Pub Date : 2020-01-23DOI: 10.1186/s40461-020-0087-x
Stig-Börje Asplund, Nina Kilbrink
{"title":"Lessons from the welding booth: theories in practice in vocational education","authors":"Stig-Börje Asplund, Nina Kilbrink","doi":"10.1186/s40461-020-0087-x","DOIUrl":"https://doi.org/10.1186/s40461-020-0087-x","url":null,"abstract":"","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s40461-020-0087-x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65873542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01Epub Date: 2020-11-06DOI: 10.1186/s40461-020-00100-0
Inmaculada Calero López, Beatriz Rodríguez-López
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.
{"title":"The relevance of transversal competences in vocational education and training: a bibliometric analysis.","authors":"Inmaculada Calero López, Beatriz Rodríguez-López","doi":"10.1186/s40461-020-00100-0","DOIUrl":"https://doi.org/10.1186/s40461-020-00100-0","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s40461-020-00100-0","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39624182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01Epub Date: 2020-09-18DOI: 10.1186/s40461-020-00094-9
Samuel Muehlemann, Harald Pfeifer, Bernhard H Wittek
A firm's expectation about the future business cycle is an important determinant of the decision to train apprentices, especially as German firms typically offer apprenticeships to either fill future skilled worker positions, or as a substitute for other types of labor. The current coronavirus crisis will have a strong and negative impact on the German economy, according to the current business cycle expectations of German firms. To the extent that the training decisions of firms depend on these perceptions, we expect a downward shift in firm demand for apprentices and consequently also a decrease in the equilibrium number of apprenticeship contracts. To assess the impact of changes in business cycle expectations, we analyze German data on the apprenticeship market at the state-level and at the occupation-level within states from 2007 to 2019. We apply first-differences regressions to account for unobserved heterogeneity across states and occupations, allowing us to identify the association between changes in two popular measures of business cycle expectations (the ifo Business Climate Index and the ifo Employment Barometer) and subsequent changes in the demand for apprentices, the number of new apprenticeship contracts, unfilled vacancies and unsuccessful applicants. We find that the German apprenticeship market prior to the current crisis can be characterized by excess demand for apprentices (although there are matching problems in some states, with both a high share of unfilled vacancies and a high share of unsuccessful applicants). Taking into account the most recent data on business cycle expectations up to June 2020, we estimate that the coronavirus-related decrease in firms' expectations about the business cycle can be associated with a predicted 8% decrease in firm demand for apprentices and a 6% decrease in the number of new apprenticeship positions in Germany compared to 2019 (- 30,000 apprenticeship contracts; 95% confidence interval: ± 8000).
{"title":"The effect of business cycle expectations on the German apprenticeship market: estimating the impact of Covid-19.","authors":"Samuel Muehlemann, Harald Pfeifer, Bernhard H Wittek","doi":"10.1186/s40461-020-00094-9","DOIUrl":"https://doi.org/10.1186/s40461-020-00094-9","url":null,"abstract":"<p><p>A firm's expectation about the future business cycle is an important determinant of the decision to train apprentices, especially as German firms typically offer apprenticeships to either fill future skilled worker positions, or as a substitute for other types of labor. The current coronavirus crisis will have a strong and negative impact on the German economy, according to the current business cycle expectations of German firms. To the extent that the training decisions of firms depend on these perceptions, we expect a downward shift in firm demand for apprentices and consequently also a decrease in the equilibrium number of apprenticeship contracts. To assess the impact of changes in business cycle expectations, we analyze German data on the apprenticeship market at the state-level and at the occupation-level within states from 2007 to 2019. We apply first-differences regressions to account for unobserved heterogeneity across states and occupations, allowing us to identify the association between changes in two popular measures of business cycle expectations (the ifo Business Climate Index and the ifo Employment Barometer) and subsequent changes in the demand for apprentices, the number of new apprenticeship contracts, unfilled vacancies and unsuccessful applicants. We find that the German apprenticeship market prior to the current crisis can be characterized by excess demand for apprentices (although there are matching problems in some states, with both a high share of unfilled vacancies and a high share of unsuccessful applicants). Taking into account the most recent data on business cycle expectations up to June 2020, we estimate that the coronavirus-related decrease in firms' expectations about the business cycle can be associated with a predicted 8% decrease in firm demand for apprentices and a 6% decrease in the number of new apprenticeship positions in Germany compared to 2019 (- 30,000 apprenticeship contracts; 95% confidence interval: ± 8000).</p>","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s40461-020-00094-9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39624180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-07DOI: 10.1186/s40461-019-0086-y
Michelle Rudeloff
In today’s service society, adolescents come into contact with money and financial products and services earlier and earlier. Despite the importance of the topic in the adolescents’ lives, there is insufficient evidence on the learning opportunities adolescents use outside of school and education to obtain information on financial issues and how these affect their financial competence. This paper investigates how different informal learning opportunities influence grade 10-students’ financial literacy. Data are available for N = 530 students in general education. The analyses are based on a structural equation model in which financial literacy is represented as a latent variable with the sub-dimensions of money/payments, savings, loans, insurance, and monetary policy. Young people use different learning opportunities depending on the sub-dimension. Overall, parent-student discussions on finance are the most important informal source of learning. Discussions with siblings as well as consulting sessions with banks and media learning opportunities are also significantly related to financial literacy. Furthermore, personal characteristics, such as socio-economic background and economic interest, are also associated with financial literacy. The findings provide important implications for the promotion of financial literacy in different formal and informal learning situations. The results can be used, among other things, as a basis for developing targeted strategies to promote financial literacy in both the extracurricular sector and the school context.
在当今的服务型社会中，青少年越来越早地接触到金钱以及金融产品和服务。尽管这一话题在青少年的生活中非常重要，但关于青少年在学校和教育之外利用哪些学习机会来获取有关金融问题的信息，以及这些机会如何影响他们的金融能力，却没有足够的证据。本文研究了不同的非正式学习机会如何影响 10 年级学生的金融素养。数据来自 N = 530 名接受普通教育的学生。分析基于一个结构方程模型，在该模型中，金融素养被视为一个潜变量，包含货币/支付、储蓄、贷款、保险和货币政策等子维度。根据子维度的不同，年轻人会利用不同的学习机会。总体而言，父母与学生之间关于理财的讨论是最重要的非正式学习来源。与兄弟姐妹的讨论以及与银行的咨询会议和媒体学习机会也与金融素养密切相关。此外，社会经济背景和经济兴趣等个人特征也与金融素养有关。研究结果对在不同的正规和非正规学习环境中促进金融知识普及具有重要意义。除其他外，研究结果还可作为制定有针对性的战略的依据，以促进课外部门和学校的金融知识普及。
{"title":"The influence of informal learning opportunities on adolescents’ financial literacy","authors":"Michelle Rudeloff","doi":"10.1186/s40461-019-0086-y","DOIUrl":"https://doi.org/10.1186/s40461-019-0086-y","url":null,"abstract":"In today’s service society, adolescents come into contact with money and financial products and services earlier and earlier. Despite the importance of the topic in the adolescents’ lives, there is insufficient evidence on the learning opportunities adolescents use outside of school and education to obtain information on financial issues and how these affect their financial competence. This paper investigates how different informal learning opportunities influence grade 10-students’ financial literacy. Data are available for N = 530 students in general education. The analyses are based on a structural equation model in which financial literacy is represented as a latent variable with the sub-dimensions of money/payments, savings, loans, insurance, and monetary policy. Young people use different learning opportunities depending on the sub-dimension. Overall, parent-student discussions on finance are the most important informal source of learning. Discussions with siblings as well as consulting sessions with banks and media learning opportunities are also significantly related to financial literacy. Furthermore, personal characteristics, such as socio-economic background and economic interest, are also associated with financial literacy. The findings provide important implications for the promotion of financial literacy in different formal and informal learning situations. The results can be used, among other things, as a basis for developing targeted strategies to promote financial literacy in both the extracurricular sector and the school context.","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140887794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-18DOI: 10.1186/s40461-019-0085-z
B. Fürstenau, M. Hommel
{"title":"Developing financial competence about mortgage loans by informal learning using banks’ online calculators","authors":"B. Fürstenau, M. Hommel","doi":"10.1186/s40461-019-0085-z","DOIUrl":"https://doi.org/10.1186/s40461-019-0085-z","url":null,"abstract":"","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s40461-019-0085-z","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65873357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-04DOI: 10.1186/s40461-019-0084-0
Lisa Bardach, Vera Popper, Elke Hochfellner, Marko Lüftenegger
Goal structures represent classroom characteristics that are supportive of students’ motivation. However, goal structures and their relations with students’ motivation have not yet been investigated in the context of vocational education. The present study aims at closing this gap. We investigated the relation between mastery goal structures and the two motivational outcomes mastery goals and self-efficacy in a sample of 1434 Austrian vocational students (64.3% female) in five subjects (accounting, business administration, English, German, and mathematics). Furthermore, we tested whether the relation between mastery goals and these two motivational outcomes is (partially) mediated by students’ perceptions of the practical relevance of instruction in these subjects. Results from multilevel models revealed that goal structures were positively related to mastery goals at the individual student level for all subjects, and for English at the classroom level as well. At both levels, the indirect effect of mastery goal structures on mastery goals mediated by practical relevance was statistically significant for several subjects. In addition, mastery goal structures were positively related to self-efficacy at the individual student level in accounting and at the classroom level in mathematics. Practical relevance mediated the effect of mastery goal structures on self-efficacy in mathematics at the classroom level. Implications of the results for research in vocational education and educational practice are discussed.
{"title":"Associations between vocational students’ perceptions of goal structures, mastery goals, and self-efficacy in five subjects—practical relevance as a potential mediator","authors":"Lisa Bardach, Vera Popper, Elke Hochfellner, Marko Lüftenegger","doi":"10.1186/s40461-019-0084-0","DOIUrl":"https://doi.org/10.1186/s40461-019-0084-0","url":null,"abstract":"Goal structures represent classroom characteristics that are supportive of students’ motivation. However, goal structures and their relations with students’ motivation have not yet been investigated in the context of vocational education. The present study aims at closing this gap. We investigated the relation between mastery goal structures and the two motivational outcomes mastery goals and self-efficacy in a sample of 1434 Austrian vocational students (64.3% female) in five subjects (accounting, business administration, English, German, and mathematics). Furthermore, we tested whether the relation between mastery goals and these two motivational outcomes is (partially) mediated by students’ perceptions of the practical relevance of instruction in these subjects. Results from multilevel models revealed that goal structures were positively related to mastery goals at the individual student level for all subjects, and for English at the classroom level as well. At both levels, the indirect effect of mastery goal structures on mastery goals mediated by practical relevance was statistically significant for several subjects. In addition, mastery goal structures were positively related to self-efficacy at the individual student level in accounting and at the classroom level in mathematics. Practical relevance mediated the effect of mastery goal structures on self-efficacy in mathematics at the classroom level. Implications of the results for research in vocational education and educational practice are discussed.","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140881525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-15DOI: 10.1186/s40461-019-0083-1
Bernadene de Clercq
{"title":"A comparative analysis of the OECD/INFE financial knowledge assessment using the Rasch model","authors":"Bernadene de Clercq","doi":"10.1186/s40461-019-0083-1","DOIUrl":"https://doi.org/10.1186/s40461-019-0083-1","url":null,"abstract":"","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s40461-019-0083-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65873324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-21DOI: 10.1186/s40461-019-0082-2
G. Russo, M. Serafini, Antonio Ranieri
{"title":"Attractiveness is in the eye of the beholder","authors":"G. Russo, M. Serafini, Antonio Ranieri","doi":"10.1186/s40461-019-0082-2","DOIUrl":"https://doi.org/10.1186/s40461-019-0082-2","url":null,"abstract":"","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s40461-019-0082-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45083938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-18DOI: 10.1186/s40461-019-0081-3
A. Muja, L. Blommaert, Maurice Gesthuizen, M. Wolbers
{"title":"The role of different types of skills and signals in youth labor market integration","authors":"A. Muja, L. Blommaert, Maurice Gesthuizen, M. Wolbers","doi":"10.1186/s40461-019-0081-3","DOIUrl":"https://doi.org/10.1186/s40461-019-0081-3","url":null,"abstract":"","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s40461-019-0081-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65872082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-23DOI: 10.1186/s40461-019-0080-4
Sylvia Nassar, Aisha Al-Qimlass, Nurten Karacan-Ozdemir, Lynn Z. Tovar
As yet, despite ongoing gaps in educational and career achievement, earning potential, and other psychosocial risks that perpetuate marginalization among certain populations globally, elements of effective career education and interventions have yet to be agreed upon. Thus, we sought consensus among experts across the domains of policy, research, and practice. We detail the process and results of a recent Delphi study conducted with global youth career and workforce development experts across policy, research, and practice domains who were surveyed about their opinions regarding concepts such as ecological perspectives, needs assessment, trainer preparation, participant curriculum, curriculum delivery, and program evaluation—the six emergent areas of a recent comprehensive synthesis of the literature across these domains (Nassar and Al-Qimlass, in Career builders: key components for effective global youth career and workforce development. RTI Press, Research Triangle Park, 2017a). Our Delphi study yielded 199 consensus statements, subsequently organized into 28 themes, or considerations, for effective global workforce development initiatives. In conclusion, we provide implications, including implementation strategies for key stakeholder groups.
{"title":"Considerations for career intervention services in global youth workforce development: consensus across policy, research, and practice","authors":"Sylvia Nassar, Aisha Al-Qimlass, Nurten Karacan-Ozdemir, Lynn Z. Tovar","doi":"10.1186/s40461-019-0080-4","DOIUrl":"https://doi.org/10.1186/s40461-019-0080-4","url":null,"abstract":"As yet, despite ongoing gaps in educational and career achievement, earning potential, and other psychosocial risks that perpetuate marginalization among certain populations globally, elements of effective career education and interventions have yet to be agreed upon. Thus, we sought consensus among experts across the domains of policy, research, and practice. We detail the process and results of a recent Delphi study conducted with global youth career and workforce development experts across policy, research, and practice domains who were surveyed about their opinions regarding concepts such as ecological perspectives, needs assessment, trainer preparation, participant curriculum, curriculum delivery, and program evaluation—the six emergent areas of a recent comprehensive synthesis of the literature across these domains (Nassar and Al-Qimlass, in Career builders: key components for effective global youth career and workforce development. RTI Press, Research Triangle Park, 2017a). Our Delphi study yielded 199 consensus statements, subsequently organized into 28 themes, or considerations, for effective global workforce development initiatives. In conclusion, we provide implications, including implementation strategies for key stakeholder groups.","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140881526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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