Empirical Research in Vocational Education and Training最新文献

Despite the ongoing debate about how much academic versus vocational upper-secondary education is favorable for a country and large differences across countries of those two types of education exist, the interplay of vocational and academic education on upper-secondary level and its consequences for the entire education system remain under-researched. Although difficult to analyze directly, we first construct a measure to capture companies’ reactions to changes in academic education rates and second analyze whether academic education rates are associated with success rates in vocational education over time and with control variables. To measure companies’ reactions, we use a cantonal average requirements profile consisting of the academic requirements profile of an occupation and the number of apprenticeships started in this occupation per year and canton. Although results of the first part of the analysis are ambiguous, combined with the second part, they suggest a non-reaction of companies (i.e., they keep offering the same occupations but have to fill their positions with lower-ability candidates). Results of the second part show that more opportunities for academic education appear to draw highly-able students away from vocational education, with negative consequences for the success rates in vocational education. Our findings have important implications for countries with vocational and academic tracks in their education systems, but also for those who plan to introduce or strengthen (dual) vocational education.

Unrealistic expectations with regard to one’s study program has been linked to negative consequences for future academic success. Previous studies that have shown this are often retrospective, however, and focus on performance-related expectations (e.g. expected grades), while unrealistic expectations about the required effort and the content of the program (content-related expectations) may be more relevant for explaining dropout in tertiary education. This study prospectively investigates whether the content-related expectations of 208 Dutch Sport Academy students elicited before the start of their vocational program are associated with subsequent dropout and academic performance. Our results show that dropped-out students did not differ in expected grades (even though they did differ in prevocational GPA). Moreover, their content-related expectations at the start of the program did not from successful students, nor were they any less realistic. Still, when retrospectively asked, 50% of the students answered that the concerning program did not fit. This suggests that retrospective reports of inadequate expectations may not reflect deficient expectations before starting the program. Instead, tertiary educational programs may defy expectations in both successful students and later unsuccessful students, with surprises being pleasant for successful students and unpleasant for unsuccessful ones.

Many school-age pupils are undecided about their future vocation. This often stems from a lack of occupational information or lack of vocationally related experience. The goal of this study was to develop and evaluate an intervention focused on the possibility of changing vocational interests through the simulation of vocational activities. The sample consisted of 250 pupils who were finishing primary school. The intervention was constructed for practical and artistic interests and consisted of workbooks that aim to simulate these vocational activities. MANCOVA showed no effect in the change of vocational interests among the pupils. An alternative idea of intervention in the form of virtual reality simulations is also presented.

In the German system of dual vocational training, in which companies recruit apprentices, graduates from low-level secondary schools (Hauptschule), and particularly those from immigrant families, are at a significant disadvantage regarding access to such apprenticeships. Previous qualitative studies have already pointed to the role of companies’ recruiting criteria for mechanisms of indirect discrimination, e.g., their desire for smooth social interaction within the firm. This article builds on a standardized survey among companies to which low-skilled adolescents successfully or unsuccessfully applied for dual vocational training. The company data are matched with secondary longitudinal survey data on the same girls and boys. Which recruiting criteria put ethnic minorities at a disadvantage and hence indirectly facilitate ethnic discrimination? The theoretical approach considers (knowledge of) the immigration country’s official language as both a functional requirement and a tool of hierarchical ethnic boundary making. In addition, concepts of social interaction within firms and respective norms as well as of homophily are subjected to an empirical test. Statistical results show that the below-average recruitment chances of applicants with a migration background are somewhat lower if companies stress a social fit criterion in their selection procedures. Furthermore, contrary to the initial hypothesis, ethnic minority youths are only substantially disadvantaged when applying to firms which consider the ability of verbal expression less crucial. Firms which consider this criterion very important may give applicants from immigrant families the chance to present themselves in a job interview and thus dispel ethnic stereotypes like the one that second-generation immigrant youths display serious language deficiencies.

Liberalization pressures challenge countries to adapt their training systems. This is particularly relevant for coordinated market economies with firm-driven but collectively governed apprenticeship systems. Recent literature has identified different liberalization trajectories for these countries. For instance, segmentalism describes the increasing influence of large employers in Germany. In Denmark, state agencies manage increased flexibility in training through embedded flexibilization. In this paper, we identify a new form of embedded flexibilization, characterized by polite employer domination. We find this trajectory of liberalization in Switzerland, which represents another training system heavily based on firm involvement. We illustrate our argument with the example of short-track apprenticeship training, which has been expanded in all three mentioned countries in response to ongoing liberalization and deindustrialization pressures. In Switzerland, the relevant reform was initiated by the state while business adopted a rather passive role initially. Yet, state actors eventually stepped back and delegated key competences to employers, which implies that the employers’ camp asserted their interests in the end while tolerating some concessions for the benefit of disadvantaged groups. Our process tracing reveals that policy makers used layering to implement short-tracks that enhance social inclusion, while simultaneously increasing the scope of employer cooperation.

Vocational Education and Training (VET) programmes have included the acquisition of transversal competences in their curricula as a tool to increase employability. The number of researches has exponentially grown in the last years, emphasizing its relevance and the multiple approaches and factors involved in the learning process. The present bibliometric study aims to provide an overview of the scientific research carried out during the last 10 years and to shed some light on several relevant topics in this field. The results indicate the need to improve students' transversal competences in order to meet the demands of the labour market, the importance of the collaboration of all the actors involved in the process (policy makers, industry and educators) and from a pedagogical point of view, the necessity of introducing new teaching approaches to implement and assess the acquisition of transversal competences. However, and despite the surge of interest in the study of transversal competences in the last decade, further empirical research is needed, especially at Vocational Education and Training level, to understand how transversal competences develop and what kind of initiatives have an impact of their acquisition.