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This study aimed to use a game-based learning (GBL) module with multi-scaffolding and mobile technology for high school students with mild intellectual disabilities (MID) to assist them in learning career education knowledge. This study used a quasi-experimental method to investigate the participants’ learning effectiveness, motivation, flow state, game acceptance, and learning behavior patterns (LBP). The differences in the LBP of the high and low learning effectiveness groups and the high and low flow state groups were also investigated. In total, 32 high school students with MID participated in this study. The results show that the GBL module with the multi-scaffolding mechanism could improve their learning effectiveness, motivation, flow state, game acceptance, and LBP and reduce their distraction behavior in the learning activities. The results of the sequential analysis indicated the significance of the behavior of reflection and discussions in the high learning effectiveness group. Additionally, the high-flow state group tended to try multiple strategies to complete the learning tasks. Furthermore, the game mechanism embodied collaborative peer interaction; even when the high-flow group became distracted, they returned to the tasks and continued the discussions with peers. [ABSTRACT FROM AUTHOR]

There is currently a lack of diversity in the discipline of statistics. In order to provide opportunities within the discipline of statistics to diverse groups, the present study presents a detailed description and evaluation of a one-credit workshop and mentoring program for undergraduate women interested in exploring opportunities within statistics. The key features of this program include career education, mentoring, and student–faculty interaction. A description of the program, along with key artifacts, is provided as a model for researchers and educators interested in creating similar experiences. The main components of this program were weekly class meetings; weekly reading assignments and written reflection; weekly near-peer mentoring meetings; and a final career portfolio. Initial evaluation of the program is conducted based on student and mentor feedback and results indicate that the program was generally well received. Areas for future work, including additional recruitment efforts and extending the program to additional populations, are explored. [ABSTRACT FROM AUTHOR]

This article reports on the measurement properties of the Vietnamese versions of the Career Education and Development Scale‐Senior and the Career Education and Development Scale‐Tertiary. The International Labour Organization Vietnam facilitated collection of data from students in high schools (N = 1463) and universities (N = 645) who completed these new measures along with comparator measures of self‐efficacy and career‐related beliefs, and expectations. Confirmatory factor analyses revealed an eight‐factor model equivalent for high school and university students. Correlations with comparator measures provide evidence of concurrent validity. These new measures of career preparedness support Vietnam's national efforts to advance career development, research, and practice. Future research recommendations focus on testing the measures' properties across different sociocultural factors and gender. [ABSTRACT FROM AUTHOR]

Leveraging the state's dual enrollment program, Georgia policymakers introduced a novel postsecondary pathway called "Option B" that allows students to bypass many traditional high school graduation requirements by completing sub-baccalaureate credentials for career and technical education instead. Given the distinctiveness of this policy, high school counselors play an important role in its implementation as "street-level bureaucrats." Drawing on sensemaking theory, this qualitative study examines how counselors consider the feasibility of the new pathway and for whom it serves best. Results suggest that there is disagreement between policymakers and street-level bureaucrats regarding the appropriate extent of postsecondary expansion for high school students. [ABSTRACT FROM AUTHOR]

This quasi-experimental study examined the impact of participation in college-run STEM career days on American high school students' STEM career aspirations. Data were collected from a nationwide retrospective cohort survey of 15,847 U.S. college students who provided information about their experiences during high school. Accounting for self-selection effects and a robust set of controls, results showed that students who participated in a college-run STEM career day during high school had 1.3 times the odds of expressing STEM career aspirations compared with a control group. We found that STEM career days were equally effective in promoting American students' STEM career aspirations across background characteristics, levels of academic preparation, and prior STEM interest. Results suggest that policymakers and educators should seriously consider implementing STEM career days for high school students as an evidence-based strategy to effectively increase STEM career interest. [ABSTRACT FROM AUTHOR]

Employees' sense of development is an essential component of their well‐being that enhances their work performance. In the Japanese higher education sector, the number of foreign academics has increased considerably due to the strong backing of government initiatives. Although studies have unpacked foreign academics' intercultural challenges and marginalisation experiences, their developmental experiences in host countries have been under‐researched. Thus, this mixed‐methods study examined what explains foreign early career academics' sense of knowledge and intellectual development and how. Both the quantitative and qualitative results indicated collegiality's key role in their development, while the discrepancies between them suggest that their development is better explained by how knowledge is transmitted via three key conditions—access, interpersonal matters and sources—than workplace conditions. Foreign academics' perspectives can contribute to institutional policy development, because they may be aware of the status quo to which locals feel resigned. [ABSTRACT FROM AUTHOR]

Studies consistently show the demand among adolescents for structured career guidance support programmes. This study evaluated the effectiveness of the career guidance workshop intervention by examining changes in career self-efficacy, outcome expectations, and career goals with 47 high school students in grades 10–12 (aged 16–18 years). Based on a five-step model including self-awareness, career exploration, school and career paths, real encounters, and decision-making, the career guidance workshop combined lectures, discussions, individual activities, and pair and group work. Data were collected through career self-efficacy, outcome expectation, and career goal questionnaires and analysed using a pre- and post-test design with a single intervention group. Results suggested a significant improvement in participants' career self-efficacy and their career goals. Although the findings on outcome expectations were not significant, the findings also showed an increase after the intervention. Thus, career guidance intervention is considered a valuable basis to improve adolescents' career decision-making skills. [ABSTRACT FROM AUTHOR]

Based on career construction theory, this study examined the contribution of career adaptability to career choice satisfaction, with career decision‐making self‐efficacy as a mediator and socioeconomic status as a moderator. Nine hundred and fourteen Chinese final‐year undergraduates were recruited. The results revealed that career adaptability directly influenced career choice satisfaction and indirectly through career decision‐making self‐efficacy, with some specific differences based on socioeconomic status. Particularly, the cooperation dimension of career adaptability was found to be negatively related to career choice satisfaction only among undergraduates with higher socioeconomic status. The findings have implications for research on career construction theory as well as for career education and counseling practices in universities. [ABSTRACT FROM AUTHOR]

The well-being of foreign early career academics (FECAs) has been the subject of research attention in relation to present demanding academic milieux in general and to those unfamiliar workplace settings in particular. A traditional variable-oriented approach that focuses on mean scores can easily gloss over the diverse nature of the group under study. Our study, conducted in Japan, took a person-oriented approach and identified FECAs' distinct well-being profiles and the associations of their personal attributes with the profiles. Most (64%) were classified as having the highest stress scores and moderate scores for sense of belonging, control of workload and career development engagement. The second-largest profile (29%) included FECAs characterised by the lowest stress score and a strong sense of belonging, control of workload and career development engagement. Those in the smallest profile (8%), who had moderate levels of workload control and stress, lacked a sufficient sense of belonging and career development engagement. Among FECAs' personal attributes, contract type was significantly associated with their distribution across the three well-being profiles, whereas no attributes of FECAs' unique nature significantly pertained to their distribution. Our results suggested that support for well-being may be important regardless of background. Our investigation, using multifaceted well-being subscales over a composite scale, offers analytical, strategic support for academics in globalised higher education. [ABSTRACT FROM AUTHOR]

This invited commentary critically examines the article "The resurrection of vocational interests in human resources research and practice: Evidence, challenges, and a working model" by Wille and De Fruyt. It offers additional perspectives on expanding the discussion on interests within human resources (HR), supporting leaders in conducting career conversations, and integrating career education into HR practices. The commentary emphasizes the importance of considering organizational interests, training leaders for effective dialog, and providing career development opportunities. By addressing these areas, HR practices can better align individual aspirations with organizational goals and enhance employee engagement and long‐term employability. Practitioner points: Continued assessment of interests becomes essential to allow workers to explore and expand their interests.The role of leaders is especially relevant when it comes to individuals who need more clarity about what they might or might not achieve in their present positions within the organization.Organizations, organizational communities, and HR professionals have relevant roles in forming citizens and workers through career education. [ABSTRACT FROM AUTHOR]

Background: The use of remote services such as video consultations (VCs) has increased significantly in the wake of the COVID-19 pandemic. In Sweden, private healthcare providers offering VCs have grown substantially since 2016 and have been controversial. Few studies have focused on physicians' experiences providing care in this context. Our aim was to study physicians' experiences of VCs, focusing on the work environment, quality of care, and educational needs. Methods: Twenty-two semi-structured interviews were performed with physicians working with VCs in Sweden, and analyzed through inductive content analysis. Results: We identified five categories; flexibility, social work environment, impact on care and society, continuous learning and career development, and organizational support. Flexibility and accessibility were considered positive features of working digitally by giving physicians control over their time and workplace and increasing patients' timely access to healthcare. Regarding collegial contact and social activities in a digital context, the majority of the participants did not experience any significant difference compared to the physical context. Access to technical support services, educational support, and collegial support in decision-making, guidance, and consultations were described as well-functioning. Satisfied patients positively impacted the work environment, and participants felt that VCs have a positive socio-economic effect. Continuity of care was considered supported, but patients did not always prioritize this. Privacy risks were considered a challenge, as were poor development of clinical skills due to the low variation of patient cases. Working for an online healthcare provider was contributing to career advancements for junior clinicians. Conclusions: Physicians appreciate the flexibility of the digital context and seem satisfied with a work environment where they have a high level of control, but few consider this a full-time career option. The pandemic year 2020 has led to a significant increase in the implementation of VCs in traditional care systems. How this affects the work environment and continuous education needs and career development remains to be seen. [ABSTRACT FROM AUTHOR]

The prospect of losing out on tenure can be frightening. But many who have been denied tenure have gone on to build successful careers in education or elsewhere. [ABSTRACT FROM AUTHOR]

For refugee migrants, proficiency in the language of their host country is a significant factor affecting their chance of integration and employment in their new society. For this reason, many Western nations provide host-country language training for such migrants. Australia thus offers English language training within its Vocational Education and Training (VET) sector to assist in refugee settlement. This study draws on qualitative interview data collected from a group of male Muslim refugee migrants attending these Australian training programs. Applying a Bourdieusian analysis to the data, the study's findings suggest that language training alone does not meet their linguistic and vocational needs. The paper argues first that the current language training programs need to be reconceptualised to consider the intersection of language training, work experience and vocational qualification; and second, that there must be a confluence of these three factors if refugee migrants are to have any chance of gaining meaningful employment opportunities. The notion of capital as 'vocational currency' is proposed as a new term to identify the complex relationships within this confluence. The article concludes with discussion of the implications of this study for language training within these VET programs. [ABSTRACT FROM AUTHOR]

This paper makes two contributions to the literature on social stratification in vocational attainment. First, we evaluate whether labour market literacy, as measured by knowledge about earnings in different occupations, is socially stratified. Second, we analyse whether differences in expected earnings between high-income and low-income occupations contribute to the social stratification in vocational aspirations and attainment using serial mediation based on data from the German National Educational Panel Study. We find that students are well informed about earnings, on average, but substantially underestimate earnings in some occupations. Students from low socio-economic status (SES) families underestimate earnings more than those from high SES families, particularly earnings in high-status occupations. Therefore, low SES students expect smaller earning differences between high-income and low-income occupations than high-SES students. In turn, small expected differences between high-income and low-income occupations are associated with lower vocational aspirations as well as attainments. Differences in expected earnings of high-income and low-income occupations mediate 4% of the differences in vocational aspirations by parental SES and 2% of the differences in vocational attainment. [ABSTRACT FROM AUTHOR]

The idea of dual vocational education and training (VET) has developed almost since VET education in Poland was established when the nation became a sovereign country in 1919. VET reforms – during the 20 years before the Second World War and after 1945 – were carried out to support rising industry and other developing areas of the economy. Recent reforms (passed in 2015 and 2017) strengthen significantly the meaning of the dual character of vocational education in Poland. This article presents Polish data from the international project 'Improving Expertise on Labour Relations' Impact on Youth Employability in Central and South-Eastern Europe' (EaSI grant VS/2016/0104). The research concerned the improvement of vocational education and the employability of students and young workers, especially regarding the idea and practice of dual VET education. The data were gathered using individual semi-structured and focus group interviews. The use of SWOT analysis has highlighted the multilevel nature of the VET learning environment and its advantages and disadvantages perceived from the perspective of many stakeholders – school representatives, employers and also students. The central question of the analysis is about the possible pathways of changes that could improve the existing system. [ABSTRACT FROM AUTHOR]

This paper analyses the costs and benefits of dual training programmes for companies in Chile. The model has three main components: (1) the costs that arise during the programme (training, student labour, administrative, and educational supplies), (2) the benefits that companies receive during the programme in terms of student's productivity, and (3) the potential benefits that companies can obtain in hiring and adjustment savings if students are hired after the programme. Using an online survey, we estimate that Chilean companies that participate incur net costs of US$3,200 per student per year in training; however, most companies declared to be satisfied with dual training. We simulate two scenarios under which dual training is cost effective. Public policies to promote early adjustment such that students arrive at companies better prepared and can allocate more time to productive tasks should be considered to decrease the net cost of training. [ABSTRACT FROM AUTHOR]

Drawing on Carol Bacchi's post-structural analytical approach, this study examines the nature of recent policy reforms in China in relation to vocational education (VE). The article reveals key problem representations that characterise the Implementation Plan of National Vocational Education Reform (IPNVER) issued by the State Council of the People's Republic of China (PRC) in 2019, and how these have arisen in light of previous reforms. These previous reforms relate to China's policies, laws and regulations with respect to the higher vocational education system since the 'opening up' in 1978. The study reveals that the VE policy in China is strongly governed by 'economic logics' in the context of neoliberal globalisation, even as it exhibits various 'Chinese characteristics', and that developing VE is seen as a solution to promoting Chinese economic and social development. However, at the same time, important issues are also 'silenced' as a result of the dominance of more economic logics in national VE policy. The article suggests policymakers need to pay more attention to developments in regional education, the social welfare issues of poorer working urban and rural peoples, and the mental health of citizens, while developing the national economy. [ABSTRACT FROM AUTHOR]

This paper performs a critical examination of the Ofsted Education Inspection Framework (EIF), which was accompanied by an Inspection Handbook for Further Education and Skills, and argues that this policy document reinforces the neoliberal project in education. Drawing on concepts from Michel Foucault's analysis of the nature and effects of marketisation and surveillance in education, this analysis reveals how these mechanics influence the ultimate meaning of teaching and learning in Further Education (FE). I use Foucault's analytical tools, archaeology and genealogy to critique the Framework as a neoliberal form of disciplinary power, particularly the methods used to scrutinise pedagogical operations in FE colleges, and the particular types of knowledge considered beneficial vis-à-vis meeting the regulatory demands of the agency, as well as providing a means for understanding the discourses of standardisation and accountability. The Ofsted inspection paradigm, I argue, could be viewed as a specific technology of power pertaining to an economic rationality that seeks disciplined institutions that produce disciplined and responsible consumers for a cost–transaction society. My thesis is that the new EIF intensifies the significance of business-like standardisation that fails to adopt a relational perspective in terms of valuing education for the sake of cultivating intellectual participation. [ABSTRACT FROM AUTHOR]

Those entering a new workplace often come with knowledge and skills relevant to the job they are employed to do; however, there will be site-based practices that they are unfamiliar with. Most of the learning about 'how we do things around here' occurs after a new role is commenced. This is certainly the case with novice Vocational Education and Training teachers. This paper considers what enables and constrains the learning of such new teachers. We use a particular form of practice theory, the theory of practice architectures, to focus on the arrangements that support the development of communicative learning spaces. At work, there are a range of spaces that are 'in-between' the personal and professional. We show how in-between spaces become communicative learning spaces where professional learning takes place. The development of communicative learning spaces is supported through arrangements that enable the intersection of the personal and professional, the sharing of stories, and the development of relational trust. The paper argues that while the fragile nature of in-between spaces means that formalising such arrangements can be counterproductive, approaches can be put in place to assist the development of communicative learning spaces. [ABSTRACT FROM AUTHOR]

Vocational education and training (VET) is faced with the challenge of developing 21st century learners for rapidly changing workforces. As the industry is impacted by external market forces, greater digitalisation, and access to learning, learning must evolve. In this research, we propose VET can be enhanced by harnessing self-directed learning (SDL) through 'play' (beyond games). Through phenomenological investigation, a diversity of learners' experiences of SDL and players' experiences of 'play' are unearthed. The former through focus groups and interviews, the latter thematic analysis of online discussion boards. Results make numerous contributions to scholarship and practice through extending cognitive, emotional, and environmental dimensions of the 'fundamental processes of learning' into the domain of SDL in VET. These dimensions are synthesised with a diversity of compelling experiences of 'play', to provide six 'learner-centered' tenets of harnessing play in self-directed VET and 11 VET examples situated at specific stages of learning. [ABSTRACT FROM AUTHOR]

In the past, the shift in career patterns and the unprecedented disruptions caused by events such as COVID-19 have posed notable challenges for job seekers. This holds particularly true for college students who are preparing to enter the workforce. In this context, enhancing career adaptability plays a vital role in shaping their career development. The primary objective of this research was to investigate the relationship between career education skills and career adaptability among 273 undergraduate students in China. Additionally, the study aimed to explore the mediating effect of career decision-making self-efficacy in shaping this relationship. The findings of the correlation analysis indicate a significant positive correlation between career education skills and career adaptability. Moreover, the results of the mediation model revealed that career education skills significantly contribute to improving career adaptability along with the mediating effect of college students' self-efficacy in making career decisions. This study suggests that universities should prioritize the development and expansion of career education initiatives. They should not only help establish clear career goals for college students but also cultivate a positive and flexible career outlook to assist them in better adapting to various changes that may arise throughout their career journeys. [ABSTRACT FROM AUTHOR]

Federal and state policies increasingly call upon community and technical colleges to collaborate with industry and other outside stakeholders in order to improve career and technical education programs. We apply a framework from the public administration literature to understand how these collaborations are built. Using data from in-depth interviews with 49 participants engaged in building collaborations to improve workforce education and training across Tennessee, we find that productive networks rely on dynamic individuals that act as boundary spanners, facilitating communication across sectors. In addition, successful collaborations make use of meetings involving multiple interest groups to bridge, rather than reinforce, boundaries between stakeholders. [ABSTRACT FROM AUTHOR]

This paper addresses families' perceptions of corporate influence in career and technical education (CTE) through market-driven policies that enable data extraction for student profiling and seek to align K-12 education with business-driven needs. Aligning education with business needs can offer early employment, however, accelerating technological developments risk subjecting hyper-specialised individuals to highly unpredictable labour markets and ultimately job insecurity. Using grounded theory, we conducted in-depth interviews with families across the United States, to obtain their views on the hyper-specialisation in CTE. The emerging discourse is that powerful corporations offer makeshift hyper-specialisation curricula that fit their business needs and do not necessarily reflect, or indeed, consider children's best interests. This research contributes to scholarship by elucidating the views of families affected by the corporate influence in CTE. The collected stakeholder accounts suggest the need for more in-depth research on individuals who rely on CTE for future employment. [ABSTRACT FROM AUTHOR]

Careful implementation of Career and Technical Education (CTE) programs is necessary in order for programs to achieve the policy goal of college and career readiness, which involves expanding student opportunities for career-relevant learning without limiting their academic preparation for postsecondary degrees. As programs become more widespread, little work has examined how practitioners actually implementing CTE make sense of programs' intended outcomes. Through interviews and observations with 52 education leaders and their partners in workforce development, I found that education stakeholders believed CTE was important for providing students with the option to pursue financially low-risk pathways toward middle-skill careers that didn't require bachelor's degrees. Yet in their efforts to valorize sub-baccalaureate (sub-BA) pathways, they sometimes exaggerated the long-term returns to sub-BA credentials, leaving students with inaccurate information on which to base their postsecondary goals. [ABSTRACT FROM AUTHOR]

In this chapter, we explore statewide tuition‐free college programs which encourage students to earn Career and Technical Education (CTE) credentials. To map the current landscape of statewide Promise programs, we conducted a policy discourse analysis of all statewide Promise programs while focusing on policy features relevant to workforce training. We discuss the rationale for policymakers to entice students to participate in community college CTE programs, the sources of funding for these scholarships, and the unique features of the programs across the United States. We conclude our study by providing practical recommendations to increase student participation in free college programs. [ABSTRACT FROM AUTHOR]

This study aimed to assess the effect of a Career Education intervention intended to promote socialemotional skills. A total of 62 students attending the 9th grade of a public school participated in this study. Data were obtained using the Inventory for the Assessment of Social and Emotional Skills (SENNA 2.0). The intervention effects were analyzed by comparing Intervention Group A (GA), Control Group (CG), and Intervention Group B (GB) and within groups. The results show statistically significant differences only between the groups and in two dimensions: Agreeableness in favor of Intervention Group A (GA) and Openness in favor of Intervention Group B (GB). These findings show the benefits an intervention program intended to promote the development of social-emotional skills can promote in Career Education. However, the small number of participants stands out in terms of limitations. Hence, studies with larger samples are needed to replicate the results. In addition, this study reveals methodological aspects to be considered in the design of Career Education programs, such as more sessions to reach more individuals and obtain more effective results over time. [ABSTRACT FROM AUTHOR]

The purpose of this study is to develop an English teaching program for character and career education that can be used for the free semester system in middle school. Based on the ADDIE model, in the analysis stage, the previous studies and five Career and Occupation textbooks were sto select educational content. In the design stage, creativity teaching techniques were selected as instructional strategies and the detailed learning elements were organized. As a result, for a total of 16 sessions, The Dream Walker program including lesson plans, learning materials, and workbooks was developed. This program has been implemented in public middle schools since 2016. Additionally, this program was revised to be suitable for online education in 2021, when online classes were fully conducted due to the COVID-19 pandemic. A satisfaction survey was conducted for evaluation, and the program was selected as an excellent program and its effectiveness was recognized. The positive findings were identified that this program enabled learners to engage in project and collaborative activities, producing meaningful outcomes with closely related content to learners, and reduced the learners' anxiety about speaking and writing English. The implications, suggestions and limitations of the study are also discussed. [ABSTRACT FROM AUTHOR]

This article discusses the Zika AIRS Project's efforts to combat the Zika virus outbreak through vector control. The project collaborated with ministries of health in various countries in the Americas and the Caribbean. The main approach involved surveillance of mosquito populations and specific vector control strategies. The project implemented interventions such as source reduction, larvicide application, and indoor residual insecticide spray. The article provides a summary of the surveillance and vector control interventions carried out in each country. The project also focused on capacity building and implemented a gender equality policy, achieving significant reductions in mosquito populations and inspiring women to pursue further education and careers in vector control. [Extracted from the article]

The union territory of Jammu and Kashmir is the heavenly abode with diversified social setting that hones the multitude of cultures and ethnic communities. In this milieu, the study has explored and analyzed the socio-economic circumstances of tribal communities of Jammu and Kashmir and the role of variety of policy measures and non-state actors for their socioeconomic upliftment. The study has adopted qualitative approach and secondary data sources to explore the socio-economic profile of tribals in Jammu and Kashmir and also discusses the policies and programs for STs in Jammu and Kashmir. In this context, the findings of the study have revealed that Scheduled Tribal communities in the union territory of Jammu and Kashmir are socially and economically impoverished, discriminated, and alienated. However, the planned Tribal education has taken on added significance in light of the country's intended growth in human resources. Education is critical for social and economic advancement, and the amount of education impacts career opportunities. Furthermore, the data from the census 2011 and 2001 has revealed that education and literacy rates of the Scheduled Tribes of Jammu and Kashmir are significantly lower than those of tribes at the national level. Unemployment and lack of basic infrastructure seem to be key obstacles to obtaining an education and an effective career opportunity. [ABSTRACT FROM AUTHOR]

University extension plays an essential role in pedagogical professional training; however, the possibilities it offers for obtaining and transmitting knowledge, skills, values, attitudes and aptitudes are not sufficiently exploited. With the use of the historical-logical, analysis-synthesis, induction-deduction, observation, interview, survey, documentary analysis, modeling, structural-functional systemic methods, the study that singles out the extensionist dimension in the training of the student of the Preschool Education career is based. It is proposed as an objective the elaboration of an educational model that contributes to its organization, planning, execution, control and evaluation. The results obtained contribute to broaden the existing theory on the training of students in this career, particularly in university extension. Therefore, the design of the proposed educational model guarantees the projection of the extension dimension and its contribution to the integral formation of the young university student who has as object of the profession: the educational attention and the stimulation of the integral development of children from 0 to 6 years old, the orientation to the families and their interaction with the community. [ABSTRACT FROM AUTHOR]

The article focuses on the Journal of Research Administration (JRA) and highlights the role of research administrators in promoting diversity, equity, and inclusion within academic institutions. Topics include the essential role of research administrators in enhancing diversity and inclusion, case studies on implementing equity and inclusion action plans, and the challenges in assessing cultural changes in pursuit of diversity goals.

Employment has historically provided a person with value and the ability to live a self-determined and independent life. Interagency collaborations have been found to play a key role in promoting employment for those with special needs. However, there is little research on identifying the needs of the field for collaborations between vocational rehabilitation and educational agencies. We conducted a series of eight focus groups in a large state in the United States and identified needs from educators and vocational rehabilitation counselors. Participants regularly noted that they needed increased collaboration and a need for additional training and education for all stakeholders. They also identified many barriers to this increased collaboration and training, including access to the community that they served, limitations on time for training, collaboration, and access, challenges in communication, including language limitations and trust, and limitations around the support that they received. On the other hand, they often felt supported by their administration, and, when collaboration was possible, their co-workers and external providers served as great resources. [ABSTRACT FROM AUTHOR]

With increasing emphasis on employability in higher education (HE), there is an urgent need to understand how HE influences students' career interests. Vocational psychological interest literature has assumed that career interest is stable from adolescence to adulthood. Newer conceptions of interest, drawn from developmental-educational perspectives, instead emphasise the mutability of interest and the ways in which the environment can support its development. This study makes a novel contribution by extending a developmental-educational theory of interest to illuminate how students' career interests develop during university and influences on those career interests, suggesting ways to enhance development. We surveyed the 2019 bachelor's graduating class (n = 663) at a mid-ranked UK university offering both applied and pure programmes. Graduates indicated whether their career interests had changed during university, described their career interests 'when they started university' and what they were 'now', and explained what had affected their career interest during university. Most (61%), regardless of pure or applied studies, reported that their career interests had changed. Consistent with interest theory, the most common type of change was refinement within a Standard Industrial Classification (30%), followed by shifts to a different SIC (19%), becoming more decided (12%), or rejecting a plan, leaving them unsure (5%). The most common influences on career interests were the curriculum (46%), placements (14%), work experiences (7%), and co-curricular activities (6%). We conclude that career practitioners and academics need to consider the central role of disciplinary curricula in career learning and emphasise opportunities for work experiences in and outside the curriculum. [ABSTRACT FROM AUTHOR]

The proposed contribution aims to fill some historiographical gaps on the legal formation of the 'power elite' of the State of Milan in the Modern Age in light of the changing cultural and institutional context. The main focus of the research, which is part of broader research on the history of the University, is the relationship between the training of Milanese graduates in law at the Alma Ticinensis Universitas and the careers they pursued within the magistracies and judicial institutions at the territorial level. This is also in consideration of the role played by jurists in Lombard society (16th-18th centuries). Through a series of concrete cases of ruling families, an attempt will be made to answer specific questions, such as the value of the doctoratus obtained at the Studium Publicum of the State of Milan and the role of the social class for the conferment of certain public offices and the performance of specific professions.v [ABSTRACT FROM AUTHOR]

Professional practice evolves as individuals reflect and theorise about their experiences, and consider their practice in new ways. The purpose of this paper is to demonstrate how self-study can be used as an approach to interrogate the professional practice of a university advisor as they coach undergraduate students to develop meaningful resumes and job applications. Not only are the artefacts reconsidered but there is also a concurrent shift in identity and vocational persona. This paper uses the qualitative method of self-study where a practitioner provides vignettes and reflective writing to describe moments of transformative learning. These two sources of data were then evaluated using LaBoskey's five characteristics of self-study. This research highlights how self-study supports a praxis and change in professional practice. The university advisor and undergraduate students when given the opportunity to consider their practices by looking to their motivations and assumptions it is possible to precipitate transformative learning. Self-study is an approach to an epistemology of practice that is rarely used outside the education field. However, it is an approach that has significant potential for investigating the practices in arrange of professional contexts where a praxial interrogation of the work is valued. [ABSTRACT FROM AUTHOR]

This study aimed to develop a competency scale for evaluating career development education and examine the effects of connecting university career development education to employment and students’ self-awareness competencies. A web survey was conducted using 392 fourth-year students with job-hunting experience. For the survey, career education was categorized into career development classes, non-career development classes, and extracurricular educational activities and analyzed. The results showed that the effect of connecting to employment was high for those who had experienced career development classes, especially for the group with an adjusted standard deviation score of less than 50. The self-awareness competencies of the university students were relatively higher in the extracurricular educational competencies, regardless of the adjusted standard deviation score, indicating limited career development education. The analysis of career development classes regarding the social significance and educational potential showed that “courtesy and manners” was a distinctive feature of the classes, especially for the group score of less than 50, indicating the significance of teaching “courtesy and manners” in classes. [ABSTRACT FROM AUTHOR]

In the United States, the history of African American education has long referenced the Booker T. Washington-W.E.B. DuBois debate that put vocational or technical education and liberal education in opposition to each other in the goals for racial uplift. Today there is good reason to be skeptical of centering vocational training in African American education given that racially marginalized students are often regulated to vocational settings that reinforce class stratification. However, our research on broadening the participation of African American children in science, technology, engineering, and mathematics (STEM) illuminates a much more dynamic image of career and technical education (CTE) than is sometimes assumed. Using a race-positive framework, we show how CTE can be a generative site for moving beyond the liberal-technical dichotomy. We find that race-positive CTE is feasible when teachers seek to flatten hierarchies between the vocational and the liberal in education. [ABSTRACT FROM AUTHOR]

The vocational experiences and skills of young adolescents could be infused into formal education by identifying career competencies to be taught within the academic curriculum. Such curriculum practices that embed educational and career pathways must also include the perspectives of students and the community, particularly those from marginalised groups. Drawing on data from 111 teachers, principals, carers and students, this paper presents research undertaken to co-design career education lesson plans within an infused model of the curriculum for early Middle Year students from regional, rural, and remote Australia. The lesson plans and activities were designed to allow for meaningful self-reflection and goal-setting that could be seamlessly infused into the formal curriculum and help embed early-stage career education. The paper concludes by projecting opportunities and challenges for seamless curriculum integration, while pertinent to the Australian context, can also be read with broader relevance to other educational systems and schools. [ABSTRACT FROM AUTHOR]

Access to quality career advice is important for economic, personal and equity reasons, yet, in many countries around the world, career-education provision is of varying quality and quantity within school settings. Given the inconsistencies in career-education resourcing and provision, what is not clearly understood is how students from low socioeconomic status (low SES) backgrounds experience career-education provision and the extent to which it shapes their post-school futures. Drawing on Australian research, this paper explores the career-education experiences of high-school students from low SES backgrounds. Bourdieu's tools of field, habitus and capital are used as a theoretical framework to understand how career education can influence students' imagining and achieving their career goals. The findings reported in this paper contribute nuanced understandings of career education to students from low SES backgrounds and recommends how all students can benefit from an embedded approach to career education in schools. [ABSTRACT FROM AUTHOR]

A typology of sacrifice is applied to the study of Roger Scruton's religious philosophy, in order to contemplate the ways in which dissidence against totalitarianism can become a positive form of self-giving. The mimetic theory of René Girard can help us to see how totalitarianism creates a sacrificial crisis by demanding, on the one hand, that individuals sacrifice themselves for the regime, and yet, on the other hand, empties such sacrifices of the type of self-giving that makes a sacrifice not just efficacious but also nonviolent. The deprivations that a regime inflicts on its subjects, for example with respect to education and careers, are enforced forms of sacrifice. With respect to the self-giving enacted in visible dissidence, there is a performative dimension to such self-giving that brings both sacrifices and rewards of a public nature. In his novel, Notes from Underground, Scruton explores the private, underground world of people who are excluded even from such careers of public dissidence. The difficult question Scruton confronts is how any regenerative self-giving is possible among people who in their isolation and powerlessness have nothing to give. While Girard's mimetic theory helps account for the systematic desecration at work in totalitarian cultures, the biblical typology of sacrifice offered by Moshe Halbertal in his disagreement with Girard offers improvements to such a theoretical framework. Halbertal's typology of sacrifice better accounts for the instances of spiritual transcendence considered by Scruton in his novel, and also in Scruton's posthumous final work, Wagner's Parsifal: The Music of Redemption. [ABSTRACT FROM AUTHOR]

Today's dynamic distance learning environments offer a flexible, comfortable, and lifelong learning experience, independent of space and time. In this way, it also supports and develops existing traditional training programs. The increasing importance of knowledge, skills and learning in today's technological life cycle has led to an increase and diversification of research and applications in distance learning. Accordingly, distance learning literature has a rich content supported by a multidisciplinary background. From this point of view, it is crucial to perceive the research landscape reflecting the general themes and trends studied in the field of distance learning. This study aims at revealing the distance learning research themes and trends by analyzing the 27,735 articles of journal conducted in the last decade. The methodology of the study is based on semantic content analysis implemented by N-gram-based text categorization technique. As a result, 10 main themes are discovered, namely, "System establishment", "Media", "Assessment", "Method", "Content", "Education levels", "Learner", "Research methods", "Interaction-Communication", and "Resource-Material-Tool". In this context, the findings of the study are expected to provide significant insights to guide prospective research and practice in the field and to develop continuous improvements and standards for distance education communities. [ABSTRACT FROM AUTHOR]

One way the United Arab Emirates uses to increase the employability skills of its nationals is by promoting and encouraging students to pursue technical and vocational education and training (TVET). This goal includes both female and male Emirati youth. However, studies show that females are still under-represented in TVET. Therefore, this study aims at exploring Emirati female students' perceptions of their educational experiences in TVET, the challenges they faced, and their future expectations. The study followed a mixed methods design with data collected through an online survey. Findings revealed that participants have an overall positive educational experience despite the academic and cultural challenges they experience. They believe their vocational education enables them to have a better future be it a career or in continuing their education. Despite these positive influences, additional efforts are needed to improve vocational training and alter the mindset and perception of vocational education. [ABSTRACT FROM AUTHOR]

Recognition of prior learning (RPL) is often said to facilitate lifelong learning and occurs when already-acquired learning outcomes are officially valued. The education system is a central arena of RPL, allowing facilitated access to or shortening of study programmes. This study explores RPL practices in Switzerland. We ask the following research question: How do professional education institutions regulate, practice, and justify RPL? We start from the premise that RPL practices in higher education institutions are shaped by national RPL policies, professional bodies, and the nature of the respective labour markets. However, within these framework conditions, higher education institutions also create their own organisational policies, thereby promoting or hindering RPL. In addition, the study programme's knowledge domain and the responsible persons' pedagogic agency, shaped by their pedagogic concepts and individual attitudes, are also guiding factors. To answer our research question, we conducted qualitative comparative case studies and compared the RPL practices of professional education institutions that offer study programmes for hospitality management and social education. Our results show that organisations offering the same professional study programmes regulate, practice, and justify RPL differently, indicating the importance of organisational gatekeepers' pedagogic agency. [ABSTRACT FROM AUTHOR]

Several studies have confirmed the importance of career education in promoting career development in children. This study aims to test whether specific career education interventions would develop new conceptions about career choice and career attainment in kindergarten pupils. The intervention was conducted directly by teachers who were adequately trained and supervised. The career conceptions were assessed in experimental and control groups through the Conceptions of Career Choice and Attainment protocol, before and after career education intervention. The results showed that the two groups started from the same level and increased their conceptions over time. However, the experimental groups increased them much more, and statistically significantly, than the control groups. [ABSTRACT FROM AUTHOR]

The purpose of this study is, through university students at Y receiving career education, to shine a light on the changes in students after career education and how much the design and general ability of each person can be improved, to create a scale to measure psychological changes in students obtained with the applicable processes and to investigate its reliability and validity. Study 1 analyzed an online survey of 800 male and female university students across the country in 2020 and created 18 career design categories composed of three subscales and 23 general ability scale categories composed of five subscales and confirmed internal consistency In addition, we confirmed constitutive concept validity from the relationship between self-esteem, temporal outlook and hope. Study 2 implemented an online reinvestigation three weeks later of 400 of the male and female students who participated in Study 1.As a result, we obtained high correlation with the results of the first survey on both scales and the reliability of the scale reinvestigation was confinned. [ABSTRACT FROM AUTHOR]

Aims: This research aims to build a national picture of the range of training that trainee educational psychologists (TEPs) in England receive in relation to literacy difficulties and/or dyslexia (LitD/D), and how this goes on to influence their professional practice. Method/Rationale: The practice of educational psychologists (EPs) in working with children and young people with LitD/D has been described as inconsistent, as different EP services use different definitions, policies and diagnostic pathways. A lack of consensus in knowledge and practice may have negative implications for the principle of equality of access and the positioning of EPs as evidence-based practitioners. Focus groups were held across five universities, with 24 TEPs in their second or final year of the three-year professional doctorate training programme taking part. Transcripts were analysed thematically. Findings: TEPs' training and professional experiences varied, with some perceiving that identifying and supporting children with LitD/D was not indicated as a priority concern in their practice placements. Limitations: This was an exploratory study, which may limit the transferability of findings. However, the range of patterning of views and variation of opinions discussed by the participants suggest that a fair representation of TEPs' experiences and perceptions was captured through the focus groups. Conclusions: Considering TEPs acknowledged a desire to feel more competent in supporting children with LitD/D, there are implications for the content and approach of training programmes, and a need for more a directive role for professional legislation. [ABSTRACT FROM AUTHOR]

This study proposes a method for analyzing gaming simulation results. The gaming simulation we focus on intends to be played by both human and computer agent players. To extract the knowledge of what and how they have played, we must determine what type of decision-making process leads to specific scenarios. Such simulation results, however, tend to have so many branch factors of scenarios that it is hard to understand by manual operations. To deal with the issues, we have developed a method for obtaining the branch factors of scenarios from gaming simulation results. We have demonstrated the effectiveness of the proposed method by identifying the branching factors of scenarios as follows. First, software agents were asked to play a gaming simulation for career education. Next, logs acquired through gaming were classified into multiple scenarios using machine learning techniques. Finally, decision-making factors separating the scenarios were identified using a decision tree. [ABSTRACT FROM AUTHOR]