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HIV and substance abuse are common among young men, associated with a cluster of risk behaviors. Yet, most services addressing these challenges are delivered in setting underutilized by men and are often inconsistent with male identity. This cluster randomized controlled trial aimed to reduce multiple risk behaviors found among young men township areas on the outskirts of Cape Town, South Africa. Young men aged 18-29 years (N = 1193) across 27 neighborhoods were randomized by area to receive HIV-related skills training during either: (1) a 12-month soccer league (SL) intervention; (2) 6-month SL followed by 6 months of vocational training (VT) intervention (SL/VT, n = 9); or 3) a control condition (CC). Bayesian longitudinal mixture models were used to evaluate behaviors over time. Because we targeted multiple outcomes as our primary outcome, we analyzed if the number of significantly different outcomes between conditions exceeded chance for 13 measures over 18 months (with 83%, 76%, and 61% follow-up). Only if there were three significant benefits favoring the SL/VT over the SL would benefits be significant. Outcome measures included substance use, HIV-testing, protective sexual behaviors, violence, community engagement and mental health. Consistent participation in the SL was typically around 45% over time across conditions, however, only 17% of men completed SL/VT. There were no significant differences between conditions over time based on the number of study outcomes. These structural interventions were ineffective in addressing young men's substance abuse and risk for HIV.Clinical Trial Registration: This trial was prospectively registered on 24 November 2014 with ClinicalTrials.gov (NCT02358226).

Background: As an important part in medical training in graduate school, 33-month medical residency training could be a stressful period inducing burnout (i.e. emotional exhaustion, depersonalization, and low personal accomplishment). Despite that existing literature has found that sense of belonging may have merits for residents' well-being, it has remained unclear how sense of school belonging affects burnout and the potential moderators. To address this question, a cross-sectional survey has been conducted among the residents of the physicians standardized residency training program in China. Methods: Seven hundred (N = 700) resident physicians from different majors (i.e. clinical medicine, clinical Stomatology, and Chinese medicine) and grades have participated in the survey. Resident's sense of school belonging was assessed with the psychological sense of school membership scale (PSSM, mean = 45.12, SD = 11.14). Burnout was measured by the 22-item Maslach Burnout Inventory (MBI-HSS, mean = 65.80, SD = 15.89), including three subscales of emotional exhaustion, depersonalization, and personal accomplishment. Results: The results showed that over 80% of the residents reported moderate or high level of emotional exhaustion and reduced personal accomplishment during residency training. Meanwhile, higher level of sense of school belonging was associated with lower overall burnout (B = −0.722, p < 0.001), less emotional exhaustion, reduced depersonalization, and higher personal accomplishment. In particular, the benefits of sense of belonging seem more pronounced among female and those at earlier stage of residency. No interaction effect was found between sense of belonging and major, while those from Chinese medicine reported lower scores in overall burnout and the three dimensions. Conclusions: Burnout was a prevalent issue among the resident physicians, and our findings confirmed the protective effects of sense of school belonging against burnout. Therefore, support service should be developed to cultivate resident's sense of school belonging and social connections, particularly for female and those at earlier stage of residency. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Psychodrama und Soziometrie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Przegląd Socjologii Jakościowej is the property of Redakcja Przegladu Socjologii Jakosciowej and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to investigate the challenges and constraints of economic development in Afghanistan's rural areas and to propose solutions to overcome these obstacles. Rural economic development in Afghanistan faces significant challenges due to infrastructure deficiencies, financial and social limitations, and high rates of labor migration to urban areas. In this regard, the study seeks to analyze these inhibiting factors and provide practical, policy-oriented solutions to improve the economic conditions of Afghanistan's rural communities. This research utilizes a mixed-methods approach, combining qualitative and quantitative methods. Data were collected through semi-structured interviews and quantitative surveys from various groups, including farmers, small business owners, and local officials in several rural regions of Afghanistan. The data were analyzed through content analysis and statistical methods. Findings indicate that the primary challenges to economic development in these areas include a lack of infrastructure, insufficient financial facilities, and limited access to technical and vocational training. Additionally, the results suggest that support for small businesses, infrastructure development, and vocational training could significantly improve rural economic conditions. This research not only offers policy recommendations for government institutions and development organizations but also adds to the theoretical literature on rural economic development in Afghanistan, potentially serving as a guide for effective, localized policymaking. [ABSTRACT FROM AUTHOR]

This article presents a Project-Based Learning proposal implemented in a Vocational Training classroom to address biomedical research with the students of the Molecular Biology and Cytogenetics module. The objective is to detect challenges and adaptations required throughout the project to attend the needs of the students and the assessment of the project in terms of preparation for the world of work. A design-based research methodology is followed that allows us to carry out an analysis of the changes made to the project to meet the challenges presented, as well as a categorization of the benefits pointed out by the 21 participants as project's contributions to their professional future, among them the improvement of their ability to work- team and a better acquisition of scientific knowledge. [ABSTRACT FROM AUTHOR]

This paper explores the potential impact of artificial intelligence (A.I.) and video production skills on workplace development, focusing on the perspective of vocational training. With the rapid growth of A.I. technology, it is essential to investigate how learners acquire video production skills under the guidance of A.I. and imagine the possibilities for their future career development. This study examines the process of learning video production skills in the A.I.-dominated era and explores learners' perceptions and expectations of their career development trajectory. This study adopts a qualitative approach, primarily through focus group interviews and thematic analysis. The findings of this study indicate that video-making skills are crucial in online marketing. While artificial intelligence enhances efficiency, human creativity remains indispensable. Integrating A.I. into training can improve learning outcomes. Recommendations include emphasizing hands-on experience, personalized learning paths, and collaborative learning. [ABSTRACT FROM AUTHOR]

This research investigates the post-internship phase for cadets at the Sekolah Tinggi Ilmu Pelayaran Jakarta with a focus on curriculum effectiveness, vocational training impact, language proficiency challenges, technology integration preferences, and the intricate influence of geographical diversity. Results reveal the integrative curriculum's success in transitioning theoretical knowledge to practical application, emphasizing the critical role of vocational training. Language proficiency nuances and a desire for balanced technology integration emerge, while geographical diversity affects cultural adaptation. Implications include refining maritime education, fostering inclusivity, and aligning educational practices with industry demands. Recognizing limitations, the study advocates for broader institutional research and targeted language proficiency investigations in future studies. [ABSTRACT FROM AUTHOR]

Copyright of Arab Journal for Scientific Publishing is the property of Research & Development of Human Recourses Center (REMAH) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The rhetoric of 'nothing about us without us', motivates much disability inclusive research, but meaningful participation of the most marginalised is still rare. There is a tendency to recruit only people with disabilities who are perceived as 'easier to include'. We reflect critically on recent fieldwork in Bangladesh working with local and international NGOs on a disability inclusive employment project. We focus on inclusion of the most marginalised people with disabilities: those with complex communication, psychosocial, intellectual or multiple impairments, or those who face intersecting inequalities. During a two-stage process, we engaged with 4 small groups of people in 2 sites. The participants were involved in an adapted vocational training programme, and had either both visual and hearing impairments, or were economically disadvantaged young disabled women. We discuss how creative, inclusive, participatory methodologies were combined to explore participants' experiences of pathways to work through learning a trade. We consider the ethical, methodological rationales for our research epistemologies; including development of local research teams' and participants' awareness, confidence and capacities; and what worked and didn't to enable or constrain inclusion and knowledge generation. We synthesise insights and recommendations about engagement/recruitment, situated ethics, accommodating individual needs, challenging assumptions, building communication capacities and group agency, maintaining inclusive interaction, multi-modal communication, using visual, tactile, narrative and creative methodologies, sequencing and layering methods, generating emotional knowledge, and collective analysis. We discuss the dynamic situated, emotional, interactional, and relational enablers of inclusion, and how participatory methodologies are applicable in research contexts to move beyond working with the 'usual suspects' to effectively engage people who are most often excluded. [ABSTRACT FROM AUTHOR]

The Presidency of Religious Affairs, which is legally authorised to provide religious services in Turkey, carries out its services through the personnel it employs. With the legal amendment made in 2022, a paradigm shift was made in the recruitment and training of the personnel of the Presidency; the recruitment of personnel, which was previously done through open appointments, was abolished, in-service professional preparation trainings organised for newly appointed personnel were moved to pre-service, and a new unit was established under the name of the Religious Academy to provide these trainings. The Religious Affairs Academy provides 30 weeks of vocational training to candidate religious officials who are successful in the examinations, and those who successfully complete this training are appointed to duty. In this study, the Candidate Religious Officers Vocational Training Programme (CROVTP-QCI) organised by the Academy of Religious Affairs for Candidate Qur’an Course Instructors was examined. After analysing the content of the programme, its effect on the participants was tried to be measured by field research. To reveal the thoughts of the candidate Qur’an Course Instructors about the programme, survey research method, one of the quantitative research models, was used. The aim of the study is to draw attention to the importance of the vocational training programme organised by the Religious Academy, to determine the current structural and functional problems from the beginning to the end of the programme and to offer solutions to possible problems. The study found that candidate religious officials need vocational preparation training, that CROVT provides them with sufficient vocational knowledge, and that it is partially sufficient to acquire vocational skills; in line with these findings, suggestions were made to candidate religious officials and the RA Presidency. [ABSTRACT FROM AUTHOR]

One of the primary goals of Franco's education policy was to train the working class in the doctrinal principles of the regime. Labour Universities were one of the education institutions created for this purpose; there were three for women (Zaragoza, Cáceres and Huesca). This article focuses on analysing the purposes sought by these macro-institutions when training working-class women, using diverse primary sources: documentary, audiovisual, archive and legal. Findings indicate that Women's Labour Universities aimed to provide specialised vocational training and also to impose the doctrine of the ideological principles advocated by the regime in relation to the model of women. However, these goals were somewhat incompatible as providing women with vocational training promoted their emancipation, contrary to the female ideal mainly advocated. [ABSTRACT FROM AUTHOR]

Among the challenges of the aquaculture sector, the present study tries to focus on the necessary modernisation and innovation of the Hungarian sector education by strategically outlining the possibility of a niche secondary-level fisheries PILOT (experimental) training. It is obvious that the "launching" of such a shortage training level is a very complex and long-term task, but in our opinion not unfeasible. To this end, we are considering the development of a multi-stage action plan, the first milestone of which will be a thorough situation survey of the aquaculture education community. The study applies a deductive approach to specific areas of education and training within the general trends in aquaculture, covering the main traces of PILOT training in fisheries as a niche discipline. Our first paper, targeted at educators, focuses on the results of a questionnaire survey of 94 educators. Our main objective was to assess the presence of aquaculture-related knowledge content and associated methodologies in the classroom and the general digital literacy of educators. Our objectives also focus on the general digital readiness of vocational trainers and on the patterns of "professional marketing" opportunities that aquaculture professionals can express. [ABSTRACT FROM AUTHOR]

Vocational education is a form of education focused on the acquisition of specific skills, knowledge and competencies related to a particular occupation or industry. It provides practical skills and theoretical knowledge necessary for the successful performance of work in a particular professional field. Vocational education may include technical skills, on-thejob training, vocational school or college curricula, and specialized courses or training. It aims to prepare people for specific job positions and provide them with the necessary skills for a successful career in a specific field. [ABSTRACT FROM AUTHOR]

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Traditional models of vocational education are decreasing their relevance due to rapid technological progress. The need to update skills and competencies leads to the emergence of new educational trajectories, including short programs for acquiring competencies to perform certain work functions and enter the labor market. The article examines the features of microqualification programs, their potential for employee training and their impact on the labor market. The analysis was carried out on the basis of data from the federal project “Employment Promotion”, data on vacancies on recruitment platforms and the results of focus groups with employers. Microqualification is interpreted as a set of highly specialized skills necessary to perform certain work functions that do not require a document on basic education. The authors of the article consider models based on the use of additional professional education and vocational training programs, as well as models that form individual educational trajectories within the framework of basic professional educational programs. An analysis of the salary data of participants in the federal project “Employment Promotion” shows that the passage of programs for the development of digital competencies provides a significant increase in wages after training. The results of the study demonstrate the high potential of microqualification programs for adult education and the formation of competitive specialists. The article offers recommendations on the implementation of microqualification programs in the Russian education system.

Production and economic situation observed in product manufacturing makes the problem of personnel management even more topical in view of needs in highly-qualified labour resources. The article provides analysis of HR condition at the industrial enterprise. The analysis is based on statistical data and information collected within the frames of personnel policy monitoring. Certain aspects of HR policy were compared with regard to attracting labour personnel into production sphere at modern industrial enterprise. Challenges of upgrading HR policy were studied with due regard to professional suitability. Special attention was paid to the necessity to implement the program of advanced training based on requirements of production and gathered experience.

In this scientific approach, vocational training for the unemployed is addressed as an active labour market policy contributing to sustainable employment. In this context, the forms of vocational training in which the unemployed can be involved are presented, increasing their chances of employment. Vocational qualification and retraining courses, on-the-job training and vocational traineeships as types of vocational training are analysed in dynamics, in the case of the Republic of Moldova. In order to assess the overall situation of vocational training of the unemployed in the Republic of Moldova, statistical data were extracted from the annual reports of the National Employment Agency. A questionnaire was also used to determine the degree of involvement of companies in the vocational training of the unemployed. The survey included 350 companies in the Republic of Moldova. The results obtained from the questionnaire show that organizations have certain reluctance to participate in the process of vocational training of the unemployed. Similarly, the results show that the involvement of organisations in the process of training the unemployed does not depend on their location, or size, or field of activity.

Abstract Background Meta-analyses indicate a high prevalence of burnout among medical students. Although studies have investigated different coping strategies and health interventions to prevent burnout, professional experience’s influence on burnout resilience as seldom been explored. Therefore, in our study we aimed to examine the self-efficacy’s mediating role in the relationship between past vocational training and burnout resilience. In the process, we also analysed the associations between study-related variables and burnout resilience. Methods In our cross-sectional study, we analysed the data of 2217 medical students at different stages of their university education (i.e. 1st, 3rd, 6th, 10th semester, and final year) at five medical faculties in Germany. The questionnaire included items addressing variables related to medical school, previous professional and academic qualifications, and validated instruments for measuring burnout and self-efficacy. Results The overall prevalence of burnout was 19.7%, as defined by high scores for emotional exhaustion and notable values in at least one of the other two dimensions (cynicism or academic efficacy). Higher levels for self-efficacy (p

This contribution seeks to delineate the current legal and institutional framework concerning workers training in Italy, with a focus on the roles played by social partners and the latest legislative updates. Additionally, special attention will be given to policies addressing the needs of vulnerable groups, including young people and workers with disabilities.

Abstract Vocational education improves the skill and efficiency of students/learners in addition to their regular courses. Within a short period of such courses, the performance has to be improved for providing professional development. In this article, the fuzzy-based performance improvement validation method (FPIVM) is introduced. This method excels in analyzing the performance of instructor-centered vocational education improvements for varied learners. In this process, the differential performance between various training and learning sessions is identified for identifying the gap in skill improvement. The fuzzy process operates using continuous intervals for performance measures based on instructor and learner scores. This is synchronized based on the existing learner’s skill and the instructor’s efficiency in meeting the vocational course study level. In particular, the fuzzification over the independent (learner and trainer) skill score is updated for new intervals. Such skill scores are classified as high or low compared to the previous outcomes. This improves the change in instructor or mode of education for successive sessions. Thus, the quality and performance of the sessions are retained unanimously for providing better outcomes. The outcomes are revised after each session for sustaining a high learning score regardless of student density.

This article aims to characterize the contributions of the image in the formative processes of Social Work undergraduate. Traditionally, written texts occupy a central place in the formation of Social Work, since they make possible the acquisition of disciplinary knowledge and the development of professional skills, through the processes of reading, analysis, understanding, interpretation and practical application of its contents. However, in recent decades, the image supported by digital media has been recognized as a valuable complementary educational resource, facilitated by its rapid accessibility and high replicability in various media, platforms and social networks. Methodologically, an exploratory-descriptive qualitative approach educational research design was proposed that allowed access to the student understanding and interpretation of the image as a didactic resource. The results indicate advances in the inclusion of the image in vocational training, expressed from a mapping of classroom formative situations that include the use of conceptual schemes, use of the image in the review of contents, use of videos associated with the contents, use of music videos, use of videos that allow the illustration of skills and skills of professional performance of Social Work and videos made by students. From the extra classroom perspective, student autonomy is identified in the search for images that contribute to the understanding of content. It is concluded that the diversity of training modalities in which images have been incorporated to enrich the teaching of Social Work has been driven as a response to the educational needs of digital native generations, those that demand new teaching resources associated with images available on the internet or from those generated by their own digital skills, recognizing them as a valuable complement to traditional written text. [ABSTRACT FROM AUTHOR]

Copyright of Berliner Journal für Soziologie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Meta-analyses indicate a high prevalence of burnout among medical students. Although studies have investigated different coping strategies and health interventions to prevent burnout, professional experience's influence on burnout resilience as seldom been explored. Therefore, in our study we aimed to examine the self-efficacy's mediating role in the relationship between past vocational training and burnout resilience. In the process, we also analysed the associations between study-related variables and burnout resilience. Methods: In our cross-sectional study, we analysed the data of 2217 medical students at different stages of their university education (i.e. 1st, 3rd, 6th, 10th semester, and final year) at five medical faculties in Germany. The questionnaire included items addressing variables related to medical school, previous professional and academic qualifications, and validated instruments for measuring burnout and self-efficacy. Results: The overall prevalence of burnout was 19.7%, as defined by high scores for emotional exhaustion and notable values in at least one of the other two dimensions (cynicism or academic efficacy). Higher levels for self-efficacy (p <.001), having children (p =.004), and financing education with personal earnings (p =.03) were positively associated with burnout resilience, whereas having education financed by a partner or spouse (p =.04) had a negative association. In a mediation analysis, self-efficacy exerted a suppressor effect on the relationship between vocational training and burnout resilience (indirect effect = 0.11, 95% CI [0.04, 0.19]). Conclusions: Self-efficacy's suppressor effect suggests that the positive association between vocational training and burnout resilience identified in the mediation analysis disappears for students who have completed vocational training but do not feel efficacious. Those and other findings provide important insights into the psychological mechanisms underlying the development of burnout resilience in medical students and suggest the promotion of self-efficacy in medical education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Youth Research is the property of Genclik & Spor Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Simulator training helps provide safe and cost-effective training for operators of modern forestry machines that require high motor skills, constant concentration, and proper planning. The aim of the study was to analyze the learning curves of the trainees in order to determine the period during which most development takes place. In this study, 11 trainees were trained on a John Deere harvester simulator for approximately 15 h each. In each case, a clear learning curve could be identified, despite high inter- and intra-person variability. Effective time showed a steady decrease during training, with a group minimum at the end of training (1.25 min). Crane tip distance per tree dropped rapidly in the first 3–4 h, followed by a more gradual decrease to reach a minimum of 23.8 m. Crane control showed a significant increase from an initial 0.63 to a maximum of 0.8 by the 9th hour of training. A number of crane functions used simultaneously increased more rapidly to almost a maximum value (1.8) already in the 5th hour. The individual curves for each trainee were highly variable, showing a wide range of values and shapes. In conclusion, most personal development occurs during the first phase of simulator training, which typically takes approximately 9–10 h. It is important to consider significant inter-personal variability and tailor the duration of simulator training to individual needs. [ABSTRACT FROM AUTHOR]

Currently, vocational training facilities in Vietnam lack practical equipment, experiments, or have outdated and faulty equipment without sufficient funds for upgrades or new investments to serve vocational skills training due to high costs. In order to partly overcome these difficulties and limitations at current vocational training facilities, the paper focuses on proposing solutions to apply virtual reality (VR) technology in building virtual vocational training models based on traditional skill training practices using equipment and machinery. Then, using digital transformation technologies to construct 3D models of vocational component tools, thereby building virtual vocational training skill practices and testing for metal cutting professions using oxy-fuel flame. With the results of virtual vocational training skill practices, learners will be able to practice repeatedly and be used multiple times, addressing limitations and shortages of practical equipment. At the same time, there are no limitations on space and time as with traditional vocational training equipment. Vocational training facilities will save initial investment costs, and with this virtual practice system, expansion and updates can be easily made without the need for reinvestment as with traditional practical equipment. Additionally, this virtual practice system will innovate teaching methods, practice models, and facilitate faster knowledge transfer to learners, enabling them to absorb knowledge and practice more quickly, mastering the skills of the lesson better. [ABSTRACT FROM AUTHOR]

In the Netherlands, public work-first support tends to cause unemployed young people to exit into primarily non-standard jobs. A worldwide-renowned Dutch company, Royal Philips, has offered since the mid-1980s a two-year lasting work experience and vocational training programme to long-term unemployed youth as an alternative to public work-first support. This quasi-experimental study uses data from the company programme's participants and national longitudinal register data for the matched control group receiving public work-first support. The present study observes the employment impact of this private company's employment programme compared to the public programme for inadequately skilled youth (aged 16–35) by education level. Participants’ employment levels are compared with a carefully matched public work first-subjected control group up to a maximum of ten years later. Fixed-effects panel regression models show that, due to its upskilling and work experience features, the employment programme positively affects sustained wage-fitted employment over ten years compared with the control group subjected to public work-first support. The programme's employment effect associated with upskilling is achieved notably with low-educated participants who received vocational training. In contrast, participating high-educated young people seem to profit from human capital and signalling effects. [ABSTRACT FROM AUTHOR]

This article examines the reflexive activity of field agents in a training device created for the nuclear industry. Designed by the researchers and a trainer, this device, known as scenarioinquiry, is intended to help trainees gain an understanding of the spatial and functional characteristics of a complex industrial building, essential knowledge for their future job as field operators. The device might be described as hybrid in the sense that it combines various teaching spaces and methods (a virtual environment for trainees to browse, an onsite training workplace, a traditional classroom) as well as several technical objects (a complete 3D digital model of the building, full-scale models of valves and operational technical documentation used in work situations). The semio-logical analysis stemming from the course-of-action framework, and its dialogical relationship with Peirce's semiotics, serve as the foundation for understanding the operators' training activities. Abduction, deduction, and induction are the three types of inference that define their interpretative activity when using the scenario-inquiry device. Abductive inference is the process of formulating explanatory hypotheses enabling the discovery and creation of novelty. Our results indicate (i) the determining role of abductive reasoning in the creation, reinforcement, invalidation and connection of knowledge, and (ii) the essential role of analogies in the linking of acquired knowledge and new knowledge by abduction. This article offers the opportunity to critically examine training scenarios that place emphasis on inductions and deductions. Offering educational resources that support abductive reasoning-such as "curiosity laboratories," which are learning settings that inspire people to explore and go beyond the boundaries of what is expected of them--would be ideal. This will encourage trainees to switch between a range of semiotic registers. [ABSTRACT FROM AUTHOR]

Professional teaching is key to ensuring optimum and inclusive education, with information and computing technologies (ICTs) among the ways of achieving this challenge, along with the necessary skills to exploit them. This study aims to understand the level of digital skills of educators at vocational training centres in Spain. The study describes, compares and analyses the responses of 47.11% of the population to a validated ad hoc questionnaire with a reliability of α = .81. A descriptive, correlational and Bayesian network data study was developed using the SPSS Statistics 22 and OpenMarkov programs. The results show that the sample has user-level digital skills, mostly acquired through self-teaching and attending conferences. Furthermore, the most innovative resources and tools are poorly integrated into professional teaching, with specific teaching platforms and programs being the most unknown. In conclusion, administrations must face this challenge by offering permanent training programs to improve digital skills and, as consequence, improve the integration of technological resources as tools for a more accessible and inclusive education. [ABSTRACT FROM AUTHOR]

In Austria, binding training objectives are defined for the company-based part of dual training (approximately 70–80 per cent of total training time), but there are scarcely any normative specifications on how these are to be achieved and there is no systematic quality assurance of the practice. The conditions under which vocational training occurs in the company have also scarcely been studied scientifically. Against this background, two surveys (of training companies and apprentices) were used to empirically investigate how vocational learning is specifically designed in Austrian training companies. The results show that the Austrian dual apprenticeship training model can be described primarily as a model of youth employment and secondarily as a training model. But it addresses the two goals of social participation and skill acquisition in an interlocked way. The variance of designs of the company practice is closely linked to the differing motives of the training companies. Based on these results, conclusions are drawn for vocational training policy, educational practice and relevant research, which take up the empirical connection found between a work design conducive to learning and the concrete company design of apprenticeship. [ABSTRACT FROM AUTHOR]

One of the main challenges in modern labour markets is to improve the mobility and employability of workers among workplaces, jobs and roles. This paper explores the factors that might influence people's beliefs about and attitudes towards the mechanisms for improving employability through training. We develop a research model and test it in Israel using surveys that were distributed at two points in time – before and during an acute crisis in the labour market – the Covid-19 pandemic. Perceptions about personal mobility and employability and prior educational experience play a major role in explaining citizens' attitudes towards training. Beliefs about the effectiveness of government training providers as well as employment security are relatively marginal in explaining the demand for training. Policy implications follow. [ABSTRACT FROM AUTHOR]

Basic vocational training (BVT) represents a new opportunity within the Spanish education system to reduce the school drop-out rate and ease the transition into the workplace. However, this educational route is highly male-dominated and presents a high degree of segregation by gender and pathways. It was therefore necessary to carry out a gender-based analysis and investigate the processes, options and reasons behind students' decisions to opt for a particular professional category. To achieve this, we carried out 35 in-depth interviews at educational centres that teach BVT in the Valencian Community, Spain. Our main findings were that BVT is not only highly male-dominated, but that the female-dominated branches are few and far between, are still subject to strong stereotypes, enjoy less prestige and have fewer job prospects. Therefore, BVT and its impacts are far from gender neutral. In addition, this negatively influences future training and employment options and choices, especially for females, which obviously has a direct impact on their professional careers and life courses. [ABSTRACT FROM AUTHOR]

In this scientific approach, vocational training for the unemployed is addressed as an active labour market policy contributing to sustainable employment. In this context, the forms of vocational training in which the unemployed can be involved are presented, increasing their chances of employment. Vocational qualification and retraining courses, on-the-job training and vocational traineeships as types of vocational training are analysed in dynamics, in the case of the Republic of Moldova. In order to assess the overall situation of vocational training of the unemployed in the Republic of Moldova, statistical data were extracted from the annual reports of the National Employment Agency. A questionnaire was also used to determine the degree of involvement of companies in the vocational training of the unemployed. The survey included 350 companies in the Republic of Moldova. The results obtained from the questionnaire show that organizations have certain reluctance to participate in the process of vocational training of the unemployed. Similarly, the results show that the involvement of organisations in the process of training the unemployed does not depend on their location, or size, or field of activity. [ABSTRACT FROM AUTHOR]

Given the insufficient involvement of business investments in adult education, this study focused on the factors that motivate managers and entrepreneurs to invest in continuing education. For this purpose, we conducted a systematic literature review of studies referenced in Scopus and Web of Science since 2015. The factors for training were classified into four levels: personal, organizational, industry-related, and national. The results indicated that the inside firm-related determinants are the most studied and essential. A consensus emerged in the relevant literature on the positive impact of a supportive workplace culture, a learning orientation, formalized human resource development practices, and employee voice. The long-term orientation of managers and the perception of employees’ flexibility and adaptability to change also play a role. The study highlights the increasing pressure from regulations and market competition, as well as the (in)capability of universities to provide training tailored to the specific needs of companies. Although institutional factors appeared to predominate, economic considerations also influence training decisions; the latter means that the two underlying theories – institutional theory and human capital theory – complement each other when explaining employers' incentives to invest in training. [ABSTRACT FROM AUTHOR]

Copyright of Revista Româna de Dreptul Muncii is the property of Wolters Kluwer Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study analyzed in-depth the impact of virtual reality (vr) and augmented reality (ar) technologies on learning outcomes in automobile maintenance education, and attempted to evaluate the effect of learning experiences centered on the process evaluation type qualification system from various angles through comparison between traditional and vr-based education methods. This comparative analysis is expected to contribute to clarifying the effectiveness and limitations of vr education, and it will play an important role in deriving practical and specific suggestions for the improvement of the education and training system and the development of the national technology qualification system by providing empirical data on learners' skill acquisition. The main purpose of this study was to explore the background and application form of vr and ar in vocational education, and to analyze major issues arising in this process. To this end, we tried to use vr/ar in vocational education learning situations for learners with no automobile maintenance experience. As a result of the study, it was confirmed that vr and ar technologies in the vocational education field are being used as effective means to induce active participation of learners, provide repetitive practice opportunities, and replace high-risk and highcost practice. This study presents an innovative approach to enhancing the effectiveness of automobile maintenance education and training in a rapidly changing industrial technology environment, and is expected to make a practical contribution to the improvement and development of the national technology qualification system. In addition, this study will contribute to presenting a new paradigm for industrial education by exploring in-depth the possibility of utilizing vr and ar technologies in the design and operation of future education and training systems. In addition, it was pointed out that the educational performance was low due to the lack of practice and review time for trainees compared to the training time as a problem with the traditional automobile maintenance education method. Therefore, this study studied the effect of vr education after school on trainees receiving automobile maintenance process evaluation type education, and tried to contribute to improving educational outcomes by revitalizing vr education. The issues derived from this study are expected to be used as step-bystep guidelines for vocational education field officials considering introducing vr education data for automobile maintenance in the future. [ABSTRACT FROM AUTHOR]

The article considers the problem of training career counselors for the New Ukrainian School as a modern innovative trend. It is updated in the context of the introduction of three-year specialized education in Ukraine. A career counselor performs the function of a mediator between a person and his or her possible choice of profession, helps him or her identify and use his or her talents and abilities to achieve significant goals. A content analysis of scientific sources on the problem are carried out, which originates at the turn of the nineteenth and twentieth centuries. Modern foreign scientific researchers are highlighted, for example, the theory of vocational choice, as well as other theories of career development. The analysis and systematization of research on career development made it possible for scientists to systematize five groups of theories: substantive, procedural, substantive-procedural, constructivist, and broad explanation theories. It is considered the development of Ukrainian scientists on the issues of career guidance and career counseling: a scientific thesaurus on the problem is formulated, and relevant scientific research is carried out. However, theoretical generalizations have not been implemented in practice: Ukrainian higher education institutions do not provide comprehensive systematic professional training for career specialists. The authors of the article outline some prospects for the professional training of relevant specialists; define the range of potential job responsibilities of a career counselor; present a model framework of competencies of a career counselor working in a Ukrainian general secondary education institution; and present the content of innovative educational disciplines necessary for the professional and pedagogical training of future career counselors in the New Ukrainian School. [ABSTRACT FROM AUTHOR]

Highlights: -- Civics teachers face challenges in offering male vocational students quality citizenship education. -- Civics teachers perceive this student group as vulnerable and in need of extra support. -- When unable to offer desired civics education, teachers feel angry and resigned. -- Civics teachers are willing to bend certain rules to support this particular student group. -- If this student group lacks better civics education, their future and Sweden's democracy are at risk. Purpose: This paper examines how vocational civics teachers navigate structural constraints and their understanding of the challenges involved in preparing vocational students for democratic citizenship. Design/methodology/approach: Using a discursive psychological approach to analyse interview material, the study discusses identified discourses about critical policy analysis and street-level bureaucracy theory. Findings: The findings reveal that the structure of vocational upper-secondary education significantly constrains civics teachers. Teachers oscillate between feelings of compassion, anger, resignation, and rebellion as they attempt to manage these challenges. Research limitations/implications: The study highlights the need for further ethnographic research on teaching practices. Practical implications: A significant number of Swedish upper-secondary students receive a limited civics education that inadequately prepares them for democratic citizenship. [ABSTRACT FROM AUTHOR]

Initial vocational training (VT) in high school consists of short-term programs leading to employment in a skilled trade. To better align training with employment opportunities and to encourage students to stay in the programs until they graduate, most programs include traineeship. Since traineeships involve acquiring skills directly on the job, they require greater involvement of supervisors to guide the trainees. Given the importance of on-the-job guidance in achieving traineeship objectives, this study examines the potential influence of three dimensions of guidance provided by traineeship supervisors –planning, support, and training– on students' job perception (i.e., occupational image) and traineeship satisfaction. Overall, the results provide mixed results, partially supporting the mediation hypothesis suggested by the results of previous studies. Indeed, the results reveal that the quality of the training offered by the supervisor affects subsequent students' satisfaction with traineeship experience. Training has an indirect effect on satisfaction via the occupational image held by students. However, the expected indirect links between the other two dimensions of supervisor guidance –degree of planning and support perceived by the student– and the students' image of their chosen occupation could not be confirmed. The results support the importance of providing quality on-the-job training to students during their studies. [ABSTRACT FROM AUTHOR]

Background/Objectives: The purpose of this study was to investigate whether or not there are notable differences between male and female vocational training students in terms of academic, behavioral, and psychophysiological characteristics. Methods: A total of 411 vocational training students, 210 of whom were male and 201 of whom were female, participated in an online survey that assessed academic, behavioral, and psychophysiological patterns. Results: In terms of extraversion and openness to experience, our research revealed that no statistically significant differences were noticed. When it came to agreeableness, however, significant differences were seen, with female students getting higher marks than male students. Furthermore, we found that there were significant gender differences in terms of neuroticism and conscientiousness, with female students achieving higher scores than male students. When compared to their male counterparts, females displayed higher performance in terms of academic success. They also demonstrated superior values in terms of reported stress, anxiety, and cognitive inflexibility. Conclusions: The findings of this study provide a more in-depth understanding of the numerous factors that have an impact on students engaging in vocational training. This will serve as a foundation for the development of individualized instructional and support programs. [ABSTRACT FROM AUTHOR]

Purpose: The main purpose of the study to identify the importance of computer devices in vocational studies for person with disabilities (PwDs) are as follows: This study aims to observe the role of computer training in vocational training of a PwD. This study plays an important role in the vocational training of a PwD. With the help of ICT curriculum, effective vocational training is possible to help the trainee, the parents, the professional, the employer and the community easily. It builds awareness about career and employment options for individuals with disabilities. Design/methodology/approach: The present investigation is descriptive research. The study has divided in to two phases such as—in the first phase of the study, the researcher has developed the tool for demographic data of PwDs. The tool is described as depth in following: There are two tools, the first tool had 16 different items related to demographic information of PwDs and the second one had 18 different items are related to computer skills and ability. The second questionnaire was a close-ended questionnaire. It was developed based upon the VAPS, BASAL-MR questionnaire developed by NIMH have questions on disability condition, management, policies, training and services available for PwDs. There are some basic areas in the tool are related to personal, academic, communication, vocational and recreational skills. The researcher had sent the questionnaire to the seven expert members related to disability for modifications. The researcher had modified and improved the tool as per expert advice. The role of the researcher in this research was to pose the research question and create conducive atmosphere to discourse, in order to encourage the participants to give the answer correctly. The researcher had prepared findings and a conclusion on the basis of the score obtained by PwDs. For the second phase of research, the researcher conducted interview with PwDs to assist the information related to computer skill training and importance in vocational potential for PwDs Participants: The sample selected for the study was 50 PwDs participants including 36 female and 14 male participants with benchmark disability (above 17 years of age) enrolled in the vocational unit in Uttar Pradesh. Purposive sampling was used for sample selection. Procedure: At the beginning, the investigator met with the concerned authority of the respective institutions for identifying the PwDs. And researcher had also contacted to parents and PwD for the present study. The data were also gathered by interviewing PwDs with help of their parents and PwDs. The investigator interviewed them by the help of self-made tools. On the whole, 50 individuals with disability were interview for present study. Findings: The PwD mostly depends upon their family due to lack of job or livelihood skills. Anyone can obtain a job/business with help of vocational training or job training. In order to live an independent life, with social surroundings, basic vocational skills is desirable. PwDs is able to hold gainful employment or manage their daily financial activities with computer skills easily. ICT skills are very easy and useful to reading and writing, understand decision-making, logical thinking, problem-solving and so on. Research limitations/implications: The future research may guide parents and service providers, belonging from different geographical areas how to train the PwD. The study will indicate researches to guide parents to select appropriate job options for a PwD. Resources related to computer training for PwDs are very limited. In future, the research may conducted in specific disability for better output. Practical implications: This study plays an important role in the vocational training of a PwD. Computer-based training model is easily implementable, cost-effective and accessible all over India. With help of new technology, the vocational training becomes systematic and structured for PwDs. Individual and group guidance is available for large and small groups all over India for PwDs. Computer-based instructions are clear and easy instructions for PwDs, and it avoids the unnecessary confusion of parents regarding the vocational training programmes of their PwDs. Computer-based vocational training is helpful for better employment options for PwD. Social implications: The attitudinal barrier will be reduced with computer training. The study will help in the training of the PwDs in different job roles. Computer training in the vocational curriculum will make the training part easy for trainers and PwDs as per his requirements. There are many organizational barriers to technology adoption are particularly problematic given the growing demands and perceived benefits among students about using technology to learn. Originality/value: This paper adds new and significant information since it focuses on a specific group of persons who are disabled and the significance of using technology in learning. In conclusion, the findings in this study have valuable implications for PwDs, special educators and parents. This study creates effective in increasing positive atmosphere for PwDs in society and increases inclusion at vocational training centres. Therefore, it is important for technology base vocational training and education. [ABSTRACT FROM AUTHOR]

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Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study critically examines the impact of technical education institutions on the early industrialisation of 19th-century Saxony, highlighting the role of the Technischen Bildungsanstalt zu Dresden in equipping the Saxon region with skilled workers, in line with post-Seven Years’ War recovery efforts: Rétablissement. Since the 18th century, educational entities have been established to cater to the technological needs driven by economic and societal imperatives. The study scrutinises the TBA curricula and explores the evolution of course offerings, in alignment with societal requirements. While TBA alumni significantly contributed to Saxony’s machine and railway sectors, the number of skilled workers produced was not sufficient to fully sustain industrialisation. Although many graduates secured employment within the manufacturing sector and contributed as educators, the emigration of professionals to less competitive markets abroad indicated brain drain. Notably, some graduates sought opportunities outside Saxony in German-speaking and non-German-speaking regions, indicating a trend of highly educated workforce emigration. This study reveals that TBA’s influence on Saxony’s industrial progress was substantial and that it contributed to the global technical labour market, underscoring the broader international relevance of technical education. This study re-evaluates the regional and international significance of technical education, offering new insights from a historical perspective.