Pub Date : 2020-05-03DOI: 10.1080/14480220.2020.1824874
Alice Sinclair, S. Webb
ABSTRACT This article explores the academic identities of college educators of higher education in vocational institutions. Qualitative semi-structured interviews generated data from eleven educators in five vocational education institutions. Discourse analysis revealed that educators distinguished their vocational institutions’ contributions to HE as different, but equal or superior to those of universities. Educators presented their culture and practices in advantageous ways, contrasted against imagined stereotypes of university experiences, which are perceived to be deficient for supporting the types of students they teach. In adopting academic identities that distinguish their cultures and practices from those presumed prevalent in universities, these educators seek parity of esteem with universities through distinctiveness, and reject research-focused academic identities and academic drift. In embracing teacherly identities supporting students rather than the research-teaching nexus, educators may be contributing to the ‘therapeutic turn’, diminishing opportunities for students, and furthering the vertical stratification of institutions within the Australian HE space.
{"title":"Academic identity in a changing Australian higher education space: the higher education in vocational institution perspective","authors":"Alice Sinclair, S. Webb","doi":"10.1080/14480220.2020.1824874","DOIUrl":"https://doi.org/10.1080/14480220.2020.1824874","url":null,"abstract":"ABSTRACT This article explores the academic identities of college educators of higher education in vocational institutions. Qualitative semi-structured interviews generated data from eleven educators in five vocational education institutions. Discourse analysis revealed that educators distinguished their vocational institutions’ contributions to HE as different, but equal or superior to those of universities. Educators presented their culture and practices in advantageous ways, contrasted against imagined stereotypes of university experiences, which are perceived to be deficient for supporting the types of students they teach. In adopting academic identities that distinguish their cultures and practices from those presumed prevalent in universities, these educators seek parity of esteem with universities through distinctiveness, and reject research-focused academic identities and academic drift. In embracing teacherly identities supporting students rather than the research-teaching nexus, educators may be contributing to the ‘therapeutic turn’, diminishing opportunities for students, and furthering the vertical stratification of institutions within the Australian HE space.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"121 - 140"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1824874","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48999742","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 : 2020-05-03DOI: 10.1080/14480220.2020.1884395
R. Shreeve
{"title":"New Frontiers for College Education: International perspectives","authors":"R. Shreeve","doi":"10.1080/14480220.2020.1884395","DOIUrl":"https://doi.org/10.1080/14480220.2020.1884395","url":null,"abstract":"","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"174 - 178"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1884395","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47789488","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 : 2020-05-03DOI: 10.1080/14480220.2021.1883839
Susan Webb, E. Knight, S. Hodge
The tertiary sector in Australia is undergoing profound change especially at the intersection between higher education and vocational education, with the role and contribution of vocational education subject to intense debate in this high participation system (Monash Commission, 2018). In this turbulent environment, traditional providers of higher education, such as universities, and vocational education and training colleges are working in new ways to increase access and participation to high skills by developing provision that spans the vocational and higher education divide (Webb et al., 2017). New providers, such as TAFES, are entering and innovating in the field of higher education. However, there is little research that looks at vocational institution provision of bachelor’s degrees and explores what it means for higher education, for vocational education, for equity for students and for preparing people for changing labour markets. In this Special Issue of the International Journal of Training Research, the papers’ authors have all been connected in some way with the Australian Research Council funded Discovery Project (DP170101885) ‘Vocational Institutions, Undergraduate Degrees: Distinction or Inequality’, a three-year national case study investigating every TAFE institution across Australia that had received approval to offer its own bachelor degrees. The project created a space for academics and practitioners to reflect on the nature of vocational and higher education when they came together to explore the practices of a novel form of the long-standing and esteemed bachelor’s degree qualification (Huggins et al., 2003). In Australia, following the ending of the National Centre for Vocational Education Research (NCVER) competitive grants scheme and the National VET Equity Advisory Council (NVEAC) grants system, the last ten years have seen a dearth of original, competitive, uncontracted research in Australia about vocational education. To our knowledge, the research discussed in this special issue has been derived from one of a very small number of ARC Discovery Projects which has had a vocational education focus and, it was only the second Australian Research Council funded project focusing explicitly on vocational education provision and institutions after Professor Erica Smith’s Linkage project (ARC – LP140100044) alongside this Journal’s editor Roger Harris and other colleagues. The wider context for this issue is that the education field in Australia has had a longstanding minor position in terms of the award of research funding (Graham & Buckley, 2014). Moreover, in recent years there have been further falls in the success of education as a broader discipline in the competitive Australian Research Council funding schemes (Sullivan & Tippett, 2020). Over the last decade there has been a 5% success rate for projects with the field of research 13 (Education) compared to the average for all FoR INTERNATIONAL JOURNAL OF TRAINING RESEAR
{"title":"‘A degree is a degree’: understanding vocational institution’s bachelor degrees in Australia’s high participation system","authors":"Susan Webb, E. Knight, S. Hodge","doi":"10.1080/14480220.2021.1883839","DOIUrl":"https://doi.org/10.1080/14480220.2021.1883839","url":null,"abstract":"The tertiary sector in Australia is undergoing profound change especially at the intersection between higher education and vocational education, with the role and contribution of vocational education subject to intense debate in this high participation system (Monash Commission, 2018). In this turbulent environment, traditional providers of higher education, such as universities, and vocational education and training colleges are working in new ways to increase access and participation to high skills by developing provision that spans the vocational and higher education divide (Webb et al., 2017). New providers, such as TAFES, are entering and innovating in the field of higher education. However, there is little research that looks at vocational institution provision of bachelor’s degrees and explores what it means for higher education, for vocational education, for equity for students and for preparing people for changing labour markets. In this Special Issue of the International Journal of Training Research, the papers’ authors have all been connected in some way with the Australian Research Council funded Discovery Project (DP170101885) ‘Vocational Institutions, Undergraduate Degrees: Distinction or Inequality’, a three-year national case study investigating every TAFE institution across Australia that had received approval to offer its own bachelor degrees. The project created a space for academics and practitioners to reflect on the nature of vocational and higher education when they came together to explore the practices of a novel form of the long-standing and esteemed bachelor’s degree qualification (Huggins et al., 2003). In Australia, following the ending of the National Centre for Vocational Education Research (NCVER) competitive grants scheme and the National VET Equity Advisory Council (NVEAC) grants system, the last ten years have seen a dearth of original, competitive, uncontracted research in Australia about vocational education. To our knowledge, the research discussed in this special issue has been derived from one of a very small number of ARC Discovery Projects which has had a vocational education focus and, it was only the second Australian Research Council funded project focusing explicitly on vocational education provision and institutions after Professor Erica Smith’s Linkage project (ARC – LP140100044) alongside this Journal’s editor Roger Harris and other colleagues. The wider context for this issue is that the education field in Australia has had a longstanding minor position in terms of the award of research funding (Graham & Buckley, 2014). Moreover, in recent years there have been further falls in the success of education as a broader discipline in the competitive Australian Research Council funding schemes (Sullivan & Tippett, 2020). Over the last decade there has been a 5% success rate for projects with the field of research 13 (Education) compared to the average for all FoR INTERNATIONAL JOURNAL OF TRAINING RESEAR","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"93 - 100"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1883839","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45248502","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 : 2020-05-03DOI: 10.1080/14480220.2021.1905045
A. Bathmaker, K. Orr
ABSTRACT .The issues addressed in the articles in this special issue indicate the many ways in which vocational forms of higher education (HiVE) are understood and interpreted. While most articles focus on Australia, the students and institutional providers differ considerably. What unifies the forms of provision considered here are claims that they provide alternative insights into opportunities and inequalities within higher education (HE) and society. They suggest that HiVE is distinctive from dominant forms of HE in universities, and may therefore contribute to addressing inequity. As this suggests, while HiVE is often positioned in relation to what it is not, a more positive reading highlights HiVE’s capacity to address social and economic inequalities, particularly through providing access to skilled work. Claims to distinctiveness, however, which focus primarily on access to skilled work may lead to a reductive understanding both of HiVE and the aspirations of those who choose HiVE courses.
{"title":"Epilogue: the elusive pursuit of distinctiveness and equity through higher vocational education","authors":"A. Bathmaker, K. Orr","doi":"10.1080/14480220.2021.1905045","DOIUrl":"https://doi.org/10.1080/14480220.2021.1905045","url":null,"abstract":"ABSTRACT .The issues addressed in the articles in this special issue indicate the many ways in which vocational forms of higher education (HiVE) are understood and interpreted. While most articles focus on Australia, the students and institutional providers differ considerably. What unifies the forms of provision considered here are claims that they provide alternative insights into opportunities and inequalities within higher education (HE) and society. They suggest that HiVE is distinctive from dominant forms of HE in universities, and may therefore contribute to addressing inequity. As this suggests, while HiVE is often positioned in relation to what it is not, a more positive reading highlights HiVE’s capacity to address social and economic inequalities, particularly through providing access to skilled work. Claims to distinctiveness, however, which focus primarily on access to skilled work may lead to a reductive understanding both of HiVE and the aspirations of those who choose HiVE courses.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"179 - 183"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1905045","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59818371","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 : 2020-05-03DOI: 10.1080/14480220.2020.1830838
Paul Koshy, S. Webb, A. Dockery, E. Knight
ABSTRACT Recent studies in Australia have found that bachelor's degree participation in vocational institutions in Australia tends to skew towards students from high and middle socioeconomic status (SES) backgrounds. This outcome runs counter to overall vocational participation which is dominated by students from low and middle SES backgrounds. This paper uses data from the Longitudinal Surveys of Australian Youth (LSAY) to confirm findings from a mixed-methods study on bachelor courses in vocational institutions by school leaver-aged students. It characterises the student population in such courses and examines evidence on the influence of determinants of bachelor participation in vocational institutions, in relation to measures of family background, wealth and cultural status and school type. It is found that students entering bachelor programs in vocational education have higher household levels of cultural possession, are more likely to plan to enter university, and have higher self-assessments of academic ability than those undertaking traditional vocational qualification pathways, but lower than those who undertook bachelor qualifications at university.
{"title":"Bachelor degree participation in vocational institutions: examining the determinants of participation","authors":"Paul Koshy, S. Webb, A. Dockery, E. Knight","doi":"10.1080/14480220.2020.1830838","DOIUrl":"https://doi.org/10.1080/14480220.2020.1830838","url":null,"abstract":"ABSTRACT Recent studies in Australia have found that bachelor's degree participation in vocational institutions in Australia tends to skew towards students from high and middle socioeconomic status (SES) backgrounds. This outcome runs counter to overall vocational participation which is dominated by students from low and middle SES backgrounds. This paper uses data from the Longitudinal Surveys of Australian Youth (LSAY) to confirm findings from a mixed-methods study on bachelor courses in vocational institutions by school leaver-aged students. It characterises the student population in such courses and examines evidence on the influence of determinants of bachelor participation in vocational institutions, in relation to measures of family background, wealth and cultural status and school type. It is found that students entering bachelor programs in vocational education have higher household levels of cultural possession, are more likely to plan to enter university, and have higher self-assessments of academic ability than those undertaking traditional vocational qualification pathways, but lower than those who undertook bachelor qualifications at university.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"106 - 120"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1830838","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49113373","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 : 2020-05-03DOI: 10.1080/14480220.2020.1830837
Leesa Wheelahan, Gavin Moodie
The provision of bachelor degrees in technical and further education (TAFE) institutes in Australia, further education (FE) colleges in England, and community colleges (CCs) in Canada and the United States is caught in a contradiction. On the one hand, this provision offers opportunities to groups of students who are not having their needs met in universities (Floyd & Falconetti, 2013; Moodie et al., 2019; Webb et al., 2017; Wheelahan et al., 2009). On the other hand, the emergence of this provision over the last twenty years is part of the further stratification and hierarchical structuring of higher education in those countries (Bathmaker, 2016; Wheelahan, 2016). This prologue argues that TAFE, FE and CCs are kept firmly in their place at the bottom of the higher education hierarchy in their respective countries. While the provision of degrees in colleges seems to offer ‘college for all’ and to reflect and support democratic impulses and social justice objectives in liberal democracies, its location in the sectoral hierarchy means that this provision helps to reproduce social inequality. This contradiction reflects the ‘messiness and complexity’ of HE in FE (or TAFE or CCs) identified by Avis and Orr (2016, p. 61) because while it cannot alter existing structures of disadvantage, it can and does transform lives of individual students by providing them with access to the kind of knowledge they need to be citizens in their occupations and in society.
在澳大利亚的技术和继续教育学院(TAFE)、英国的继续教育学院(FE)以及加拿大和美国的社区学院(cc)提供学士学位存在矛盾。一方面，这一规定为那些在大学里没有得到需求满足的学生群体提供了机会(Floyd & Falconetti, 2013;穆迪等人，2019;Webb et al.， 2017;Wheelahan et al.， 2009)。另一方面，在过去二十年中，这一规定的出现是这些国家高等教育进一步分层和分层结构的一部分(Bathmaker, 2016;Wheelahan, 2016)。这篇序言认为，TAFE、FE和cc在各自国家的高等教育体系中始终处于最底层。虽然大学学位的提供似乎提供了“全民大学”，并反映和支持自由民主国家的民主冲动和社会正义目标，但其在部门等级制度中的位置意味着这一规定有助于再现社会不平等。这种矛盾反映了Avis和Orr(2016，第61页)所确定的高等教育在高等教育(或TAFE或CCs)中的“混乱和复杂性”，因为虽然它不能改变现有的劣势结构，但它可以并且确实通过向学生提供他们在职业和社会中成为公民所需的那种知识来改变他们的生活。
{"title":"A degree is a degree? The impact of elite universities on colleges offering degrees","authors":"Leesa Wheelahan, Gavin Moodie","doi":"10.1080/14480220.2020.1830837","DOIUrl":"https://doi.org/10.1080/14480220.2020.1830837","url":null,"abstract":"The provision of bachelor degrees in technical and further education (TAFE) institutes in Australia, further education (FE) colleges in England, and community colleges (CCs) in Canada and the United States is caught in a contradiction. On the one hand, this provision offers opportunities to groups of students who are not having their needs met in universities (Floyd & Falconetti, 2013; Moodie et al., 2019; Webb et al., 2017; Wheelahan et al., 2009). On the other hand, the emergence of this provision over the last twenty years is part of the further stratification and hierarchical structuring of higher education in those countries (Bathmaker, 2016; Wheelahan, 2016). This prologue argues that TAFE, FE and CCs are kept firmly in their place at the bottom of the higher education hierarchy in their respective countries. While the provision of degrees in colleges seems to offer ‘college for all’ and to reflect and support democratic impulses and social justice objectives in liberal democracies, its location in the sectoral hierarchy means that this provision helps to reproduce social inequality. This contradiction reflects the ‘messiness and complexity’ of HE in FE (or TAFE or CCs) identified by Avis and Orr (2016, p. 61) because while it cannot alter existing structures of disadvantage, it can and does transform lives of individual students by providing them with access to the kind of knowledge they need to be citizens in their occupations and in society.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"101 - 105"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1830837","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44469166","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 : 2020-05-03DOI: 10.1080/14480220.2020.1830836
K. Lavender
ABSTRACT Understanding the role of higher education in a system of high participation is becoming more important to providers and policymakers internationally. In this system, whereby increasingly higher education is taking place in vocational institutions, there has been renewed focus on the distinct nature of this provision, and the benefits it may hold for participants. This paper explores the experiences of mature students participating in higher education in a vocational institution in England. Using data from a multiple case study, four narratives are presented to illustrate the conceptualisation of employability by those students and the notion of academic capital and graduate identities is used to frame them. Reconsidering employability in this way challenges a competency-based model of employability reflected in skills-centred policy discourses. In doing so, the paper argues that HIVE is distinct and holds benefits for its participants, but for in different ways than those purported by policymakers.
{"title":"Mature students’ experiences of undertaking higher education in English vocational institutions: employability and academic capital","authors":"K. Lavender","doi":"10.1080/14480220.2020.1830836","DOIUrl":"https://doi.org/10.1080/14480220.2020.1830836","url":null,"abstract":"ABSTRACT Understanding the role of higher education in a system of high participation is becoming more important to providers and policymakers internationally. In this system, whereby increasingly higher education is taking place in vocational institutions, there has been renewed focus on the distinct nature of this provision, and the benefits it may hold for participants. This paper explores the experiences of mature students participating in higher education in a vocational institution in England. Using data from a multiple case study, four narratives are presented to illustrate the conceptualisation of employability by those students and the notion of academic capital and graduate identities is used to frame them. Reconsidering employability in this way challenges a competency-based model of employability reflected in skills-centred policy discourses. In doing so, the paper argues that HIVE is distinct and holds benefits for its participants, but for in different ways than those purported by policymakers.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"141 - 154"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1830836","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44892655","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 : 2020-05-03DOI: 10.1080/14480220.2020.1864442
Lynette Vernon, Catherine F. Drane
ABSTRACT Educational and career aspirations can be shaped by the expectations of significant others, including parents, teachers and peers. This study examined career discussions with significant others and how discussions about university or vocational education supported post-high school pathways. A mediation model examined the role of gender, year level, and first-in-family status to the links between pathway discussions and career expectations. The main findings suggested that students who discussed university more frequently with others were more likely to expect to attend university post high school. Students who discussed vocational and educational training pathways reported they were more likely to pursue vocational education. Students from low socioeconomic status backgrounds reported high expectations of attending vocational education and low expectations of attending university. Students discussed career and academic pathways with parents and peers more than with teachers and counsellors. This research informs influencers as to the importance of timely career pathway discussions.
{"title":"Influencers: the importance of discussions with parents, teachers and friends to support vocational and university pathways","authors":"Lynette Vernon, Catherine F. Drane","doi":"10.1080/14480220.2020.1864442","DOIUrl":"https://doi.org/10.1080/14480220.2020.1864442","url":null,"abstract":"ABSTRACT Educational and career aspirations can be shaped by the expectations of significant others, including parents, teachers and peers. This study examined career discussions with significant others and how discussions about university or vocational education supported post-high school pathways. A mediation model examined the role of gender, year level, and first-in-family status to the links between pathway discussions and career expectations. The main findings suggested that students who discussed university more frequently with others were more likely to expect to attend university post high school. Students who discussed vocational and educational training pathways reported they were more likely to pursue vocational education. Students from low socioeconomic status backgrounds reported high expectations of attending vocational education and low expectations of attending university. Students discussed career and academic pathways with parents and peers more than with teachers and counsellors. This research informs influencers as to the importance of timely career pathway discussions.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"155 - 173"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1864442","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42060440","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 : 2020-03-30DOI: 10.1080/14480220.2020.1860301
U. C. Okolie, Elisha N. Elom, P. Igwe, C. Nwajiuba, M. O. Binuomote, N. Igu
ABSTRACT Despite the diversity of views in the literature about what employability skills are, there appears to be general agreement that employability skills are important. However, there are concerns about whether TVET graduates in developing countries are developing these skills and the onus falls upon TVET teachers to ensure they do so. In this qualitative study, 35 TVET teachers from 19 developing countries were interviewed to learn how TVET teachers foster the employability skills of learners. Data collected were transcribed, coded and analysed using thematic analysis. Findings show that the well-published notion that TVET teachers in many developing countries do not make efforts to impart employability skills to their students could be brought into question. Results of this study show that TVET teachers use various techniques to foster employability skills in their TVET learners. Continuous professional development of TVET teachers to ensure quality graduate outcomes is recommended.
{"title":"How TVET teachers foster employability skills: insights from developing countries","authors":"U. C. Okolie, Elisha N. Elom, P. Igwe, C. Nwajiuba, M. O. Binuomote, N. Igu","doi":"10.1080/14480220.2020.1860301","DOIUrl":"https://doi.org/10.1080/14480220.2020.1860301","url":null,"abstract":"ABSTRACT Despite the diversity of views in the literature about what employability skills are, there appears to be general agreement that employability skills are important. However, there are concerns about whether TVET graduates in developing countries are developing these skills and the onus falls upon TVET teachers to ensure they do so. In this qualitative study, 35 TVET teachers from 19 developing countries were interviewed to learn how TVET teachers foster the employability skills of learners. Data collected were transcribed, coded and analysed using thematic analysis. Findings show that the well-published notion that TVET teachers in many developing countries do not make efforts to impart employability skills to their students could be brought into question. Results of this study show that TVET teachers use various techniques to foster employability skills in their TVET learners. Continuous professional development of TVET teachers to ensure quality graduate outcomes is recommended.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"231 - 249"},"PeriodicalIF":0.5,"publicationDate":"2020-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1860301","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44856499","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 : 2020-01-02DOI: 10.1080/14480220.2020.1747785
S. Francisco
ABSTRACT Vocational Education and Training (VET) teachers often begin teaching with limited or no teaching qualifications, and necessarily much of their learning to be a teacher takes place in the teaching workplace. This paper considers what novice VET teachers learn in the workplace and what enables and constrains that learning. We argue that teachers learn to undertake their teaching role primarily in the same way as others in their teaching department undertake the role. The paper introduces the concept of three different groups of VET teachers whose learning is enabled and constrained in different ways: fringe teachers; favela teachers; and those who have an employment contract or are permanently employed. Using the theory of practice architectures, we show that teacher learning in the workplace is impacted by various site based conditions: including material arrangements; arrangements related to the use of VET language and of industry related language; and social-political arrangements.
{"title":"What novice vocational education and training teachers learn in the teaching workplace","authors":"S. Francisco","doi":"10.1080/14480220.2020.1747785","DOIUrl":"https://doi.org/10.1080/14480220.2020.1747785","url":null,"abstract":"ABSTRACT Vocational Education and Training (VET) teachers often begin teaching with limited or no teaching qualifications, and necessarily much of their learning to be a teacher takes place in the teaching workplace. This paper considers what novice VET teachers learn in the workplace and what enables and constrains that learning. We argue that teachers learn to undertake their teaching role primarily in the same way as others in their teaching department undertake the role. The paper introduces the concept of three different groups of VET teachers whose learning is enabled and constrained in different ways: fringe teachers; favela teachers; and those who have an employment contract or are permanently employed. Using the theory of practice architectures, we show that teacher learning in the workplace is impacted by various site based conditions: including material arrangements; arrangements related to the use of VET language and of industry related language; and social-political arrangements.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"37 - 54"},"PeriodicalIF":0.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1747785","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45381063","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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