for such learning are augmented reality (AR) and virtual reality (VR) applications. This chapter will discuss how AR and VR can successfully be used to teach academic, social, and vocational skills to students with disabilities, including research that has been conducted to date. Additionally, guidance is provided for teachers seeking to use AR and VR in classroom and community learning environments. The chapter will conclude with directions for further research and future applications of AR and VR with students with disabilities.

Content beyond Vocational Skills

The goals of this paper are to reveal the process of institutional effects in higher education and to identify those components that can be classified as being beyond vocational skills. The topicality of this analysis is embedded in the transformation of universities, which can create a new framework for students’ socialization process. Two different methods were used during our research: a questionnaire with students (N = 1502) on a nationwide sample in Hungary and 31 interviews with lecturers. According to our empirical findings, the effects of higher education are very complex, and vocational elements are not the only content that is transmitted. Students can perceive the components of moral effects ata high level, and general knowledge has acquired great importance, too. With the help of the lecturers’ interviews, we can identify the most important aims of the teaching process, which extend beyond the vocational elements, and at the same time, the barriers to and possibilities offered by this transmission.

Perceived Influence of Socio-Economic Infrastructure on Vocational Skills Acquisition and Practice Among Youths in Bonny Local Government Area

The study was conducted to investigate the perceived influence of socio-economic infrastructure on vocational skills acquisition and practice among rural youths in Bonny Local Government Area, Rivers State. Three objectives, three research questions and three hypotheses guided the study. The total population of the study was 78,373 rural youths while the sample size was 398 youths sampled from the population using Taro Yeman sample determination model. A structured questionnaire was used to gather data for the study. Data were analyzed using mean and standard deviation , while z-test was used to test the hypotheses at 0.05 level of significance. The findings revealed that youths in Bonny Local Government Area agreed that they were exposed to varied vocational skills training . Also, the respondents agreed that transportation influences their acquisition and practice of vocational skills, and finally, the youths agreed that electricity influences their vocational skills acquisition and practice amongst other. It was then recommended that government should provide more training centres for youths, employment should not be on paper and pen qualifications alone but also on skills acquisition related to the job areas.

ACQUISITION OF VOCATIONAL SKILLS AND KNOWLEDGE AMONG JUVENILE OFFENDERS

Education and skills are important for all individuals, including juveniles in rehabilitation institutions. Therefore, the provision of education and vocational training is an appropriate step for these juveniles. This article aims to explore aspects of the acquisition of knowledge and vocational skills among juveniles in two juvenile rehabilitation institutions. The case study was utilized to explore this issue. The respondents of this study consist of 8 teachers and 15 juveniles, selected through purposive sampling. The data were obtained through an interview session and observation. The findings showed that the juveniles in this study have mastered the vocational skills and educational knowledge as a result of their participation in classes and workshops. Indeed, by providing opportunities to learn knowledge and vocational skills, it brings benefits to juveniles.

Pedagogic competencies of special education teachers in develop vocational skills for students with intellectual disabilities

This study aims to describe the pedagogical competence of teachers in vocational skills for students with intellectual disabilities. Vocational skills teachers at Special Education Schools are required to master the types and characteristics of students with special needs and the basics principles of special education. The research subjects were 37 special schools teachers in West Java Province. The research used a quantitative approach with the type of survey method and used as an evaluative method. This research is intended as validation to measure the effectiveness of the life skills training program model in developing social independence and productive work skills students with mild intellectual disabilities. The research technique used a questionnaire instrument with percentage data processing. The result showed : a) pedagogical competence in planning, qualitatively declare good (88,5 %); b) the understanding of educators to believe the importance of identifying individual programs (90%); c) educators conditioning the initial learning activities well (90%); d) the understanding of educators in competence to carrying out skills education well (90,5%), including: mastery material component development of systematic training strategies; e)reflection of educators by involving participants (87%), follow up by paying attention to completion of the participant’s assignments and by giving directions for enrichment activities or tasks (89%).