First of all, we wish all members of the VETNET community all the best for the new year, interesting projects, exciting reading and discussions. The IJRVET office was closed over Christmas and the New Year, but is now back with a new issue.
Emphasising Self-Directed Learning in VET-Schools: Teachers’ Convictions and Role Negotiations
by Anna Keller (University of Zurich, Switzerland) and Patric Raemy (University of Fribourg, Switzerland)
DOI: https://doi.org/10.13152/IJRVET.12.1.1
Abstract
Context: Accompanying learners in their increasingly self-directed learning is an important goal in the field of vocational education and training. With digitalisation, the traditional role of the teacher, characterized in terms of an arbiter and transmitter of knowledge, is in crisis. Besides teachers’ task in instruction, other role aspects are coming to the fore, such as supporting learners in their self-directed learning. Words such as coach, mentor, and learning facilitator emphasize mentoring as a key component of the teacher’s role, but these are challenging to implement in practice.
Method: The study used in-depth interviews with 10 vocational teachers who emphasise self-directed learning in their lessons. Based on Schütze’s narrative analysis method, the narratives revealed how the teachers described typical experiences in relation to their role conception and their role action.
Findings: For the conception and role implementation of coaching roles, the teachers’ convictions of what constitutes good learning and teaching were decisive. Training in teacher-training colleges seems to broaden and shift the understanding of teaching and learning processes and progressive roles. Teachers often experience that learners spontaneously reject their progressive roles, with learners appearing to prefer traditional teaching and role design. Although their new roles are not yet fully manifested and normalised in their teaching practice, teachers need to repeatedly legitimize the benefits of their role implementation to different stakeholders. Furthermore, difficulties arise in the practical implementation of the roles, since how to act as a teacher in various instructional sequences that emphasise self-directed learning often seems ambiguous.
Conclusion: The teacher’s role is in flux, and with changing expectations come challenges in understanding and fulfilling their role. The study results show typical experiences and negotiations of vocational teachers who emphasise self-directed learning in their lessons. The themes derived from the vocational teachers’ narrations shed important insights into role negotiation, and the findings may offer direction in how to support and guide teachers in their role implementation.
Crossing Borders, Opening Minds? VET Tandem Partnerships in a Dutch- German Cross-Border Region
by Stephanie Wilde (Universität Paderborn, Germany), Hugo Kremer (University of Paderborn, Germany) and Jana Stelzer (University of Paderborn, Germany).
DOI: https://doi.org/10.13152/IJRVET.12.1.2
Abstract
Purpose: The purpose of this paper is to discuss the potential contribution of cross-border vocational education and training (VET) exchange partnerships within the context of tandem exchanges between VET institutions in the Rhine-Waal Euregio region in the Netherlands and Germany. These tandem exchanges offer learners and teachers in VET the opportunity to develop new perspectives on their training pathways, the labour market and learning approaches in each context respectively. This occurs through the discussion and debate ignited by the exchanges, as well as through visits to relevant VET institutions, companies and other institutions in the border region.
Approach: The approach taken in the paper uses both documentary analysis of a long-standing cross-border VET network, Ler(n)ende Euregio, as well as an interview-based study. Group interviews were held with teachers and school leadership teams from three tandem partnerships in North-Rhine Westphalia and the Netherlands, namely in the Rhine-Waal border region. The interviews revealed aspects of the motivation for the tandems and the challenges involved.
Findings: The findings showed that learning opportunities for the students and the teachers are considerable and include: Gaining an insight into their vocational training pathway in the neighbouring country, and thereby reflecting on their own VET experience; developing social, intercultural and linguistic competences. This occurs particularly because of the switch between host and guest modes. Further, such exchanges can play a role in tackling prejudice in both cross-border contexts. Challenges faced by the tandem partnerships include: Maintaining continuity in the participating VET institutions and the teachers responsible for the exchanges and overcoming logistical and bureaucratic hurdles. Greater recognition of cross-border exchanges through certification for learners and dedicated time on the curriculum could be positive steps.
Conclusion: The paper concludes that tandem partnerships in the Dutch-German border region offer a sustainable and accessible addition to the palette of mobilities available to learners and, significantly, also to teachers, in VET. The potential, particularly for learners who may not otherwise travel abroad during their training, is considerable, and is arguably relevant to other cross-border regions and international contexts.
The Role of Higher Education Through the Eyes of Hungarian Undergraduate Students and Graduates: A Qualitative Exploratory Study
by Zsófia Kocsis (University of Debrecen, Hungary) and Gabriella Pusztai (University of Debrecen, Hungary)
DOI: https://doi.org/10.13152/IJRVET.12.1.3
Abstract
Context: Most education systems equip graduates with the professional knowledge and cognitive skills needed to enter the world of work. However, there are other competencies also important for young graduates to become successful employees. Due to the growing uncertainty that characterizes the labour market, the demand for non-cognitive skills (communication, collaboration, critical thinking etc.) that support employee development potential and better integration has increased significantly. However, higher education institutions often transmit a culture that is different from that of workplaces. The aim of our study is to explore the role of the examined higher education institution in preparing students for the labour market. Our long-term goal is to support institutional development on the basis of this data.
Methods: To answer these questions, semi-structured inteviews were conducted. Qualitative research methods were preferred, which offer the possibility of uncovering hidden mechanisms. The selection criterion for participants (n=18) was that they had obtained their diploma within the last three years, while, for the other portion of the interviewees, a selection criterion was that they were full-time students. The participants are students of the same rural higher education institution. To ensure the validity and reliability of the research results, personal triangulation was validated using the intercoding technique, which is suitable for a priori coding.
Results: The results confirmed that higher education institutions provide a good foundation for entering to the labour market, but the development of broad competencies is less advanced. Frequent reference was made to the dominance of theory at the expense of practical orientation. Additionally, participants emphasized that they did not see relevance of the course material and its future applicability to the labour market, and, in some cases, they mentioned problems relating to the attitudes of instructors and the quality of the training provided for the students. A portion of the undergraduate students who work (in addition to being in school) believe that they acquired the most important skills during student employment and not during their higher education studies.
Conclusions: One of the challenges for higher education is to prepare students to meet employers’ needs by developing students’ competencies. During their years in higher education, students should be equipped with a set of competencies that will ensure their integration into the labour market. Our current research contributes to this goal by mapping the competencies, and highlighting where there is room for improvement which can contribute to graduates’ success at work.
Self-Regulated Learning Skills in Vocational Students Based on Their Self-Evaluation
by Meidi Sirk (University of Tallinn, Estonia)
DOI: https://doi.org/10.13152/IJRVET.12.1.4
Abstract
Context: The importance of both self-regulated and self-directed learners has been emphasised in lifelong learning. However, in theory, self-regulated learning (SRL) serves as a basis for becoming a self-directed learner. Therefore, SRL (which includes certain skills) needs to be developed in vocational education and training alongside specialist training in order to meet the demands of the labour market, where employees should be capable of continuous learning. Previous studies based on the experiences of vocational teachers, and mainly focusing on adolescent students, have highlighted that many vocational students have low levels of SRL skills. However, there is a lack of research exploring student perspectives on their own SRL skills. It is unclear what factors influence their SRL and what support they need for developing SRL. The aim of this article is to analyse and describe the differences in the SRL skills of vocational students based on their self-evaluation and the factors related to their SRL.
Methods: The author conducted diverse quantitative analyses of the responses of 244 students to achieve the research aim. First, a factor analysis was performed on the five skill areas of SRL, followed by a K-means cluster analysis based on SRL skills factors. Then SRL clusters of students were analysed according to the students’ socio-demographic factors, learning difficulties, and other learning factors using cross-tabulation and variance analysis.
Findings: From an SRL perspective, the most important factors in distinguishing and characterising the clusters of students were the skills related to plan management and organisation. On this basis, the study identified three clusters, consisting of students with: 1) Difficulties in organisation and behaviour (30%), 2) difficulties in planning and time management (20%), and 3) good and balanced SRL skills (50%).
Conclusion: Overall, the study found that half of the students exhibited good SRL skills and these students encountered fewer learning difficulties. They also studied more through collaborative learning activities, received sufficient verbal feedback, and showed higher levels of motivation towards their schoolwork. However, the remaining students require additional support to improve their SRL skills.
Realizing Decent Work in a “Sandwich” Position: Assessing VET Trainers’ Working Conditions in Times of Multiple Transformations
by Manuel Nicklich (FAU Erlangen-Nürnberg, Germany), Marco Blank (FAU Erlangen-Nürnberg, Germany) and Sabine Pfeiffer (FAU Erlangen-Nürnberg, Germany)
DOI: https://doi.org/10.13152/IJRVET.12.1.5
Abstract
Context: The German vocational training and education (VET) system is designed to cope with change. Within this system, organizational VET trainers (OVETT) are the main persons of reference for apprentices in the organization, in most cases for the whole three-year training period. Whether training can help to realize or maintain decent work also depends on whether the trainers themselves have decent working conditions.
Approach: The empirical foundation for our analysis of the situation of OVETTs and the challenges they face in transformative times is a recently conducted study. Using a mixed-methods research design, consisting of 28 qualitative interviews and an online survey completed by 1,004 organizational VET trainers, this study analyzes the working conditions of German VET trainers and assesses possible effects on decent work.
Findings: We show that although there is a willingness on the part of OVETTs to handle change and transformation, they are not sufficiently involved in their companies’ strategic decisions. Our data shows that some OVETTs perceive themselves as being in a potentially influential position. Many, however, report that they are only the object of change instead of participating and contributing their competencies and opinions. The data shows the extent to which the work of vocational trainers is affected by stress, conflicting demands and a lack of support. This is particularly true for part-time trainers who, in addition to their normal work, are also responsible for the success of the apprentices and the entire VET system. However, the high intrinsic motivation of trainers enables them to fulfil their tasks and meet the high expectations placed on them.
Conclusions: A special aspect of this is the “sandwich” position of OVETTs, who face transformative, societal demands, and challenges from both below (i.e., from the apprentices) and above (i.e., from management). At the same time, there is a lack of structural and operational resources. Organizational changes expose them more directly to certain challenges, but do not give them a chance to help shape their own conditions. Although the VET trainers are accustomed to mastering different requirements and interests, in transformative times new challenges arise and intensify the already heavy burden on VET personnel. If these are not addressed and VET work is not organized as decent, this will also jeopardize the quality of the vocational training system in the medium term.
Career Adaptability and Career Construction as Mediating Variables Between Hardiness and Vocational Identity
by Enrique Merino-Tejedor (University of Valladolid, Spain), María José Serrano-Fernández (Universitat Rovira i Virgili, Spain), Maria Boada-Cuerva (Universitat Rovira i Virgili, Spain) and Beatriz Sora (Universitat Rovira i Virgili, Spain)
DOI: https://doi.org/10.13152/IJRVET.12.1.6
Background: The Career Construction Theory (CCT) focuses on the active role people can play when they create and design their singular paths for career success. Unlike other career guidance theories that focus their attention on identifying vocational interests or on the fit between the person and the work settings, CCT raises the possibility that people can go beyond the determinants of their life. This study tested the adaptation model proposed by Career Construction Theory. Consolidation of vocational identity is particularly important at the university stage, in which people decide their first steps about their professional future.
Method: Participants were 1023 students from Spain and Brazil. The Spanish subsample was composed of 602 participants, 34% were men (N = 207), and 66% were women (N = 395). The average age was 21.69. The Brazilian subsample was composed by 421 participants, 39% were men (N = 165), and 61% were women (N = 256), with an average age of 24.84. The four dimensions in the model were each operationally defined by a single indicator. The Hardiness Scale represented adaptive readiness. The Career Adapt-Abilities Scale represented adaptability resources. The Student Career Construction Inventory represented adapting responses. And finally, The Vocational Identity Status Assessment represented the adaptation result.
Results: Bivariate correlations obtained between the measures were as expected by the theoretical model. All variables were significantly related to each other, and the values of the correlations were positive and quite high in both the Spanish and Brazilian subsamples. Structural Equation Modeling analysis of data indicated that the relationship between hardiness and vocational identity was mediated by both career adaptability and career construction. The overall fit indices for confirmatory factor analysis (CFAs) and structural equation models (SEMs) showed that the multiple factor structure models did not fit the data as well as the second-order structure model for hardiness, career adaptability and career construction. The multiple factor solutions only provided a better adjustment compared to the second-order solution for vocational identity.
Conclusions: The analysis supported empirically the four-dimension model proposed by the Career Construction Theory. This major finding suggests new pathways to improve individual decision-making about work and career.
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