Pub Date : 2021-06-22DOI: 10.1080/14480220.2021.1944273
S. Dang, R. Keamy
ABSTRACT The Early Years Learning Framework guides the work of Australia’s early childhood educators and teachers, with Outcome 4 including a focus on children developing dispositions for learning. In this article we report on an investigation how two vocational education and training (VET) teachers who taught the Diploma of Early Childhood and Care course encouraged their students to develop their own dispositions for learning. A narrative research methodology was used, with data gathered via interviews and teachers’ journals of their learning experiences. The theory of practice architectures (TPA) was used to frame and interpret the teachers’ accounts of their teaching practices. The TPA interpretative framework enabled aspects of the two teachers’ sayings, doings and relatings to be considered in the context of their practice traditions. Findings suggest that the teachers had a superficial understanding of what ‘learning dispositions’ meant and were therefore limited in the ways they were able to develop their students’ learning dispositions.
{"title":"Learning dispositions in the Early Years Learning Framework: two VET teachers’ experiences of walking the learning dispositions talk","authors":"S. Dang, R. Keamy","doi":"10.1080/14480220.2021.1944273","DOIUrl":"https://doi.org/10.1080/14480220.2021.1944273","url":null,"abstract":"ABSTRACT The Early Years Learning Framework guides the work of Australia’s early childhood educators and teachers, with Outcome 4 including a focus on children developing dispositions for learning. In this article we report on an investigation how two vocational education and training (VET) teachers who taught the Diploma of Early Childhood and Care course encouraged their students to develop their own dispositions for learning. A narrative research methodology was used, with data gathered via interviews and teachers’ journals of their learning experiences. The theory of practice architectures (TPA) was used to frame and interpret the teachers’ accounts of their teaching practices. The TPA interpretative framework enabled aspects of the two teachers’ sayings, doings and relatings to be considered in the context of their practice traditions. Findings suggest that the teachers had a superficial understanding of what ‘learning dispositions’ meant and were therefore limited in the ways they were able to develop their students’ learning dispositions.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"20 1","pages":"26 - 42"},"PeriodicalIF":0.5,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1944273","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42495586","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 : 2021-06-07DOI: 10.1080/14480220.2021.1935296
Seonkyung Choi
ABSTRACT The aim of this study is to investigate and compare rural and urban returns to additional vocational education after completing formal education in the Philippines. We estimate the returns to additional vocational education after formal education in formal employment and also rural/urban disparities for each industry sector. The investigation of the wage effect is based on the Mincerian Earnings Function, initially using OLS estimations and then correcting for sample selection bias using the Heckman method. Preliminary findings confirm that the wage effect is associated with additional vocational education for those completing secondary education, and the effect is more pronounced in rural than in urban areas. Thus, our principal finding is that vocational education is potentially more useful in rural areas, especially for those completing secondary education in the Philippines and especially considering that only about 6% of the workforce has completed any vocational education.
{"title":"Urban/rural disparities in the wage effect of additional vocational education after formal education: the case of the Philippines","authors":"Seonkyung Choi","doi":"10.1080/14480220.2021.1935296","DOIUrl":"https://doi.org/10.1080/14480220.2021.1935296","url":null,"abstract":"ABSTRACT The aim of this study is to investigate and compare rural and urban returns to additional vocational education after completing formal education in the Philippines. We estimate the returns to additional vocational education after formal education in formal employment and also rural/urban disparities for each industry sector. The investigation of the wage effect is based on the Mincerian Earnings Function, initially using OLS estimations and then correcting for sample selection bias using the Heckman method. Preliminary findings confirm that the wage effect is associated with additional vocational education for those completing secondary education, and the effect is more pronounced in rural than in urban areas. Thus, our principal finding is that vocational education is potentially more useful in rural areas, especially for those completing secondary education in the Philippines and especially considering that only about 6% of the workforce has completed any vocational education.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"19 1","pages":"229 - 241"},"PeriodicalIF":0.5,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1935296","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48304799","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 : 2021-06-07DOI: 10.1080/14480220.2021.1934075
Yang Zhang, S. McGuire
ABSTRACT This paper proposes an explanation of how diversity training can reduce employee turnover in a diverse organization. Researchers have paid much attention to the positive, and sometimes negative, effects of workforce diversity. Much has been learned, but there remain unanswered questions such as: How does firm behavior affect employee turnover in a diverse workforce? What individual attributes of employees need to be considered in order to facilitate an inclusive workforce climate? The goal of this paper is to explain the consequences of workforce diversity training on employee turnover in an integrative model. We propose that diversity training can generate an inclusive organizational climate, which in turn can increase employees’ job embeddedness and consequently decrease turnover. As a caveat, we propose that mindset, a psychological construct, moderates the effectiveness of diversity training on organizational climate, as well as the relationship between an inclusive climate and on-the-job embeddedness.
{"title":"Exploring the mechanism of diversity training through on-the-job embeddedness in a diverse workplace","authors":"Yang Zhang, S. McGuire","doi":"10.1080/14480220.2021.1934075","DOIUrl":"https://doi.org/10.1080/14480220.2021.1934075","url":null,"abstract":"ABSTRACT This paper proposes an explanation of how diversity training can reduce employee turnover in a diverse organization. Researchers have paid much attention to the positive, and sometimes negative, effects of workforce diversity. Much has been learned, but there remain unanswered questions such as: How does firm behavior affect employee turnover in a diverse workforce? What individual attributes of employees need to be considered in order to facilitate an inclusive workforce climate? The goal of this paper is to explain the consequences of workforce diversity training on employee turnover in an integrative model. We propose that diversity training can generate an inclusive organizational climate, which in turn can increase employees’ job embeddedness and consequently decrease turnover. As a caveat, we propose that mindset, a psychological construct, moderates the effectiveness of diversity training on organizational climate, as well as the relationship between an inclusive climate and on-the-job embeddedness.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"20 1","pages":"14 - 25"},"PeriodicalIF":0.5,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1934075","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48529352","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 : 2021-05-04DOI: 10.1080/14480220.2021.1905685
Dolapo F. Adeyanju, J. Mburu, D. Mignouna, K. Akomolafe
ABSTRACT This paper investigated the determinant of youth participation in agricultural training programs using the case of Fadama program. A multi-stage sampling technique was used to select a total of 977 respondents comprising of 455 participants and 522 non-participants. Data collected were analyzed using descriptive and inferential statistics. The study showed that high asset index reduces youths’ likelihood of participation. Also, participation in the program was negatively but significantly influenced by gender and household size but positively by age, years of education, perception of agribusiness, agribusiness ownership and youth’s intentions to start farming. The result of the descriptive showed that majority of the respondents (56%) indicated lack of access to finance as their major barrier to participating in agribusiness and in agribusiness training. Other barriers include lack of mentorship and information. The study therefore recommends the need for strategies to facilitate youth access to credit, mentorship and timely information.
{"title":"Determinants of youth participation in agricultural training programs: the case of Fadama program in Nigeria","authors":"Dolapo F. Adeyanju, J. Mburu, D. Mignouna, K. Akomolafe","doi":"10.1080/14480220.2021.1905685","DOIUrl":"https://doi.org/10.1080/14480220.2021.1905685","url":null,"abstract":"ABSTRACT This paper investigated the determinant of youth participation in agricultural training programs using the case of Fadama program. A multi-stage sampling technique was used to select a total of 977 respondents comprising of 455 participants and 522 non-participants. Data collected were analyzed using descriptive and inferential statistics. The study showed that high asset index reduces youths’ likelihood of participation. Also, participation in the program was negatively but significantly influenced by gender and household size but positively by age, years of education, perception of agribusiness, agribusiness ownership and youth’s intentions to start farming. The result of the descriptive showed that majority of the respondents (56%) indicated lack of access to finance as their major barrier to participating in agribusiness and in agribusiness training. Other barriers include lack of mentorship and information. The study therefore recommends the need for strategies to facilitate youth access to credit, mentorship and timely information.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"19 1","pages":"142 - 166"},"PeriodicalIF":0.5,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1905685","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48514257","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 : 2021-04-05DOI: 10.1080/14480220.2021.1905686
K. Ludwikowska
ABSTRACT The study examines an important aspect of the training evaluation, namely trainee reaction to training. In particular, the author aimed to analyse the relationship between learning self-efficacy during the training and identified factors of trainee reaction to training: trainee perception of the training content, design, and trainer performance. The results of the study confirmed that hypothesised antecedents were positively related to learning self-efficacy. The author revealed a new relationship contributing to a better understanding of the role of the cognitive reactions in the training evaluation, namely perceived trainee attitude towards training improvement. The high declarative learning self-efficacy can serve as an indicator of trainee readiness to transfer the training results to the workplace and forecast improvement in the workplace as a result. Based on the study results and review of the literature, the author developed a hypothesised model of relations between the trainee reaction and job performance.
{"title":"Relationship between the cognitive factors of trainees reaction to training and their learning self-efficacy","authors":"K. Ludwikowska","doi":"10.1080/14480220.2021.1905686","DOIUrl":"https://doi.org/10.1080/14480220.2021.1905686","url":null,"abstract":"ABSTRACT The study examines an important aspect of the training evaluation, namely trainee reaction to training. In particular, the author aimed to analyse the relationship between learning self-efficacy during the training and identified factors of trainee reaction to training: trainee perception of the training content, design, and trainer performance. The results of the study confirmed that hypothesised antecedents were positively related to learning self-efficacy. The author revealed a new relationship contributing to a better understanding of the role of the cognitive reactions in the training evaluation, namely perceived trainee attitude towards training improvement. The high declarative learning self-efficacy can serve as an indicator of trainee readiness to transfer the training results to the workplace and forecast improvement in the workplace as a result. Based on the study results and review of the literature, the author developed a hypothesised model of relations between the trainee reaction and job performance.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"19 1","pages":"167 - 182"},"PeriodicalIF":0.5,"publicationDate":"2021-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1905686","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49663883","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 : 2021-04-05DOI: 10.1080/14480220.2021.1905687
Saleh Alwahaishi
ABSTRACT The first interaction of students in tertiary education with the work-integrated learning environment happens often through cooperative education or internships, where students, as emerging professionals, develop technical abilities and practice critical ethical decision-making and professional values. Accordingly, this study aims at assessing the impact of cooperative education on students’ understanding of business ethics issues, by focusing on the differences in students’ perceptions depending on work-integrated learning experience, academic majors and ethics courses taken. Testing our hypothesis on a sample of 234 business students at a Saudi business school, the results showed an evolution process of ethical perceptions, which indicates a maturation of ethical behavior due to the business environment exposure and not only from practical training or any other single factor. It also showed the insignificance of ethics education in this process as students’ ethical values develop over time during their lives toward society’s expectations rather than being shaped through formal exposure.
{"title":"Significance of work-integrated learning on ethical perception: implications to business students","authors":"Saleh Alwahaishi","doi":"10.1080/14480220.2021.1905687","DOIUrl":"https://doi.org/10.1080/14480220.2021.1905687","url":null,"abstract":"ABSTRACT The first interaction of students in tertiary education with the work-integrated learning environment happens often through cooperative education or internships, where students, as emerging professionals, develop technical abilities and practice critical ethical decision-making and professional values. Accordingly, this study aims at assessing the impact of cooperative education on students’ understanding of business ethics issues, by focusing on the differences in students’ perceptions depending on work-integrated learning experience, academic majors and ethics courses taken. Testing our hypothesis on a sample of 234 business students at a Saudi business school, the results showed an evolution process of ethical perceptions, which indicates a maturation of ethical behavior due to the business environment exposure and not only from practical training or any other single factor. It also showed the insignificance of ethics education in this process as students’ ethical values develop over time during their lives toward society’s expectations rather than being shaped through formal exposure.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"19 1","pages":"183 - 201"},"PeriodicalIF":0.5,"publicationDate":"2021-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1905687","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43691509","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 : 2021-04-05DOI: 10.1080/14480220.2021.1905684
Sarojni Choy, Darryl Dymock, L. Le, S. Billett
ABSTRACT Although vocational education and training (VET) can lead to lucrative and fulfilling careers and plays a vital role in skilling workers for contemporary workplaces, it continues to have a low status in schools, among parents, and in the wider community. Many countries are now seeking to enhance the status of VET to increase its uptake by school leavers. The study reported here investigated factors that shape students’ decisions about post-school options and their views about promoting VET as a viable post-school option. Interview and survey data from 176 students from 11 schools and three VET institutions located in metropolitan and regional communities are discussed here. Their decision-making is influenced mainly by the information they received from familiars (i.e. parents, teachers, and friends). They suggest more detailed information about the utility and status of VET and occupations it serves may assist young people to consider it as a viable option.
{"title":"Understanding student decision-making about VET as a pathway: an Australian study","authors":"Sarojni Choy, Darryl Dymock, L. Le, S. Billett","doi":"10.1080/14480220.2021.1905684","DOIUrl":"https://doi.org/10.1080/14480220.2021.1905684","url":null,"abstract":"ABSTRACT Although vocational education and training (VET) can lead to lucrative and fulfilling careers and plays a vital role in skilling workers for contemporary workplaces, it continues to have a low status in schools, among parents, and in the wider community. Many countries are now seeking to enhance the status of VET to increase its uptake by school leavers. The study reported here investigated factors that shape students’ decisions about post-school options and their views about promoting VET as a viable post-school option. Interview and survey data from 176 students from 11 schools and three VET institutions located in metropolitan and regional communities are discussed here. Their decision-making is influenced mainly by the information they received from familiars (i.e. parents, teachers, and friends). They suggest more detailed information about the utility and status of VET and occupations it serves may assist young people to consider it as a viable option.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"19 1","pages":"125 - 141"},"PeriodicalIF":0.5,"publicationDate":"2021-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1905684","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46209484","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 : 2021-03-15DOI: 10.1080/14480220.2021.1896565
Irene Shubi Isibika, Chang Zhu, Egbert De Smet, A. Musabila
ABSTRACT The constant change in technology, its impact on the electronic information environment and complex library users are forcing academic librarians to majorly change their skill set. Patrons no longer request for physical information but are accessing and retrieving information electronically. This study investigated the current training needs of librarians in Tanzanian academic libraries with the aim of developing microlearning intervention for training. Using a self-administered questionnaire, data were collected from 138 librarians in six Tanzanian academic libraries. Results identified the most important competencies and skills needed by the librarians and also identified barriers to librarians training. Identifying librarians’ training needs will accelerate the training required for the librarians to gain current expertise based on need. Using microlearning for training will eliminate the barriers to librarians’ training. Increasing training and learning efficiency is crucial if these academic libraries are to maintain relevance and continue to meet the needs of their users.
{"title":"Perceived training needs assessment of librarians in Tanzanian academic libraries aimed at introducing microlearning intervention to training","authors":"Irene Shubi Isibika, Chang Zhu, Egbert De Smet, A. Musabila","doi":"10.1080/14480220.2021.1896565","DOIUrl":"https://doi.org/10.1080/14480220.2021.1896565","url":null,"abstract":"ABSTRACT The constant change in technology, its impact on the electronic information environment and complex library users are forcing academic librarians to majorly change their skill set. Patrons no longer request for physical information but are accessing and retrieving information electronically. This study investigated the current training needs of librarians in Tanzanian academic libraries with the aim of developing microlearning intervention for training. Using a self-administered questionnaire, data were collected from 138 librarians in six Tanzanian academic libraries. Results identified the most important competencies and skills needed by the librarians and also identified barriers to librarians training. Identifying librarians’ training needs will accelerate the training required for the librarians to gain current expertise based on need. Using microlearning for training will eliminate the barriers to librarians’ training. Increasing training and learning efficiency is crucial if these academic libraries are to maintain relevance and continue to meet the needs of their users.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"19 1","pages":"107 - 124"},"PeriodicalIF":0.5,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1896565","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44318920","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 : 2021-01-02DOI: 10.1080/14480220.2020.1864439
Jean-François Labre, M. Lauzier
ABSTRACT This paper investigates the interrelationships among organizational learning (OL) facilitators, OL itself, and three organizational outcomes: employee intention to leave the organization, absenteeism, and perceived organizational performance. It also investigates how OL mediates the relationship between OL facilitators and organizational outcomes. 145 employees (113 women) working in a French-Canadian community hospital completed a survey covering all the studied variables. Bootstrap regression analyses were used to test various hypotheses. Results support the idea that environmental components (culture, leadership, support, and strategic management of learning) can facilitate OL. They also show that OL mediates the relationships between certain of its facilitators and employee intention to leave the organization as well as perceived organizational performance. The research supports the view that it is possible to reduce employee turnover intentions and foster performance in a healthcare context by establishing an environment conducive of OL.
{"title":"Studying the influences of organizational learning on turnover intentions, absenteeism, and organizational performance among employees working in a French-Canadian hospital","authors":"Jean-François Labre, M. Lauzier","doi":"10.1080/14480220.2020.1864439","DOIUrl":"https://doi.org/10.1080/14480220.2020.1864439","url":null,"abstract":"ABSTRACT This paper investigates the interrelationships among organizational learning (OL) facilitators, OL itself, and three organizational outcomes: employee intention to leave the organization, absenteeism, and perceived organizational performance. It also investigates how OL mediates the relationship between OL facilitators and organizational outcomes. 145 employees (113 women) working in a French-Canadian community hospital completed a survey covering all the studied variables. Bootstrap regression analyses were used to test various hypotheses. Results support the idea that environmental components (culture, leadership, support, and strategic management of learning) can facilitate OL. They also show that OL mediates the relationships between certain of its facilitators and employee intention to leave the organization as well as perceived organizational performance. The research supports the view that it is possible to reduce employee turnover intentions and foster performance in a healthcare context by establishing an environment conducive of OL.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"19 1","pages":"1 - 20"},"PeriodicalIF":0.5,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1864439","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47375984","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 : 2020-12-28DOI: 10.1080/14480220.2020.1864440
Eli Gimmon, Yanay Farja, Zeev Greenberg
ABSTRACT OECD data show that in some countries the earnings of workers with tertiary vocational education are lower than those of workers with secondary education, in particular for the 25–34 years age group. Israel is one of those countries, and in this study we extend the analysis of this apparent anomaly using a quantitative methodology of multiple regression analysis and a survey of 699 SMEs through telephone interviews and a web-based questionnaire. We explored the employment growth rates of firms whose owners have secondary, academic and post-secondary vocational education. Findings show that compared to the base level of the owner’s secondary education, the growth of businesses whose owners have academic education is higher, while vocational education of the owner is associated with lower growth. These findings can be explained by the specific skills acquired through vocational training which may not adequately fit the changing job market and business ecosystem.
{"title":"Vocational education of owners and SME employment growth: evidence from Israel","authors":"Eli Gimmon, Yanay Farja, Zeev Greenberg","doi":"10.1080/14480220.2020.1864440","DOIUrl":"https://doi.org/10.1080/14480220.2020.1864440","url":null,"abstract":"ABSTRACT OECD data show that in some countries the earnings of workers with tertiary vocational education are lower than those of workers with secondary education, in particular for the 25–34 years age group. Israel is one of those countries, and in this study we extend the analysis of this apparent anomaly using a quantitative methodology of multiple regression analysis and a survey of 699 SMEs through telephone interviews and a web-based questionnaire. We explored the employment growth rates of firms whose owners have secondary, academic and post-secondary vocational education. Findings show that compared to the base level of the owner’s secondary education, the growth of businesses whose owners have academic education is higher, while vocational education of the owner is associated with lower growth. These findings can be explained by the specific skills acquired through vocational training which may not adequately fit the changing job market and business ecosystem.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"19 1","pages":"21 - 46"},"PeriodicalIF":0.5,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1864440","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42785394","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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