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Finnish vocational education and training (VET) delivered via online learning has been little studied from the perspective of student well-being. In this study, we examined how VET teachers perceive their students’ joy in online learning environments. The research was conducted as a themed interview with 20 VET teachers. The teachers answered questions regarding positive emotions, engagement, relationships, meaning, and accomplishment concerning the students’ joy of studying. The results showed that, according to the teachers’ perceptions, good digital skills helped the students to manage the online platform, and collaborative online platform used for their studies. The students experienced the joy of studying when the tasks in the online implementation included variety, activity, and work-life orientation. According to the teachers, students experienced the joy of studying when they received individual control and when the teacher also managed the group activities. Work-life oriented guidance also contributed to the students’ joy of studying. [ABSTRACT FROM AUTHOR]

In 2022, one in four vocational education and training (VET) contracts resulted in premature termination—a potential sign of inefficiency in the training of urgently needed skilled professionals. This study focuses on the level of perceived informedness of trainees and its potential influence on dropout. This includes trainees' perceived level of information about the characteristics and requirements of an occupation, which may result from various sources of information in the form of social contacts. We draw on theories from the field of career choice and job search to argue that a better level of informedness can reduce uncertainty and enable individuals to make better-informed decisions about their careers. With better informedness, there is a higher probability of finding a suitable match between a trainee and their chosen occupation, ultimately increasing their likelihood of job persistence. This should also lead to a lower probability of dropout among VETs. Using data from the National Educational Panel Study, starting cohort 4, we employed event history analysis. We show that good perceived informedness on the requirements of one's vocational training and the perception of good school-based vocational preparation reduce the probability of dropping out. In contrast, good informedness about alternative training programs increases dropout risk. We also see that the distinction between closer or more distant groups of people from the social network (strong or weak ties) who provide information about training is not decisive. [ABSTRACT FROM AUTHOR]

Abstract In 2022, one in four vocational education and training (VET) contracts resulted in premature termination—a potential sign of inefficiency in the training of urgently needed skilled professionals. This study focuses on the level of perceived informedness of trainees and its potential influence on dropout. This includes trainees’ perceived level of information about the characteristics and requirements of an occupation, which may result from various sources of information in the form of social contacts. We draw on theories from the field of career choice and job search to argue that a better level of informedness can reduce uncertainty and enable individuals to make better-informed decisions about their careers. With better informedness, there is a higher probability of finding a suitable match between a trainee and their chosen occupation, ultimately increasing their likelihood of job persistence. This should also lead to a lower probability of dropout among VETs. Using data from the National Educational Panel Study, starting cohort 4, we employed event history analysis. We show that good perceived informedness on the requirements of one’s vocational training and the perception of good school-based vocational preparation reduce the probability of dropping out. In contrast, good informedness about alternative training programs increases dropout risk. We also see that the distinction between closer or more distant groups of people from the social network (strong or weak ties) who provide information about training is not decisive.

The present paper investigated how inclusive vocational excellence (IVE) practices specific to vocational education and training (VET) can be described in an effective and transparent manner. A framework for the description of such practices was proposed, and then 44 descriptions of practices were collected with this framework from an international sample of providers of such practices from four countries. Expert raters have rated the quality of these descriptions, in terms of how much they respect the proposed structure, provide relevant information about the proposed practice, provide relevant information about the manner in which the practice was implemented and offers a clear and explicit description, further usable by other interested VET institutions. Statistical analyses have then revealed that the framework generates more consistent descriptions for some domains then for others. Implications for practice are discussed.

This article investigates the pedagogical and digital practices of vocational education and training teachers, offering comparative insights from both teacher and student perspectives. To this end, two questionnaires were constructed for teachers and students and then validated by means of inter-judge procedures and expert review. The questionnaires were administered to representative samples of 158 teachers and 309 students in intermediate and higher vocational education and training programs in the Spanish region of Catalonia. Thanks to institutional collaboration, it was possible to obtain both samples by a non-probability sampling technique. The results obtained from the quantitative analyses performed show that while most vocational education and training teachers utilize a combination of active and lecture-based methods, less than a third incorporate online tools, prioritizing institutional platforms. Although both teachers and students acknowledge a diversity of teaching strategies, the latter, particularly female students and those in advanced years or on dual programs, tend to be more critical of the effectiveness of the teaching strategies employed compared to their teachers. The findings underscore the need for vocational education and training programs to enhance digital tool integration and address the varying perceptions of teaching effectiveness to better meet students' expectations and needs. [ABSTRACT FROM AUTHOR]

AbstractPradhan Mantri Kaushal Vikas Yojana (PMKVY) is a short-term skill development program in India aiming to train young job seekers, make them employable, facilitate employment and revitalize vocational education in India. Vocational Education and Training (VET) in India suffers from weak links with the labor market, low enrollments, and slow industry demand, hampering the expected outcomes. This paper uses grounded theory to explore young people’s perceptions of PMKVY as a career-building program. Qualitative data was collected from trainees (N = 30) in three districts of Raipur, Raigarh and Korba in Chhattisgarh, India, through personal interviews with young people enrolled in PMKVY using semi-structured questionnaires. It was found that the understanding of possible career-building among young people mainly varied based on their age and educational attainment when they entered the program. One’s choice, utilizing spare time, seeking experiential learning, benchmarked quality training and improving communication skills were the factors through which they looked at their career-building process. The paper considers the implications of these findings in the context of large-scale skill development and VET initiatives in India. It concludes that vocational education continues to be associated with lower esteem and is considered a last resort for students with poor academic records. Short-term programs like PMKVY can provide career-building opportunities to young people who are largely drawn from working-class backgrounds. PMKVY's targeted approach toward imparting employability skills and facilitating transitions to various employment opportunities acts as a buffer in the significant success of the program. [ABSTRACT FROM AUTHOR]

This study aims to investigate the impact of blended learning strategies on various student outcomes in Vocational Education and Training (VET) contexts, addressing gaps in the existing literature and informing the refinement of blended learning approaches to enhance educational experiences. The main goal of the study was to explore the impact of teaching approaches used on student attitudes, satisfaction, motivation, and the workload of VET students. Data were collected from 106 students across seven VET programs through an online survey. The findings reveal that collaborative learning significantly enhances student engagement and satisfaction, while the integration of technology in blended learning environments improves educational experiences. However, challenges such as perceived overload are acknowledged. The study also highlights the critical role of assessment and feedback in fostering student satisfaction and competence. Based on these results, the study recommends enhancing collaborative learning through strategic support for diversity and technology integration and optimizing assessment and feedback mechanisms to improve engagement and reduce stress. These recommendations aim to refine blended learning strategies in VET, contributing to better educational outcomes and addressing the identified gaps in the literature. [ABSTRACT FROM AUTHOR]

Today, creativity is considered a success factor in many occupational fields and a core competence of the 21st century. In vocational education and training (VET), creativity is defined as problem-solving ability and ascribed to the transversal competences. Creativity is always context-dependent in terms of the work environment and specific demands of an occupation. To implement creativity didactically in the classroom and in the workplace, it is important to understand what creativity entails in the context of different occupations. Accordingly, the aim of this interview study was to conduct an initial investigation into the facets of creative potential in different occupations. Since a suitable instrument for measuring creativity does not exist in VET at time of writing, this study was based on theories and instruments used in psychology. The findings of this study show that in the four occupations studied (commercial clerk, specialist in care, IT specialist, and design engineer), different facets of creativity were relevant to successfully coping with creative situations. Overall, divergent and convergent thinking were identified as the most important facets of creativity in the professional creative situations examined. [ABSTRACT FROM AUTHOR]

The present paper investigated how inclusive vocational excellence (IVE) practices specific to vocational education and training (VET) can be described in an effective and transparent manner. A framework for the description of such practices was proposed, and then 44 descriptions of practices were collected with this framework from an international sample of providers of such practices from four countries. Expert raters have rated the quality of these descriptions, in terms of how much they respect the proposed structure, provide relevant information about the proposed practice, provide relevant information about the manner in which the practice was implemented and offers a clear and explicit description, further usable by other interested VET institutions. Statistical analyses have then revealed that the framework generates more consistent descriptions for some domains then for others. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]

This article aims to describe the institutional and pedagogical factors of vocational education and training (VET) provider practices targeted to empower vulnerable students to learn and be employed in Lithuania and Latvia. The research methodology and design are based on the comparative study approach involving desk research, case studies and by applying focus group interviews with representatives of the VET institutions' teaching, support and administrative staff. The research revealed the central role of VET teachers and other teaching staff members in empowering at-risk VET students, as well as the issue of staffing levels and building capacity needs when empowering an increasing volume of at-risk students in VET schools. These schools seek to empower students by abandoning standardization and the narrow specialization of skills and increasing the use of the individual approach in pedagogical practices. Emphasis is placed on expanding the scope and individualization of the applied pedagogical practices for at-risk students. Increased attention is being paid to the living conditions of at-risk students outside school; addressing students' social problems, the development of key skills and attitudes, coaching and methods of individual co-operation. [ABSTRACT FROM AUTHOR]

This research explores the transformative impact of blended learning on motivation and workload in Vocational Education and Training (VET) settings. As part of the BlendVET project, it investigates how diverse teaching approaches influence student outcomes. Drawing from an online survey of 106 students across seven VET programs, the study reveals that collaborative learning enhances engagement and satisfaction, while technology integration enriches the learning experience. Despite benefits, challenges such as perceived workload increase are acknowledged. Key findings underscore the critical role of assessment and feedback in enhancing student satisfaction and perceived competence. The study advocates for strengthening collaborative learning through diversity support and technological integration, alongside refining assessment and feedback processes. It calls for proactive measures to foster engagement and alleviate stress, urging stakeholders to embrace change for a future where every student can thrive.

This article investigates the pedagogical and digital practices of vocational education and training teachers, offering comparative insights from both teacher and student perspectives. To this end, two questionnaires were constructed for teachers and students and then validated by means of inter-judge procedures and expert review. The questionnaires were administered to representative samples of 158 teachers and 309 students in intermediate and higher vocational education and training programs in the Spanish region of Catalonia. Thanks to institutional collaboration, it was possible to obtain both samples by a non-probability sampling technique. The results obtained from the quantitative analyses performed show that while most vocational education and training teachers utilize a combination of active and lecture-based methods, less than a third incorporate online tools, prioritizing institutional platforms. Although both teachers and students acknowledge a diversity of teaching strategies, the latter, particularly female students and those in advanced years or on dual programs, tend to be more critical of the effectiveness of the teaching strategies employed compared to their teachers. The findings underscore the need for vocational education and training programs to enhance digital tool integration and address the varying perceptions of teaching effectiveness to better meet students’ expectations and needs.

Upper secondary vocational education and training (VET) in Sweden has been subject to frequent educational policy reforms which have resulted in reduced numbers of students and student groups comprising many students with special education needs (SEN). These changes can be assumed to have resulted in increasing demands on VET teachers’ work with special needs education (SNE). The purpose of this study is to contribute knowledge about VET teachers’ conditions for, and work with, SNE in Swedish VET programmes. An analysis of interviews with 15 teachers from eight VET programmes revealed the following themes: 1) Framework factors in the learning environments affecting teaching and learning, 2) The schools’ organisation of special educational competence and the VET teachers’ application of special needs education, 3) Communicative teaching for increased knowledge of students’ strengths and needs, 4) Adaptations at individual and group level, 5) Integration of theory and practice, and 6) Reconsidering teaching approaches through follow-ups. The analysis, based on Skrtic’s theory, reveals a dichotomy in the VET teachers’ conditions for, and work with, SNE. In the schools, a bureaucratic approach is applied where overriding goals are attributed high value, while the VET teachers strive for an adhocratic approach where the teaching is based on their students’ needs. Based on Ainscow’s theory, the analysis shows that the VET teachers take an interactive learning environment-related approach, which means that, based on their understanding of the students’ difficulties, they develop adaptations to stimulate their students’ learning and development.

The aim of this study was to analyse Finnish students’ perceptions of a positive learning environment. Because of the reform of Finnish vocational education and training (VET) and the recent decrease of students’ well-being, it is important to study how students’ well-being and learning can be enhanced. This study applied the PRIDE theory to describe the positive learning environment. The acronym PRIDE is derived from these words: positive practices, relationship enhancement, individual attributes, dynamic leadership, and emotional well-being. The data was collected with semi-structured student interviews (N=12) from a northern Finnish VET institution. The interviews were analysed with a theory-based content analysis leaning on the PRIDE theory. The research provided important information of the positive learning environment from the students’ perspective, through which learning environments that support students’ well-being and learning can be designed and developed in VET. In addition, the study provided an example of how to use the PRIDE theory for analysing positive learning environments and education.

Abstract Research shows a heterogeneous picture of migration-related disparities regarding adolescents’ educational trajectories at the end of lower-secondary education. Among other disparities, migrants face large disadvantages with regard to the transition to vocational education and training (VET). They are, however, also more likely to change to upper-secondary school tracks at the end of lower-secondary education. Using longitudinal data drawn from the German National Educational Panel Study (NEPS, Starting Cohort 4), this study empirically captures patterns in school-leavers’ transition trajectories after lower-secondary education and empirically tests theoretical mechanisms of migration-related educational inequalities. Building on the concept of secondary effects of migrant origin, this study asks to what extent self-selection explains migration-related disparities in the educational trajectories at the end of lower-secondary education. Particular attention is devoted to the extent to which migration-related inequalities in adolescents’ transitions can be explained by differences in (1) rational choice factors and (2) the educational expectations and demands of parents and friends. The results show that rational choice factors and the educational expectations of social groups largely contribute to migration-related educational inequalities. The results provide important starting points for educational policy discussions on strategies and measures to address migration-related inequalities in the transition to VET.

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Educational opportunities and access vary according to location. In rural areas, the cultural, social and material consequences for local communities depend on the nature and degree of support for rural schools. There is a need to understand more about how the organisation of vocational education and training (VET), and the activities within it, relate to equity. The research sought to explore how the organisation of VET in a rural area of Norway, involving collaboration between school, training agency and local businesses/institutions, constructed notions of equity in VET. A case study methodology was utilised. In-depth interviews were undertaken with personnel within a rural community (staff representing the school, training agency and businesses/institutions) who were supporting a VET education programme. Data were analysed qualitatively, using a narrative synthesis procedure. Detailed analysis of rich interview data indicated that strong institutional and pedagogical approaches were employed to support students throughout their VET education. According to the participants' perceptions, the school, training agency and businesses/institutions focused on stabilising each other in the process of supporting equity in VET. Continuing ongoing work and reconstruction of traditions and routines appeared to contribute to the integration of the different actors' work in organising equity in VET. Our study highlights how, in a rural community, opportunities for all in VET may be constructed and reconstructed through ongoing work which is connected to the foundations of the local context. The reconstruction needs to be maintained through networks and connections within and between the school, training agency and the businesses/institutions. This, in turn, can contribute to support for culture and welfare in the community to thrive. [ABSTRACT FROM AUTHOR]

The article identifies the factors which influence changes in the public-private partnerships (PPPs) paradigm in the system of vocational and technical education (VET) took place. The study is based on a comparative analysis of the foreign experience of implementing PPPs in the VET system. The reasons for changing the paradigm of the state dictate to the publicprivate partnerships are clarified, and the sequence of transition to the paradigm of delegating by the state to the private sector not only economic risks but also the authority to comply with public values is determined. The study revealed that the PPPs paradigm in the VET system was formed under the influence of the concept of the New Public Management, which over time transformed into the New Public Governance with an orientation to public values. The main provisions of PPPs paradigms in the VET system comparative analysis showed that changes have taken place in the status of the pupil (student) in the private partners’ role and in the state responsibility sphere. The new PPPs paradigm for VET main provisions evolution consequence was changing in: the scope of declared goals, the size of investments, planning horizon, economic efficiency, the number of involved partners, and the distribution of risks between private and public partners. The results of the study confirmed that the presence of a paradigm as a model for posing a problem is mandatory for the social sciences: after all, it narrows the circle of scientific research, provides a research methodology, tools, and determines the practice of scientific knowledge. The comparative analysis showed that the modern paradigm of scientific research, that is, the model for posing a problem and solving it in the VET system, is the introduction of PPPs with a focus on public values.

Research shows a heterogeneous picture of migration-related disparities regarding adolescents' educational trajectories at the end of lower-secondary education. Among other disparities, migrants face large disadvantages with regard to the transition to vocational education and training (VET). They are, however, also more likely to change to upper-secondary school tracks at the end of lower-secondary education. Using longitudinal data drawn from the German National Educational Panel Study (NEPS, Starting Cohort 4), this study empirically captures patterns in school-leavers' transition trajectories after lower-secondary education and empirically tests theoretical mechanisms of migration-related educational inequalities. Building on the concept of secondary effects of migrant origin, this study asks to what extent self-selection explains migration-related disparities in the educational trajectories at the end of lower-secondary education. Particular attention is devoted to the extent to which migration-related inequalities in adolescents' transitions can be explained by differences in (1) rational choice factors and (2) the educational expectations and demands of parents and friends. The results show that rational choice factors and the educational expectations of social groups largely contribute to migration-related educational inequalities. The results provide important starting points for educational policy discussions on strategies and measures to address migration-related inequalities in the transition to VET. [ABSTRACT FROM AUTHOR]

This study aims to explore how student engagement evolves during vocational education and training. A qualitative longitudinal study was carried out; 12 students were interviewed once a year during their three-year education. A qualitative content analysis was performed and three different student engagement profiles were identified. The findings highlight that student engagement is supported by interest and enthusiasm for the curriculum, strong connectedness to other students, and suitable ways to learn and study. However, one of the key findings of this study is that not all adolescents have a strong passion for their field of study. Many reported that there was nothing else interesting to study and that they were hoping for their field to become more interesting. In addition, the results indicate that connectedness and students' emotional experience of education powerfully shape their view of their overall educational experience. [ABSTRACT FROM AUTHOR]

Virtual reality systems have been developed primarily for the entertainment sector. However, they are being increasingly considered as high potential tools for use in industry and education. In this context, schools are now facing a challenge to introduce virtual-reality-supported teaching into their processes. With this in mind, the authors, in their paper, focus on the possibility for using virtual excursions as part of vocational education and training. For this purpose, they analyze the suitability and usability of selected virtual reality systems, as well as relevant camera systems, for the creation of virtual reality software products designed for industrial practice in upper secondary vocational schools' apprenticeships (vocational education and training). The main results of their analyses are summarized in the form of tabularized SWOT parameters. [ABSTRACT FROM AUTHOR]

In India, the Industrial Training Institutes (ITIs) are a vital part the Vocational Education and Training (VET) system. Previous research reveals that in addition to some other problems, it is the strongly theory-based training that impedes the transition of VET graduates into the labour market, and leads to a lack of work-readiness in young graduates. Since there is still little empirical evidence about the actual forms of teaching and learning in Indian vocational schools, this paper will examine how the learning processes in ITIs in Delhi, Coimbatore and Mumbai take place. To identify the relationship between the theory and practice of training, teacher interviews were conducted, in order to specifically examine the teacher´s beliefs and behaviours as well as classroom observations to supplement the interviews. The evidence gathered supports the thesis that ITI training is theory-driven and teacher-centred, that training is very often not practical and application-orientated, and most ITI teachers in the examined institutes have limited knowledge in the field of micro-didactics. Content knowledge and repetition of facts are more common than problem-based and learner-centred teaching. [ABSTRACT FROM AUTHOR]

For the mostly young refugees who arrived in Germany around 2015/2016, completing vocational education and training (VET) represents the most promising opportunity for professional and social integration. However, access opportunities to VET are characterized by spatial inequalities: German districts vary considerably according to labour market structure, economic productivity and demographic development, which constitute the supply and demand for training places in the dual VET sector, to which refugees predominantly have access. This paper examines if the transition chances of young refugees aged 18–30 to VET depend on their place of residence. For this, we analysed the IAB-BAMF-SOEP Survey of Refugees (n = 5216) using multi-level discrete-time event history analysis. On the supply side, higher economic productivity (measured by GDP), a low unemployment rate and a greater number of small versus large businesses in the district are positively associated with refugees' transition chances. On the demand side, an increasing number of school leavers with no school-leaving certificate and of refugees in the district are negatively associated with the respective chances. Our results suggest that spatial characteristics essentially matter for young refugees' training opportunities and thus support recommendations to reform current distribution policies, in which central spatial contextual factors remain largely disregarded. [ABSTRACT FROM AUTHOR]

TREE (Transitions from Education to Employment) is a prospective inter-disciplinary mixed-mode panel study following up on post-compulsory education and employment trajectories of two Swiss compulsory school leavers' cohorts: TREE1 was launched as a PISA follow-up survey in 2000 (nt0 = 6343, nt10 in 2020 = 3882). TREE2 started in 2016 and draws on a national large-scale assessment of mathematics skills (nt0 = 8429, nt6 in 2022 = 4461). The panel is ongoing, further panel waves being planned for both cohorts. Data from both cohorts are available at the Swiss data archive SWISSUbase (www.swissubase.ch; reference number 12476). [ABSTRACT FROM AUTHOR]

The article is focused on the key issues of vocational education and training (VET) reform in Russia. What is necessary for the transition from state regulation of vocational educationand training to market regulation? What should be VET development strategy under these circumstances? What are the problems of the legal regulation of VET? Organizational and methodical issues of quality assurance of vocational education and training and European experience in this sphere is considered in the article. Common Quality Assurance Framework (CQAF) for continuing education and training is also described.

TREE (Transitions from Education to Employment) is a prospective inter-disciplinary mixed-mode panel study following up on post-compulsory education and employment trajectories of two Swiss compulsory school leavers’ cohorts: TREE1 was launched as a PISA follow-up survey in 2000 (nt0 = 6343, nt10 in 2020 = 3882). TREE2 started in 2016 and draws on a national large-scale assessment of mathematics skills (nt0 = 8429, nt6 in 2022 = 4461). The panel is ongoing, further panel waves being planned for both cohorts. Data from both cohorts are available at the Swiss data archive SWISSUbase (www.swissubase.ch; reference number 12476).

Compared to natives, young adults with an immigrant background are more likely to choose academic education over vocational education and training (VET). Our study investigates ethnic choice effects at different stages of the educational system. Based on longitudinal data from the German National Educational Panel Study (NEPS), we found that immigrant youths–when controlling for achievement and social background–were more likely to attend academic tracks in Grade 9, have higher participation rates in academic tracks at the upper-secondary level, are less likely to choose VET after lower-secondary education as well as after upper-secondary education, and switch more often to higher education after achieving an upper-secondary degree. Mediation analyses confirmed that these effects were largely shaped by differences in educational and occupational aspirations. Our study provides detailed insights into the transition pathways at different educational stages and the relevant mechanisms driving migration-specific choice effects. As ethnic choice effects are empirically well documented in international research, our investigation may contribute to a deeper understanding of educational inequalities in other European countries.

The purpose of the article is to empirically analyse how the idea of inclusion is portrayed within the boundaries of the “Competency-Tetris”: a metaphor that should not be confused with the Tetris® game but used to theoretically capture individualised, competency-based, and managerially governed Vocational Education and Training (VET). We argue that the meaning of social inclusion within and through VET is unclear and vested by the human capital doctrines and the neoliberal assumptions from which it is derived. Whom does inclusion in VET involve, and to what and where does inclusion take place? Employing a design-based research approach, we used abductive applications to analyse data produced through participatory ethnographic observations (N=32) and interviews (N=12). The results identified four abstracted themes: (1) Fitting the workforce auction; (2) Multi-professional support trajectories; (3) Inclusion of qualification measures; and (4) Social and cultural learning communities. The first three abstracted themes suggest that the Competency-Tetris is a social divider of students based on a “go-forward” engine with social engineering at its fore. That is, the desired boundaries between VET and work are not strengthened, and the question of enabling equal learning for all students faces a U-turn. Thus, the economic value accumulated in competency-based qualification measures is accentuated. The latter abstracted theme identifies a different, albeit obscured, aspiration: human encounters requiring dignity, mutual respect, social generosity, and developmental sustainable ecology are increasingly approached as part of, within, and through VET.