The International Journal for Research in Vocational Education and Training (IJRVET) is a double blind peer-reviewed journal for VET-related research. This journal provides full open access to its content on the principle that making research freely available to the science community and the public supports a greater global exchange of knowledge and the further development of expertise in the field of Vocational Education and Training (understood in a wide sense and also known as e.g. TVET Technical Vocational Education and Training, Professional Education and Training, Career and Technical Education, Workforce Education).
Publisher: IJRVET is the official journal of VETNET (founded in 1996), the European Research Network in Vocational Education and Training (umbrella organisation: EERA European Educational Research Association), supported by Cinterfor (founded in 1963), the Centro Interamericano para el Desarrollo del Conocimiento en la Formación Profesional / Inter-American Centre for Knowledge Development in Vocational Training (a technical service of OIT Organización International del Trabajo / ILO International Labour Organization) and IRNVET (founded in 2013), the International Research Network in Vocational Education and Training (umbrella organisation: WERA World Education Research Association). The OJS is hosted at the Data Center of the University of Bremen, Germany.
Yearbook 2017 with all published articles (open access): here
Link to IJRVET
Current Issue – Table of Content
- Effects of Augmented Reality on Student Achievement and Self-Efficacy in Vocational Education and TrainingThis study aimed to test the impact of augmented reality (AR) use on student achievement and self-efficacy in vocational education and training. For this purpose, a marker-based AR application, called HardwareAR, was developed. HardwareAR provides information about characteristics of hardware components, ports and assembly. The research design was quasi experimental with pre-test post-test that included a control group. The study was conducted with 46 undergraduate students in the Computer Hardware Course. Computer hardware course achievement test, motherboard assembly self-efficacy questionnaire and unstructured observation form were used in the study for data collection purposes. The control group learned the theoretical and applied information about motherboard assembly by using their textbooks (print material) while students in the experimental group used HardwareAR application for the same purpose. It was found that the use of AR had a positive impact on student achievement in motherboard assembly whereas it had no impact on students’ self-efficacy related to theoretical knowledge and assembly skills. On the other hand use of AR helped learners to complete the assembly process in a shorter time with less support. It is concluded that compared to control group students, experimental group students were more successful in computer hardware courses. This result shows that AR application can be effective in increasing achievement. It was concluded that AR application had no effect on students’ motherboard assembly theoretical knowledge self-efficacy and motherboard assembly skills self-efficacy. This result may have been affected from the fact that students had high levels of theoretical knowledge and assembly skills before the implementation. Observations showed that AR application enabled students to assemble motherboard in a shorter time with less support. It is thought that simultaneous interaction between virtual objects and real world provided by the AR application is effective in reducing assembly time. The students who were able to see the process steps and instructions directly with the help of HardwareAR application could complete the assembly by getting less help. Considering these results, it can be argued that, thanks to simultaneous interaction it provides, AR offers an important alternative for topics that need learner application and practice.Mustafa Sirakaya, Ebru Kilic Cakmak
- The State-of-the-Art of Collaborative Technologies for Initial Vocational Education: A Systematic Literature ReviewFuture workplaces require collaboration skills in which members of different work communities use technologies to solve complex problems. Vocational education and training (VET) programs need to meet the challenge to prepare students to be part of a competent workforce. Particularly initial vocational education is under pressure to develop learners’ collaboration skills and abilities. To date, however, no attempt has been made to perform a comprehensive review of the use of computer-supported collaborative learning (CSCL) technologies across different vocational education settings to account for contextual factors of VET. In this systematic review, 26 published studies were analyzed with respect to their demographics, research methodology, use of technology, and measured outcomes. This review illuminates that research on CSCL still leaves the vocational learning context as an under-represented field of study. At the same time, technologies offer a range of new types of learning possibilities for vocational education. As the direct result of that development, vocational education is increasingly taking place in new technology-enhanced learning settings. Education can benefit from the opportunities of CSCL technologies, but on the other hand, such technologies create new challenges for facilitating vocational learning. Therefore, this review also identifies three topic areas specific to vocational learning (collaborative writing-to-learn, simulations and game-like solutions, and tangible objects) and enumerates desirable lines for future research.Beat A. Schwendimann, Bram De Wever, Raija Hämäläinen, Alberto A. P. Cattaneo
- Vocational Teaching-Learning through the Eyes of Undergraduate Vocational Students in Malta: A Qualitative Exploratory StudyThe purpose of this study is to develop a deeper understanding of the teaching qualities of effective lecturers that vocational students desire, students assessment preferences and preferred learning environments. This study gives a voice to higher vocational students as it is important for vocational educators to learn what attracts students to effective learning. Due to the inquiry’s exploratory nature, an interpretivist approach was used, and a constructivist grounded approach using qualitative data was adopted. A purposive approach to multiple case study selection was used where the unit of analysis was a higher vocational student. The perceptions and expectations of vocational undergraduate (EQF level 6) students in two disciplines (applied science and engineering) were explored, to identify what may constitute good practice. A total of ten participants from two different institutes within the vocational university college agreed to be interviewed. Semi-structured and photo-elicitation interviews were applied. In addition, the Powerful Learning Environments (PLEs) Framework was used as a preliminary tool to aid in the decision-making process for data collection. Iterative analysis was used for the semi- structured interviews, whilst a constant-comparative method was used for the photo- elicitation image analysis. Overall, the expectations and preferences between both groups were very similar. Results show that students expect to be taught by interactive lectures that relate theory to practice that will prepare them for the job. Formal lectures including presentations were the least favoured. Regarding teaching qualities, students expect approachable and understanding lecturers who provide concrete industrial examples. Assessment preferences included home based assignments and research projects. The preferred learning environment is in line with most characteristics of the Powerful Learning Environment. Evidence shows that there is no particular difference between a higher vocational stu- dent and a higher education student. Implications for the enhancement of students’ learning processes are discussed and recommendations for further research are elaborated.Alison Said
- Who is Going to Build the Wall? A Building Trades Crisis in the U.S.A.The context of this study was to examine factors contributing to significant workforce shortages in building trades in the United States. As it is, recruitment of qualified skilled trades workers is becoming increasingly difficult due to lack of a pipeline of prospective workers, and training programs. The study assumed a theoretical inquiry approach in order to address the following three main questions: 1) What is the scope of the workforce shortage in skilled and building trades in the US? 2) What factors are recognized as contributors to the building trades workforce shortage in the US? And, 3) What strategies can be implemented to reverse building trades workforce shortages in the US? Findings affirmed that the scope of workforce shortages in skilled and building (con- struction) trades in the US is very broad and the impact is rather deep. Factors con- tributing to the shortage include: declines in high school technical education programs, which have been replaced by career academies; misconception that higher education al- ways equal higher income, but the untold story is higher debt associated with pursuing higher education; and stricter immigration laws, which are forcing potential workers out of the US. The study concluded that in order to reverse currently declining workforce trends the following six strategies should be implemented: 1) Make it a national priority, thereby appropriating adequate resources to the effort. 2) Increase the number or women and African Americans in building trades. 3) Expand apprenticeship programs. An expan- sion of both government and corporate incentives are needed to stimulate an increase in apprenticeships. 4) Reintroduce building and skilled trades programs in secondary and postsecondary schools. Growth in the number of Career Academies, and participation in them has been encouraging, yet there are not enough of them to meet the need. 5) Re-examine guest-worker programs, which are currently cumbersome for employers to participate in, and do not allow for anywhere close to the number of workers needed to meet workforce needs. 6) Change marketing of building trades from menial to meaning- ful. Many young people simply do not know that they can make a comfortable living from a career in skilled trades. They have been taught that at least a bachelor’s degree is needed in order to have a successful career. This narrative has to be revised in order to create a pipeline of prospective skilled trades employees for the future.Ian Toppin
- Book Review: Internationalization in Vocational Education and TrainingThe book was published in the series Technical and Vocational Education and Training: Issues, Concerns and Prospects. Series Editor-in-Chief is Rupert MacLean. Editors of the volume are Ly Thi Tran, associate professor in the Faculty of Arts and Education of Deakin University in Australia), and Kate Dempsey, independent education consultant from Melbourne in Australia.Marco Perini, Pekka Kämäräinen