Journal of Vocational Education and Training最新文献

英文中文

A Critical Analysis of Apprenticeship Programs in British Columbia 不列颠哥伦比亚省学徒计划的批判性分析

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Vocational Education and Training

Pub Date : 2021-10-02 DOI: 10.1080/13636820.2021.1995649

Gregory C.P. Matte

A Critical Analysis of Apprenticeship Programs in British Columbia BGen (Ret’d) Gregory C.P. Matte CD, PhD Carleton University, Canada This study examines issues surrounding apprenticeships in the construction industry in British Columbia (BC) during the period of 1993 to 2004, particularly the state of the social settlement amongst its primary stakeholders, namely the government, unionized and non-unionized employment associations and postsecondary colleges. It provides a conceptual framework to research apprenticeships as a skills ecosystem, and to explain why successive provincial governments were motivated to impose significant legislative changes on the vocational education and training system. The findings not only examine the motivation, but also the resulting outcomes, using the different political ideologies as a basis to explain how contrasting stakeholder perspectives shaped both. Based on a combination of structure and agency, the primary stakeholders operated within the confines of institutional structures, extant logics and the limitations of their own perspectives and objectives. This thesis examines how the relationships between apprenticeships, the labour market and the post-secondary education system are coordinated, governed, influenced and shaped in BC, as well as how these same relationships have evolved, including the impact of such changes on apprenticeship programs as a skills ecosystem. The period of 1993 to 2004 was specifically chosen as it was a period of bold political reforms pertaining to trades training within the province by two ideologically opposed political parties. The research design applies a case study methodology, comparing the differences between these two governments, as well as process tracing, within the theoretical framework of historical institutionalism. CONTACT BGen (Ret’d) Gregory C.P. Matte CD, PhD gcp.433etac@gmail.com Degree and year: PhD in Public Policy, 2020 Supervisors: Professor Leesa Wheelahan, Ontario Institute for Studies in Education, University of Toronto; Professor Calum Carmichael, School of Public Policy and Administration, Carleton University. JOURNAL OF VOCATIONAL EDUCATION & TRAINING 2021, VOL. 73, NO. 4, 616 https://doi.org/10.1080/13636820.2021.1995649 © 2021 The Vocational Aspect of Education Ltd

Gregory C.P. Matte CD，博士，卡尔顿大学，加拿大本研究考察了1993年至2004年期间不列颠哥伦比亚省建筑行业学徒制的相关问题，特别是其主要利益相关者(即政府、工会和非工会就业协会以及高等教育学院)之间的社会解决状况。它提供了一个概念框架来研究学徒制作为一种技能生态系统，并解释了为什么历届省政府都有动力对职业教育和培训系统进行重大的立法改革。研究结果不仅考察了动机，还考察了结果，以不同的政治意识形态为基础，解释了不同的利益相关者观点是如何影响两者的。基于结构和代理的结合，主要利益相关者在制度结构、现有逻辑以及他们自己的观点和目标的限制下运作。本文考察了在不列颠哥伦比亚省，学徒制、劳动力市场和高等教育体系之间的关系是如何协调、治理、影响和塑造的，以及这些关系是如何演变的，包括这些变化对学徒制项目作为一个技能生态系统的影响。1993年至2004年这段时间被特别选中，因为这是该省两个意识形态对立的政党在行业培训方面进行大胆政治改革的时期。本研究设计采用个案研究的方法，在历史制度主义的理论框架内，比较两国政府的差异，并进行过程追溯。Gregory C.P. Matte CD, PhD gcp.433etac@gmail.com学位和年份:公共政策博士，2020年导师:Leesa Wheelahan教授，多伦多大学安大略教育研究所;carum Carmichael教授，卡尔顿大学公共政策与管理学院。《职业教育与培训学报》2021年第73卷第1期4,616 https://doi.org/10.1080/13636820.2021.1995649©2021 The Vocational Aspect of Education Ltd

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引用次数: 0

Maintaining Employer Cooperation: Organisations of the World of Work in Swiss Collective Skill Formation 维护雇主合作:瑞士集体技能形成中的劳动世界组织

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Vocational Education and Training

Pub Date : 2021-10-02 DOI: 10.1080/13636820.2021.1995672

Alexandra Strebel

Maintaining Employer Cooperation: Organisations of the World of Work in Swiss Collective Skill Formation Alexandra Strebel University of St. Gallen, Switzerland Currently, the Swiss collective skill formation system appears as surprisingly robust in a changing socio-economic environment. Focusing on the labour market stakeholders involved in governing this vocational education and training (VET) system, this dissertation reveals that specialised VET organisations rather than traditional employer associations increasingly govern Swiss apprenticeships. At the same time, using the extreme cases of three very small occupations, this dissertation shows the associations’ key role and the important efforts in the form of institutional work that associational leaders mobilise for upgrading apprenticeships and securing employers’ commitment to VET. CONTACT Alexandra Strebel alexandra.strebel@ehb.swiss Degree and year: Doctor of Philosophy in International Affairs and Political Economy, 2021 Supervisors: Professor. Dr. Patrick Emmenegger, University of St.Gallen; Professor. Dr. Justin J.W. Powell, University of Luxemburg; Prof. Dr. Carmen Baumeler, Swiss Federal Institute for Vocational Education and Training. JOURNAL OF VOCATIONAL EDUCATION & TRAINING 2021, VOL. 73, NO. 4, 624 https://doi.org/10.1080/13636820.2021.1995672 © 2021 The Vocational Aspect of Education Ltd

保持雇主合作:瑞士集体技能形成中的工作世界组织目前，瑞士的集体技能形成系统在不断变化的社会经济环境中表现出惊人的强劲。专注于劳动力市场利益相关者参与管理这个职业教育和培训(VET)系统，这篇论文揭示了专业的VET组织而不是传统的雇主协会越来越多地管理瑞士学徒制。同时，通过三个非常小的职业的极端案例，本文展示了协会的关键作用和协会领导人为提升学徒制和确保雇主对VET的承诺而动员的机构工作形式的重要努力。Alexandra Strebel alexandra.strebel@ehb.swiss学位和年份:国际事务和政治经济哲学博士，2021年导师:教授。圣加仑大学Patrick Emmenegger博士;教授。卢森堡大学Justin J.W. Powell博士;Carmen Baumeler博士教授，瑞士联邦职业教育与培训学院。《职业教育与培训学报》2021年第73卷第1期4,624 https://doi.org/10.1080/13636820.2021.1995672©2021 The Vocational Aspect of Education Ltd

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引用次数: 0

Governance and problem solving: public-private partnerships in Dutch Vocational and Higher education 治理和问题解决:荷兰职业和高等教育中的公私合作关系

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Vocational Education and Training

Pub Date : 2021-10-02 DOI: 10.1080/13636820.2021.1995660

P. Moerman

Governance and problem solving: public-private partnerships in Dutch Vocational and Higher education

治理和问题解决:荷兰职业和高等教育中的公私合作关系

引用次数: 0

Doctoral theses abstracts in vocational education 职业教育博士论文摘要

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Vocational Education and Training

Pub Date : 2021-10-02 DOI: 10.1080/13636820.2021.2023042

Leesa Wheelahan

引用次数: 1

“Is that normal?” What the experiences of apprentices teach us about practice and policy “这正常吗?”徒弟们的经历教会了我们很多关于实践和政策的东西

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Vocational Education and Training

Pub Date : 2021-10-02 DOI: 10.1080/13636820.2021.1995663

Tanya Lawes

“Is that normal?” What the experiences of apprentices teach us about practice and policy Tanya Lawes Open University, United Kingdom This study exposes the absence of apprentice voice in debates about quality, and explains the implications from a theoretical position of learning as a social construct. The early years of the 21st century witnessed a rapid growth in apprenticeships in England, with starts rising from 167,700 in 2002/3 to 375,800 in 2017/18. Ownership of the definition of apprenticeships is a contested matter with successive governments claiming that apprenticeships provide an alternative to university, and a cure for national skills shortages, social inequality and youth unemployment. Quality is conceived and measured using narrow economicand employment-centred metrics. How apprentices conceive quality and success is largely unknown or ignored. I make the case that it is only by understanding the experiences and views of apprentices that we can start to make any headway into improving the quality of delivery. I interviewed 33 apprentices to determine what it is like to ‘do’ an apprenticeship and to ‘be’ an apprentice. The ethnographic methodology used champions the apprentices’ points-of-view, and allows me to discuss my findings in the context of theories about knowledge, identity, relationships, choice and power. CONTACT Tanya Lawes tanya.lawes@education.gov.uk Degree and year: EdD 2020 Supervisors: Professor Peter Lavender, University of Wolverhampton; Dr Jonathan Hughes, Open University. JOURNAL OF VOCATIONAL EDUCATION & TRAINING 2021, VOL. 73, NO. 4, 613 https://doi.org/10.1080/13636820.2021.1995663 © 2021 The Vocational Aspect of Education Ltd

“这正常吗?”本研究揭示了学徒在关于质量的辩论中缺乏发言权，并从学习作为一种社会建构的理论立场解释了其含义。21世纪初，英国学徒人数迅速增长，从2002/3年的167,700人增加到2017/18年的375,800人。学徒制定义的归属是一个有争议的问题，历届政府都声称学徒制提供了大学之外的另一种选择，是解决国家技能短缺、社会不平等和青年失业问题的良方。质量是用狭隘的以经济和就业为中心的指标来构想和衡量的。学徒们如何理解质量和成功在很大程度上是未知或被忽视的。我认为，只有通过了解学徒的经验和观点，我们才能开始在提高交付质量方面取得进展。我采访了33名学徒，以确定“做”学徒和“成为”学徒是什么感觉。所使用的民族志方法支持学徒的观点，并允许我在知识、身份、关系、选择和权力等理论的背景下讨论我的发现。联系方式Tanya Lawes tanya.lawes@education.gov.uk学位和年份:EdD 2020导师:Peter Lavender教授，伍尔弗汉普顿大学;乔纳森·休斯博士，开放大学。《职业教育与培训学报》2021年第73卷第1期4,613 https://doi.org/10.1080/13636820.2021.1995663©2021 The Vocational Aspect of Education Ltd

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引用次数: 0

Learning on and off the job: vocational education and training in the UK food and grocery retail buying occupation 工作中的学习和工作之外的学习:英国食品和杂货零售采购职业的职业教育和培训

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Vocational Education and Training

Pub Date : 2021-10-02 DOI: 10.1080/13636820.2021.1995651

Darren Mark Schofield

Learning on and off the job: vocational education and training in the UK food and grocery retail buying occupation Darren Mark Schofield University of Huddersfield, United Kingdom This thesis sheds new light upon a socially significant, multi-dimensional occupation largely hidden from public view. UK food and grocery retail buyers influence our consumer choices, what we eat, our finances, and the wider environment from which the products they select and buy on behalf of UK retailers originate. Little has been written about their occupation and the VET and learning which educates these key employees in a sector of the UK economy estimated to be worth £190.3 billion. Drawing from the perceptions and lived experiences of a unique group of practising and former buyers from top 10 UK retailers, the thesis identifies and analyses factors of VET and workplace learning that might inform future vocational education for retail buying. Findings reveal the learning pathways, cultures and traditions of buyers, their core knowledge, skills and attributes and the role social learning plays in their occupation. Participant perceptions depict contradictory notions to conventions of post-16 education and qualifications yet paradoxically suggest, post16 qualifications may become a necessity for future entry to the retail buying occupation. This thesis identifies extensive opportunities to better understand, accelerate and enhance retail buying learning, especially in the areas of corporate social responsibility, pre-entry occupational knowledge and curriculum development. The thesis also introduces a conceptual framework that may offer a useful method for investigating VET in comparable competitive, fast-moving occupational environments. CONTACT Darren Mark Schofield schofield882@btinternet.com Degree and year: PhD (Education) August 2020 Supervisors: Professor Kevin Orr, University of Huddersfield, United Kingdom. JOURNAL OF VOCATIONAL EDUCATION & TRAINING 2021, VOL. 73, NO. 4, 623 https://doi.org/10.1080/13636820.2021.1995651 © 2021 The Vocational Aspect of Education Ltd

工作中的学习和工作之外的学习:英国食品和杂货零售采购职业的职业教育和培训达伦·马克·斯科菲尔德哈德斯菲尔德大学，英国这篇论文揭示了一个很大程度上隐藏在公众视野之外的具有社会意义的、多维的职业。英国食品和杂货零售买家影响着我们的消费选择，我们吃什么，我们的财务状况，以及他们代表英国零售商选择和购买产品的更广泛的环境。关于他们的职业、职业教育和学习的报道很少，这些职业教育培养了英国经济中价值1903亿英镑的关键员工。根据来自英国十大零售商的一群独特的执业和前买家的看法和生活经验，本文确定并分析了职业教育和工作场所学习的因素，这些因素可能会为未来的零售采购职业教育提供信息。研究结果揭示了买家的学习途径、文化和传统、他们的核心知识、技能和属性以及社会学习在他们的职业中所起的作用。参与者的看法与16岁后教育和资格的传统观念相矛盾，但矛盾的是，16岁后的资格可能成为未来进入零售采购职业的必要条件。本文确定了更好地理解、加速和加强零售采购学习的广泛机会，特别是在企业社会责任、入职前职业知识和课程开发领域。本文还介绍了一个概念框架，可以为在竞争激烈、快速发展的职业环境中调查职业教育培训提供有用的方法。联系方式:Darren Mark Schofield schofield882@btinternet.com学位和年级:博士(教育学)2020年8月导师:教授Kevin Orr，哈德斯菲尔德大学，英国《职业教育与培训学报》2021年第73卷第1期4,623 https://doi.org/10.1080/13636820.2021.1995651©2021 The Vocational Aspect of Education Ltd

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引用次数: 0

Vocational Teacher Educators’ Identity: a symbiosis of roles and contexts 职业教师教育者的身份:角色与情境的共生

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Vocational Education and Training

Pub Date : 2021-10-02 DOI: 10.1080/13636820.2021.1995661

Dr Inġ. Alison Said

Vocational Teacher Educators’ Identity: a symbiosis of roles and contexts Dr Inġ. Alison Said Lancaster University, United Kingdom The objective of this thesis is to gain a deeper understanding of the professional role identities of vocational teacher educators (VTEs) when compared with mainstream teacher educators (MTEs) in Malta. VTEs are underrepresented in research and policy and misapprehended as an occupational group, even though they are crucial players in sustaining a high-quality vocational teaching workforce and have a significant impact on the quality of teaching and learning in schools. Using identity theory from the structural symbolic interactionism (SI) perspective (Burke & Stets, 2009), this study examines the identity changes of VTEs during an initial teaching education (ITE) programme in Malta and investigates how employers view the role identities of VTEs in Malta. The data was collected through semi-structured interviews with twenty-two participants, adopting Braun and Clarke’s (2006) thematic analysis (TA); and metaphor analysis. The results show that VTEs and MTEs underpin their teaching differently, influenced by the perceptions they have about their professional role identities. Moreover, both VTEs and employers were almost unanimous in their perspectives of what VTEs should be. There is no ‘one size fits all’ solution for each country, yet this study contributes to a field with a limited research base, by providing recommendations for policymakers and vocational education and training (VET) practitioners.

职业教师教育者的身份认同:角色与情境的共生。本文的目的是为了更深入地了解马耳他职业教师教育工作者(vte)与主流教师教育工作者(mte)的职业角色认同。职业技术人员在研究和政策方面的代表性不足，被误解为一个职业群体，尽管他们是维持高质量职业教学队伍的关键角色，并对学校的教学质量产生重大影响。本研究利用结构符号互动主义(SI)视角下的身份理论(Burke & Stets, 2009)，考察了马耳他初始教学教育(ITE)项目中职业技术人员的身份变化，并调查了马耳他雇主如何看待职业技术人员的角色身份。采用Braun和Clarke(2006)的主题分析(TA)，通过对22名参与者的半结构化访谈收集数据;隐喻分析。结果显示，受职业角色认同认知的影响，职业教育工作者和跨国教育工作者的教学基础存在差异。此外，vte和雇主对vte应该是什么样的看法几乎是一致的。没有适合每个国家的“放之四海而皆准”的解决方案，但本研究通过为政策制定者和职业教育与培训(VET)从业者提供建议，为研究基础有限的领域做出了贡献。

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引用次数: 0

Subjectivation processes of VET teachers in the quality dispositive 主体化过程对职业技术教育教师素质的决定作用

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Vocational Education and Training

Pub Date : 2021-10-02 DOI: 10.1080/13636820.2021.1995655

Hannes Hautz

Subjectivation processes of VET teachers in the quality dispositive

主体化过程对职业技术教育教师素质的决定作用

引用次数: 0

Exploring learning for work in the context of digital work technologies: the sociomaterial case of engineering professionals in the construction industry 探索数字化工作技术背景下的工作学习:建筑行业工程专业人员的社会材料案例

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Vocational Education and Training

Pub Date : 2021-10-02 DOI: 10.1080/13636820.2021.1995669

Marloes de Munnik

Exploring learning for work in the context of digital work technologies: the sociomaterial case of engineering professionals in the construction industry

探索数字化工作技术背景下的工作学习:建筑行业工程专业人员的社会材料案例

引用次数: 2

”Mä olen saanut mahdollisuudet oppia” Opintoihin kiinnittyminen ammatillisessa koulutuksessa (“Student engagement in vocational education and training in Finland”)

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Vocational Education and Training

Pub Date : 2021-10-02 DOI: 10.1080/13636820.2021.1995677

Satu Niittylahti

”Mä olen saanut mahdollisuudet oppia” Opintoihin kiinnittyminen ammatillisessa koulutuksessa (“Student engagement in vocational education and training in Finland”)

引用次数: 1

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