scholarly journals Distribution of students enrolled in upper secondary vocational education by type of vocational programme (2018)

2020 ◽  
Keyword(s):  
Vocational Education ◽  
Secondary Vocational Education ◽  
Upper Secondary ◽  
Vocational Programme

scholarly journals An Example of Designing Modular Vocational Syllabi

2020 ◽  
pp. 17-21
Author(s):  
Panagiotis S Makrygiannis ◽  
A. Paradisi ◽  
T. Tsapelas ◽  
Evangelos C. Papakitsos ◽  
Dimitrios Piromalis
Keyword(s):  
Secondary Education ◽  
Vocational Education ◽  
Modular Design ◽  
Modular Structure ◽  
Secondary Vocational Education ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Education Courses

In this paper, an application in developing a course for secondary vocational education settings in a modular manner is discussed and a number of conclusions are drawn from the process. The application was partly intentional and partly the result of circumstances, as it was realized, being a part of the redesign process of the specialties offered within the sector of Informatics of Vocational Lyceums (upper-secondary education), the schools that offer initial vocational education in Greece. Using modular design is applicable to secondary vocational education courses. It allows for adaptability, reusability and a variety of approaches within a competence-based syllabus. It is also suggested that more courses could benefit from a modular structure, definitely including other advanced laboratorial courses, but possibly even introductory ones.

scholarly journals When Work Comes First: Young Adults in Vocational Education and Training in Norway

2017 ◽  
Vol 4 (3) ◽  
pp. 270-288 ◽  
Author(s):  
Anna Hagen Tønder ◽  
Tove Mogstad Aspøy
Keyword(s):  
Young Adults ◽  
Secondary Education ◽  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Policy Makers ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
And Training ◽  
Vocational Programme

Since reforms implemented in 1994, vocational education and training (VET) in Norway has been integrated and standardized as part of upper-secondary education. When young people enter upper-secondary education at the age of 15 or 16, they can choose either a vocational programme or a general academic programme. The standard model in vocational programmes is 2 years of school-based education, followed by 2 years of apprenticeship training. However, in practice, only a minority follow the standard route and acquire a trade certificate within 4 years. The average age upon completion of a vocational programme in Norway is 28 years, which is among the highest in the OECD. The purpose of this study was to explore personal trajectories within the Norwegian context to gain a better understanding of why people choose to obtain a trade certificate as young adults, instead of following the standardized route, drawn up by policy makers. Qualitative interviews were conducted with 34 people who obtained a trade certificate when they were aged between 25 and 35 years. The study showed that the opportunity to acquire formal VET qualifications through workplace learning provides an important second chance for many young adults in Norway. Based on the findings, we argue that policy makers need to see educational achievement in a long-term perspective and to design institutional structures that support learning opportunities at work, as well as in formal educational settings.

scholarly journals Kariérová adaptabilita

2020 ◽  
Author(s):  
Petr Hlaďo ◽  
Lucia Kvasková ◽  
Lenka Hloušková ◽  
Bohumíra Lazarová ◽  
Stanislav Ježek ◽  
...  
Keyword(s):  
Young Adults ◽  
Czech Republic ◽  
Vocational Education ◽  
Career Counseling ◽  
Longitudinal Research ◽  
Career Adaptability ◽  
The Czech Republic ◽  
Personality Variables ◽  
Secondary Vocational Education ◽  
Upper Secondary

Living in today’s rushed time full of various changes increases the demands on the individual’s ability to adapt to these changes. Career adaptability plays an important role in coping with changing demands in the field of work. What is career adaptability? Why is it important, and what does it affect? The answers to these questions and many others are provided in the monograph, entitled “Career adaptability: Its Forms, Changes, Contexts, and Roles in the Lives of Young Adults Undergoing Upper-Secondary Vocational Education,” which is the first publication written on this topic in the Czech language. In the book, a team of authors presents the construct of career adaptability and the results of unique research carried out in the Czech Republic. In the first part, the reader may find an analytical overview of various concepts of career adaptability and related concepts. The central part of the publication is devoted to the results of quantitatively conducted longitudinal research, which aimed to identify career adaptability and its relationships to several demographic, school, relational, and personality variables in the case of students and later graduates of upper-secondary vocational education—those who are in the crucial stages of their career construction. Many empirical findings concentrated in this book are beneficial not only for the career counseling theories and research on career adaptability but also for vocational education or career counseling practitioners.

scholarly journals Family background and classroom belonging among adolescent students in Finland

2022 ◽  
Author(s):  
Helena Hautala ◽  
Hannu Lehti ◽  
Johanna Kallio
Keyword(s):  
Vocational Education ◽  
Low Income ◽  
Educational Level ◽  
Sense Of Belonging ◽  
Random Effect ◽  
Economic Situation ◽  
Probability Models ◽  
Secondary Vocational Education ◽  
Upper Secondary ◽  
Linear Probability

AbstractWe study whether a family’s economic situation and parental educational level are associated with classroom belonging among students in comprehensive secondary, upper secondary general and upper secondary vocational education in Finland. We also study whether there are educational-level differences in this possible association. We use survey data from the Finnish School Health Promotion study from 2017 (N = 114,528). We conduct random effect linear probability models with schools as the second-level grouping variable. The results show that family’s low economic situation predicts a higher probability of lack of sense of classroom belonging in Finland, despite the country having one of the world’s most equal educational systems and comparably low economic inequality. Neither mother’s nor father’s educational level has any association. A family’s low economic situation seems to predict the lack of a sense of belonging most strongly in comprehensive secondary education and most weakly in upper secondary vocational education. Our results slightly support the proposed significance of context-specific hierarchies in determining the association between economic resources and sense of belonging. A family having a poor economic situation is not reflected in the sense of classroom belonging as strongly in schools where students have a low average economic situation compared to those where students have a high average economic situation. We suggest measures, in addition to alleviating economic inequalities, to support the sense of school belonging, especially for low-income students.

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