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Empirical Research in Vocational Education and Training最新文献

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Efficiency of the teaching-industry linkage in the Australian vocational education and training 澳大利亚职业教育与培训中教业联动的效率
IF 1.3 Q2 Social Sciences Pub Date : 2021-03-29 DOI: 10.1186/s40461-021-00116-0
Carolyn-Thi Thanh Dung Tran

The vocational education and training (VET) sector plays a crucial role in Australia’s education system. Associated closely between the VET provision and industry, VET training quality is continually at the heart of debates in the process of implementing the Australian VET reform agenda. In response of key themes of this reform process, investigating the training efficiency of VET through the linked efficiency between teaching and industry responsiveness is imperative. The paper aims to address this objective by using the dynamic network data envelopment analysis in a balanced panel data for 2008–2012. This advanced model allows to assess simultaneously the efficiency of two nodes, teaching and industry responsiveness, and the overall dynamic training efficiency of VET based on fields of education in a network structure. We found that the overall training efficiency of VET is, on average, 0.835 while the mean divisional efficiencies of the teaching efficiency and industry responsiveness are 0.763 and 0.908, respectively. Sensitivity analysis is conducted to examine dynamic changes of the efficiency of the teaching and industry linkage following various period weights. Policy implications are drawn for the Australian VET sector.

职业教育和培训(VET)部门在澳大利亚的教育体系中起着至关重要的作用。职业教育培训质量与行业密切相关,在实施澳大利亚职业教育培训改革议程的过程中,职业教育培训质量一直是争论的核心。为了响应这一改革进程的关键主题,通过教学和行业响应之间的关联效率来调查职业教育培训效率势在必行。本文旨在通过在2008-2012年的平衡面板数据中使用动态网络数据包络分析来解决这一目标。这种先进的模型可以同时评估两个节点的效率,即教学和行业响应能力,以及基于网络结构中教育领域的VET整体动态培训效率。我们发现,VET的整体培训效率平均为0.835,而教学效率和行业响应性的平均分工效率分别为0.763和0.908。通过敏感性分析,考察教学与产业联动效率随不同时期权重的动态变化。对澳大利亚职业教育培训部门的政策影响。
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引用次数: 3
Apprenticeship non-completion in Germany: a money matter? 德国学徒制未完成:钱的问题?
IF 1.3 Q2 Social Sciences Pub Date : 2021-03-29 DOI: 10.1186/s40461-021-00115-1
Caroline Neuber-Pohl
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引用次数: 3
Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces 通过职业教师培训机构与工作场所之间的合作促进学习的做法和策略
IF 1.3 Q2 Social Sciences Pub Date : 2021-03-29 DOI: 10.1186/s40461-021-00117-z
Dinavence Arinaitwe

The study aimed to identify and understand practices and strategies for enhancing learning through collaboration among a master’s degree in vocational pedagogy (MVP) program, vocational teacher training institutions (VTIs), and workplaces. Using in-depth semi-structured individual and focus group interviews, data were obtained from administrators, mentors, supervisors, students, teachers, officers/managers of the MVP, two VTIs, and four workplaces from central and eastern parts of Uganda. The data analysis was based on Engestrom’s cultural-historical activity theory (CHAT) particularly the concept of expansive learning for resolving contradictions within human activity systems. The findings revealed a need for involving actors in timely planning and disseminating the activity plans, increasing duration for collaborative activities as well as involving the students in the tracking of MVP activity record in fostering the institutional capacity to plan and implement collaborative activities. To strengthen the institutional capacity to supervise learning under collaborative activities, findings indicated a need to engaging workplace mentors and facilitators in learning at the MVP as well as joint supervision and collaborative development of supervision guidelines. To foster the communication between partners, the findings revealed a need to institute a collaboration focal person, providing feedback to collaborating actors and government support on a policy encouraging workplaces’ involvement in vocational training. Relationship issues revealed a need to initiate collaboration based on a signed memorandum of understanding as well as organising workshops and symposiums to equip and orient actors to MVP work methods and practices. Due to contradicting learning cultures and traditions amongst the activity systems, some of the suggested strategies required renegotiating the system especially the university before being implemented to minimise further challenges.

本研究旨在确定并了解通过职业教育学硕士学位项目、职业教师培训机构和工作场所之间的合作来促进学习的实践和策略。通过深入的半结构化个人访谈和焦点小组访谈,从乌干达中部和东部的管理人员、导师、主管、学生、教师、MVP的官员/经理、两个vti和四个工作场所获得了数据。数据分析基于Engestrom的文化历史活动理论(CHAT),特别是解决人类活动系统内部矛盾的扩张性学习概念。研究结果表明,需要让参与者及时规划和传播活动计划,增加合作活动的持续时间,并让学生参与跟踪MVP活动记录,以培养计划和实施合作活动的机构能力。为了加强机构在协作活动下监督学习的能力,研究结果表明,需要让工作场所导师和辅导员参与MVP的学习,以及联合监督和协作制定监督指南。为了促进合作伙伴之间的沟通,调查结果显示,需要设立一个合作联络人,向合作行为者提供反馈,并就鼓励工作场所参与职业培训的政策提供政府支持。关系问题表明,需要在签署谅解备忘录的基础上启动合作,并组织研讨会和专题讨论会,以装备和指导参与者使用MVP的工作方法和实践。由于活动系统之间的学习文化和传统相互矛盾,一些建议的策略需要在实施之前重新协商系统,特别是大学,以尽量减少进一步的挑战。
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引用次数: 15
Understanding why apprentices consider dropping out: longitudinal prediction of apprentices’ workplace interest and anxiety 理解学徒考虑辍学的原因:学徒职场兴趣与焦虑的纵向预测
IF 1.3 Q2 Social Sciences Pub Date : 2021-03-01 DOI: 10.1186/s40461-020-00106-8
Tim E. Powers, Helen M. G. Watt

Although apprenticeships ease the school-to-work transition for youth, many apprentices seriously consider dropping out. While associated with noncompletions, dropout considerations are important to study in their own right, because they reflect a negative quality of apprenticeship experience and can impact apprentices’ quality of learning and engagement. Few studies have addressed apprentices’ dropout considerations using comprehensive theoretical frameworks. To address this gap, this study examined how apprentices’ interest and anxiety growth trajectories predicted dropout considerations and associated with perceived resources and demands, grounded in expectancy-value theory (EVT) and the job demands-resources (JD-R) model. Australian apprentices (N = 2387) were surveyed at 6-month intervals utilising an accelerated longitudinal design, on their workplace interest and anxiety, job-related resources (role model, timing of choice, employer teaching, expertise, job security, and training wages) and demands (lack of information, career indecision, and excessive work). Latent growth models (LGM) within a structural equation modelling framework showed apprentices began with high interest which declined over time, and low anxiety which increased in the latter half of their first year until the end of their second year. Apprentices’ dropout considerations were predicted by initial interest and anxiety levels (at the beginning of their apprenticeship), and by interest losses during their apprenticeship (but, not by increases in anxiety). Almost half the variance in interest and anxiety trajectories was explained by apprentices’ perceived resources and demands: resources had a greater effect on promoting interest than reducing anxiety, whereas demands were more important in exacerbating anxiety.

尽管学徒制使年轻人从学校到工作的过渡变得容易,但许多学徒还是认真考虑过辍学。虽然与未完成学业有关,但辍学考虑本身对研究很重要,因为它们反映了学徒经历的负面质量,并可能影响学徒的学习质量和参与度。很少有研究使用全面的理论框架来解决学徒辍学的考虑。为了解决这一差距,本研究基于期望价值理论(EVT)和工作需求-资源(JD-R)模型,研究了学徒的兴趣和焦虑增长轨迹如何预测退学考虑,以及与感知资源和需求的关系。澳大利亚学徒(N = 2387)采用加速纵向设计,每隔6个月对他们的工作兴趣和焦虑、工作相关资源(角色榜样、选择时间、雇主教学、专业知识、工作保障和培训工资)和需求(缺乏信息、职业犹豫不决和过度工作)进行调查。结构方程模型框架内的潜在增长模型(LGM)显示,学徒开始时兴趣很高,随着时间的推移而下降,在第一年下半年到第二年年底,焦虑程度较低。学徒的退学考虑是通过最初的兴趣和焦虑水平(在学徒期开始时),以及学徒期的兴趣损失(但不是通过焦虑的增加)来预测的。几乎一半的兴趣和焦虑轨迹的差异可以用学徒的感知资源和需求来解释:资源对提高兴趣的作用大于减少焦虑,而需求在加剧焦虑方面更重要。
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引用次数: 7
Teachers’ experienced classroom demands and autonomic stress reactions: results of a pilot study and implications for process-oriented research in vocational education and training 教师体验课堂需求与自主应激反应:一项试点研究的结果及对职业教育与培训过程导向研究的启示
IF 1.3 Q2 Social Sciences Pub Date : 2021-02-27 DOI: 10.1186/s40461-021-00113-3
Tobias Kärner, Jana Höning

Background

To examine relationships between teachers’ experienced classroom demands and autonomic stress reactions, we report the results of a pilot study. Based on an integrative literature review, we identified and described the following situational classroom demands: time and work pressure (including missing rest periods, time pressure, and pressure to get through the subject matter), vocal strain, uncertainty concerning the subject matter, uncertainty concerning didactical decisions, achievement-related diversity in class, lack of social appreciation, disquietude in class, classroom disturbances, behavioral problems of students, insufficient skills and concentration of students, and insufficient motivation of students.

Method

These identified categories of teachers’ situational classroom demands are the basis for the empirical item identification and selection (Study A). The identified items were used in a single-case, short-term longitudinal study in which we examined relationships between experienced classroom demands and autonomic stress reactions as well as between autonomic stress reactions and affective stress experience via first-order vector autoregressive modeling (Study B).

Results

Concerning our hypotheses, we found evidence that some of the experienced classroom demands (“I cannot respond to students’ different needs”; “There is disquietude in class”) had time-lagged associations with autonomic stress measures. Furthermore, we found that physiological arousal triggers affective stress experience due to a time-lagged effect.

Conclusion

The research approach and results of our pilot study can be the basis for further process-oriented research in vocational education and training (VET). From a practical point of view, our results on experienced classroom demands could be used in VET teacher education to prepare student teachers for specific skills to cope with such demands.

背景:为了研究教师的课堂体验需求与自主应激反应之间的关系,我们报告了一项初步研究的结果。在综合文献综述的基础上,我们确定并描述了以下情景课堂需求:时间和工作压力(包括缺少休息时间、时间压力和完成主题的压力)、声音紧张、对主题的不确定性、对教学决策的不确定性、课堂上与成就相关的多样性、缺乏社会欣赏、课堂上的不安、课堂上的混乱、学生的行为问题、学生的技能和注意力不足、学生的动力不足。方法这些教师情境课堂需求的识别类别是实证项目识别和选择的基础(研究A)。短期纵向研究中,我们通过一阶向量自回归模型检验了体验性课堂需求与自主应激反应之间的关系,以及自主应激反应与情感应激体验之间的关系(研究B)。结果在我们的假设中,我们发现一些体验性课堂需求(“我无法回应学生的不同需求”;“在课堂上感到不安”)与自主压力测量有时间滞后的关联。此外,我们发现生理唤醒触发情感应激体验由于一个时间滞后效应。结论本研究的研究方法和结果可为进一步开展面向过程的职业教育培训研究提供依据。从实践的角度来看,我们对经验丰富的课堂需求的研究结果可以用于职业教育教师教育,为学生教师提供应对此类需求的特定技能。
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引用次数: 8
Multidisciplinary digital competencies of pre-service vocational teachers 职前职业教师多学科数字化能力研究
IF 1.3 Q2 Social Sciences Pub Date : 2021-02-22 DOI: 10.1186/s40461-021-00112-4
M. Roll, Dirk Ifenthaler
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引用次数: 27
Occupation-specific wage returns: shedding light on differentials between employees with a VET degree either with or without an Abitur 特定职业的工资回报:揭示有职业教育与职业教育学位的员工之间的差异,无论是否有职业教育与职业教育学位
IF 1.3 Q2 Social Sciences Pub Date : 2021-02-20 DOI: 10.1186/s40461-021-00111-5
Anett Friedrich, Sandra Hirtz

This study seeks to reveal the heterogeneity in occupation-specific wage returns among graduates of the German vocational education and training (VET) system. We distinguish between VET graduates with and without a higher education entrance certificate (i.e. an Abitur). To implement our hierarchical multi-level analyses, we exploit the latest wave of the BIBB/BAuA Employment Survey from 2018. By estimating occupation-specific wage returns, we reveal gaps between VET graduates with and without an Abitur. Additionally, we analyse several occupational characteristics to show how they contribute to the gaps in wage returns between our study groups. Our results show that employees combining an Abitur with a VET degree achieve higher wage returns than those VET graduates without an Abitur across all occupations. Employees holding a VET degree without an Abitur display greater inequality of occupation-specific wage returns. Among the occupational characteristics, task composition is the main driver of the differences in wage returns.

本研究旨在揭示德国职业教育与培训(VET)系统毕业生在职业特定工资回报方面的异质性。我们区分有和没有高等教育入学证书(即Abitur)的VET毕业生。为了实施我们的分层多层次分析,我们利用了2018年最新一波的BIBB/BAuA就业调查。通过估算特定职业的工资回报,我们揭示了拥有和没有Abitur的VET毕业生之间的差距。此外,我们分析了几个职业特征,以显示它们如何导致我们研究小组之间的工资回报差距。我们的研究结果表明,在所有职业中,拥有英语技能和职业教育学位的员工比那些没有英语技能的职业教育毕业生获得更高的工资回报。拥有职业教育培训学位但没有职业技能证书的员工在特定职业的工资回报上表现出更大的不平等。在职业特征中,任务构成是工资报酬差异的主要驱动因素。
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引用次数: 4
Early termination of vocational training: dropout or stopout? 提前终止职业培训:辍学还是停止?
IF 1.3 Q2 Social Sciences Pub Date : 2021-02-11 DOI: 10.1186/s40461-021-00109-z
Gabriele Wydra‐Somaggio
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引用次数: 6
We collaborate with everyone, but with some more than others: evidence of stakeholder collaboration among internal security professional higher education institutions 我们与所有人合作,但与某些人合作更多:内部安全专业高等教育机构之间利益相关者合作的证据
IF 1.3 Q2 Social Sciences Pub Date : 2021-02-08 DOI: 10.1186/s40461-021-00110-6
Anne Valk, Mairit Kratovitš

The aim of this article is to identify the main stakeholders of institutions of professional higher education in the field of internal security in selected countries, and the most important collaboration practices, and the factors that affect collaboration. Within the framework of a qualitative phenomenographic study, interviews were conducted with representatives of Estonian, German, Finnish, and Norwegian institutions of professional education in the field of internal security. The results showed that institutions of professional higher education differ from traditional universities in prioritizing their main stakeholders, putting employers first, and not students. In addition, the ministries under whose government they operate, and other higher education institutions were named as the main stakeholders. Collaboration with stakeholders is mostly based on common interests and personal relationships (e.g., mediation, networking, joint reputation building, collaboration councils), on some kind of formal basis (e.g., feedback system, collaboration councils) or subordination (e.g., execution of orders and instructions, trading). The aspects most influencing collaboration were considered to be the aspects related to trust and professionalism, and in particular informal collaboration was valued. The results of this study enabled the author to supplement a framework from a previous study, which originally described the theoretical collaboration of the stakeholders of an institution of higher education in the field of internal security; this was supplemented by adding the dimension of collaboration diversity.

本文的目的是确定选定国家内部安全领域的专业高等教育机构的主要利益相关者,以及最重要的协作实践,以及影响协作的因素。在定性现象研究的框架内,与爱沙尼亚、德国、芬兰和挪威国内安全领域专业教育机构的代表进行了访谈。结果表明,专业高等教育机构与传统大学不同,它们优先考虑主要利益相关者,把雇主放在第一位,而不是把学生放在第一位。此外,他们所在的政府部门和其他高等教育机构被称为主要利益相关者。与利益相关者的合作主要基于共同利益和个人关系(例如,调解,网络,共同声誉建设,协作委员会),基于某种正式基础(例如,反馈系统,协作委员会)或从属关系(例如,执行订单和指令,交易)。对合作影响最大的方面被认为是与信任和专业精神有关的方面,非正式合作尤其受到重视。本研究的结果使作者能够补充先前研究的框架,该研究最初描述了高等教育机构内部安全领域利益相关者的理论合作;这是通过增加协作多样性的维度来补充的。
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引用次数: 5
Vocational training choice from a regional perspective 区域视角下的职业培训选择
IF 1.3 Q2 Social Sciences Pub Date : 2021-02-02 DOI: 10.1186/s40461-020-00105-9
Katja Schuster, Anne Margarian

Motivated by discussions of skill mismatches on local German vocational educational and training (VET) markets, this paper analyses how occupational segments of VET entry of individuals with lower and intermediate secondary school degree relate to local labor market characteristics. The econometric analysis applies data from a survey conducted with 9th graders within the German National Educational Panel Study (NEPS). Considering opportunity structures and the local competition for training positions, we find that the match between occupations' skill demands and individuals' abilities tends to be specifically close in diverse and competitive urban labor markets. In non-competitive peripheral labor markets, in contrast, graduates with lower school certificates seem to have a higher likelihood of entering VET in segments that are specifically attractive for graduates with upper secondary school degree. The results on the allocation of abilities and the weight of preferences under different labor market conditions have different welfare implications from an individual, regional and general economic perspective.

本文以德国当地职业教育与培训(VET)市场的技能错配讨论为动力,分析了具有中低学历的个人进入职业教育与培训(VET)市场的职业细分与当地劳动力市场特征的关系。计量经济学分析采用了德国国家教育小组研究(NEPS)对九年级学生进行的调查数据。考虑到机会结构和培训职位的本地竞争,我们发现在多样化和竞争激烈的城市劳动力市场中,职业技能需求与个人能力之间的匹配往往特别接近。相比之下,在非竞争性的外围劳动力市场,拥有较低学历的毕业生似乎更有可能进入对高中学历毕业生特别有吸引力的职业教育培训。从个人、区域和一般经济角度来看,不同劳动力市场条件下的能力分配和偏好权重的结果具有不同的福利含义。
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引用次数: 4
期刊
Empirical Research in Vocational Education and Training
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