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

  • Short-Term Benefits, Long-Term Harm? Alternative Training to Apprenticeships in Norway
    Many countries with apprenticeship-based systems of VET face a shortage of apprenticeships. Some countries, including Denmark and Norway, address this supply-demand mismatch by offering alternative school-based routes to vocational qualifications for students not able to secure an apprenticeship. Other countries offer no alternative routes, but focus instead on pre-vocational education and training to prepare students for apprenticeships. This paper discusses the effects on the VET system of a recent Norwegian attempt to organise alternative training primarily as workplace training. Unlike the more established Danish system of alternative training, which relies primarily on school-based training in learning centres, Norway has attempted to make alternative training as similar to apprenticeship-based learning as possible. Most training in the pilot projects takes place in the work environment of a company, rather than in vocational schools. Our paper shows that the students in the pilot projects experience many of the learning and motivational benefits offered by workplace learning in general, and apprenticeships in particular. In certain circumstances, such schemes can improve the chances of completing VET despite for young people without an apprenticeship. However, such training schemes also generate important dilemmas. In particular, there is a risk that full-scale implementation of a system of alternative workplace-based training could reduce the number of new apprenticeships, potentially undermining the apprenticeship model on which Norwegian VET is based.
    Tove Mogstad Aspøy, Torgeir Nyen
  • Towards the Compatibility of Professional and Scientific Learning Outcomes: Insights and Options in the Context of Competence Orientation
    The steady increase in science-related requirements in operational areas of skilled and managing workforce is influencing worldwide the discourse on shaping professionalization.  This article focuses on the compatibility of professional and scientific competence-oriented learning outcomes of qualification programmes within and across the education and training sectors. It is assumed that there is not, per se, a conceptual dichotomy in designing education and training programmes and credentials in a competence-oriented manner to address complex  professional  and scientific  requirements in education and training in a compatible way. The article tries to shift the discussion  from a systemic and institutional focus to a conceptual- and requirement-oriented perspective on qualification design.  Using Germany as an example, it discusses the conceptual intersections of Vocational Education and Training and academic Higher Education  on competence,  and comparatively analyzes competence-oriented instruments for the classification and the transparency of learning outcomes and their application in the education practice of  dual study programmes with vocational reference qualifications. On this basis, the article elucidates identified characteristics of comprehensive professional-scientific competences and relevant requirement areas in education and training. In addition, further  prerequisites for an integrated competence acquisition in education programmes are discussed as well. It is assumed that these characteristics can also be regarded as  important prerequisites for the connectivity of qualifications and permeable pathways  within and between education systems.
    Volker Rein
  • Enhancing Social Competence for Disadvantaged Youth in Pre-Vocational Education: Model Development Through Design-Based Research
    This study investigates the enhancement of social competence for disadvantaged young people based on the example of the "Werkschule Bremen" educational course. Theoretical approaches to social competence as a learning outcome are mainly based on the model of social information processing, although the meaning of both practical and experience-oriented approaches is constantly evolving. Taking the specific contextual conditions into account, this study combines qualitative and quantitative methods within the design-based research methodology in order to determine how a location-independent didactical concept to enhance social competence could be created as well as which comparable impacts on the participants' social competence can be verified. The results show that a basic didactical concept is feasible, while the teaching and learning environment has a huge impact on the comparability. It is also clear that the students' motivation to participate depends on both their own and their teachers' interest as well as the teachers' capacity to facilitate safe relationships. As a core result, this study delivers a didactic model that is based on target-controlled experience-oriented learning environments on the practical side and the social information processing approach on the theoretical side.
    Ida Kristina Kühn
  • Resource Utilisation and Curriculum Implementation in Community Colleges in Kenya
    The study investigated how Catholic-sponsored community colleges in Nairobi utilise the existing physical facilities and teaching and learning resources for effective implementation of Artisan and Craft curricula. The study adopted a mixed methods research design. Proportional stratified random sampling was used to sample 172 students and 18 teachers while four directors of community colleges were purposively selected. Questionnaires were administered to students and teachers, while directors were interviewed. Teaching and learning resources, such as workshops, equipment, lecture rooms, laboratories, raw materials for practical training and reference books, were found to be adequate, although underutilised. However, sports grounds, libraries and course texts were inadequate. Resource inadequacies were often mitigated by signing equipment co-sharing agreements with peer institutions and local firms. Teachers rated highly the influence of physical facilities on curriculum implementation. Both students and teachers rated highly the influence of teaching and learning resources on curriculum implementation. The study concludes that, while some physical facilities and teaching and learning resources are adequate, their underutilisation and the inadequacy of other core facilities and resources, such as libraries and course textbooks, hinder effective teaching and learning in these community colleges.
    Peter Changilwa Kigwilu, Winston Jumba Akala
  • Book Review: Vocational Education and Training in Times of Economic Crisis
    The book was published in the series "Technical and Vocational Education and Training: Issues, Concerns and Prospects". Series Editor-in-Chief is Rupert MacLean. Editor of the volume is Matthias Pilz, professor and holder of the chair of Economic and Business Education and director of the German Research Center for Comparative Vocational Education and Training (G.R.E.A.T) at the University of Cologne in Germany.
    Larissa Freund, Michael Gessler