scholarly journals Program Coherence and Integration of School- and Work-Based Learning in the Icelandic Dual Vocational Education and Training (VET) System

2020 ◽  
Vol 10 (11) ◽  
pp. 314
Author(s):  
Elsa Eiríksdóttir
Keyword(s):  
Vocational Education ◽  
Learning Experience ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Vocational Teachers ◽  
Effective Implementation ◽  
Five Factors ◽  
Recent Graduates ◽  
Integration Of Learning ◽  
And Training

This study examines how recently graduated journeymen, vocational teachers, and workplace trainers view the integration between learning at school and at work in a dual vocational education and training (VET) system, and how these views might be influenced by the duration and the sequencing of school- and work-based learning periods. Research indicates that effective implementation of the dual VET system is contingent upon successful integration of learning experience at the two venues. Recent graduates, workplace trainers, and teachers in all 51 certified trades answered an electronic questionnaire (667 participants, response rate 24%). Factor analysis of responses to 22 statements resulted in the identification of five factors. Findings show that the learning venues were parallel rather than integrated. Communication and collaboration between teachers and workplace trainers were limited and recent graduates, in particular, did not experience the program as a coherent whole. The results also showed important variations in the perspectives of the three groups of participants. The duration of the workplace learning period was not found to be associated with perceptions of program integration. Some limited effects of sequencing were found, but no clear pattern emerged. This study adds to knowledge on learning and integration, and indicates possible ways of improving program coherence and integration in a dual VET system.

scholarly journals The general technological competency model for vocational teachers in Kazakhstan

2021 ◽  
Vol 13 (4) ◽  
pp. 574-588
Author(s):  
Zaure Shagataeva ◽  
Yernazar Kaspaevich Sarbassov ◽  
Erkegul Seminar ◽  
Marianna Amangeldyevna Sydykbekova ◽  
Ardak Tolegenovna Kydyrbaeva
Keyword(s):  
Vocational Education ◽  
Online Survey ◽  
Numerical Data ◽  
Education And Training ◽  
Training System ◽  
Educational Process ◽  
Vocational Education And Training ◽  
Vocational Teachers ◽  
Technological Competency ◽  
And Training

Like in many Global South countries, the vocational education and training system in Kazakhstan has some weaknesses, including low-competent educators poorly applying digital technologies in their instructional repertoire, which highlights the need for motivating teachers towards incorporating technologies representing students' everyday life in the educational process. Meanwhile, there are no practically applicable competency frameworks for Kazakhstani vocational teachers to date. This paper aimed to gather students’ opinions on which skills are more or less important for vocational educators to outline a technological competency framework for Kazakhstani vocational teachers based on Digital Competency Profiler, with content validity tested by five experts. A set of nineteen items measured on a five-point Likert scale, organized into technical, communicational, informational, and epistemological domains, was uploaded to an online survey platform and distributed among Master degree students enrolled in vocational programs in Kazakhstan. Based on survey data, the construct validity of the model was assessed by confirmatory factor analysis, which yielded high entire reliability and internal consistency. The learners assigned importance to all the four domains. However, they estimated vocational teacher’s ability to utilize productivity tracking tools as almost futile, which allegedly indicates the surveyees’ insufficient awareness about those applications and their purposes. Generally, the participants tend to prioritize vocational educators’ capacities to process mathematical computations, visualize numerical data, and operate with electronic text files and projectors, as well as their readiness for effective communication through messengers and electronic mail. The framework that emerged from this research can be used as a blueprint for synchronizing and improving educational programs in Kazakhstan.   Keywords: education; survey; technology; ICT; vocational education and training.

scholarly journals Samarbeid og lærerprofesjonalitet

2021 ◽  
Vol 11 (2) ◽  
pp. 68-90
Author(s):  
Stein Rafoss ◽  
Hilde Witsø
Keyword(s):  
Vocational Education ◽  
Research Question ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Teacher Professionalism ◽  
Practical Training ◽  
Teacher Role ◽  
Vocational Teachers ◽  
Data Basis ◽  
And Training

This article is about the importance of collaboration in the development of teacher professionalism, and we have asked the research question: How can group collaboration between vocational education and training (VET) students contribute to the development of their teacher professionalism? The data basis is interviews with ten VET students in practical pedagogical education for vocational teachers that we conducted in the winter of 2020. In addition, we studied all internship documents that the ten students produced during the internship period. The students are in practical training at their own school with their own students and collaborate with each other to strengthen their own teacher role. We have applied Dale’s (1989, 1993, 2001) theory of teacher professionalism. To analyse collaboration, we used the theories of Hegel (1999), Honneth (2008, 2009), Barth (1994) and De Hei et al. (2018). We found that this internship made it possible for students to talk and reflect on didactic questions related to Dale’s three areas of expertise.

scholarly journals The collaboration between Swiss initial vocational education and training partners: perceptions of apprentices, teachers, and in-company trainers

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Florinda Sauli
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Learning Opportunities ◽  
Vocational Education And Training ◽  
Boundary Crossing ◽  
Vocational Teachers ◽  
Professional Fields ◽  
Training Company ◽  
And Training

AbstractThis study aims to investigate the Swiss initial vocational education and training (IVET) partnership from the perspective of several stakeholders on the ground. Collaboration between stakeholders is essential in dual IVET to connect school- and workplace-based learning and to ensure the quality of the entire system. However, such collaboration can be challenging, given the different epistemic natures of the school and the training company. Apprentices, that regularly cross the boundaries of vocational school and training company, often struggle to connect the learnings that they have acquired from both places. Adopting a boundary crossing perspective, we explore perceptions of IVET partnership in terms of challenges and learning opportunities for the stakeholders on the ground. We realized focus groups with apprentices, vocational teachers, and in-company trainers (N = 64) from several professional fields. The data were analyzed in an inductive and deductive manner, using a thematic analysis. The main results highlight that the participants consider the collaboration between stakeholders to be weak: the links between schools and training companies appear to be scarce and not supported by explicit or formal strategies. Further, the apprentices act as brokers, but they are often not supported in connecting school- and workplace-based learning. These results can provide new insights into how the IVET partnership could be designed.

scholarly journals Technical and Vocational Education and Training Fund in Nepal: Present Practice and Way Forward

2021 ◽  
Vol 6 (01) ◽  
pp. 35-50
Author(s):  
Prakash C. Bhattarai ◽  
Durga Prasad Baral ◽  
Prakash Kumar Paudel
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Accreditation System ◽  
Effective Implementation ◽  
Research And Innovation ◽  
Technical And Vocational Education ◽  
Existing Structure ◽  
And Training

In the last few decades, Technical and Vocational Education and Training (TVET) expanded significantly in Nepal. However, the actors of TVET are uncoordinated and are implementing programmes with fragmented governance. The international experience shows TVET fund is one of the approaches to coordinate fragmented TVET stakeholders and enhance the quality of TVET. In absence of such an integrated TVET fund in Nepal, this paper urges for establishing TVET fund and sketches the possible approaches with reformed TVET structure. For this, first, we reviewed the literature particularly the perceived international practices of implementing TVET fund. Further, we arranged an interaction with TVET stakeholders and collected their views on the establishment of the TVET fund in Nepal. Based on findings of the research, the paper provides five possible models for establishing TVET fund mechanism in Nepal. All the models have their strengths and challenges, so it would be rational to adopt the idea of strengthening existing structure rather than making it stand alone. For this, a developing strong research and innovation, effective implementing body, and independent quality assurance and accreditation system is equally important for its effective implementation.

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