Search Results (16)

The technical training associated with urban water cycle management has a markedly multidisciplinary character. In Spain, training in this field to cover the different professional profiles involved in urban water management ranges from specific intermediate and higher Vocational Education and Training Programmes to related subjects included in various university degrees, as well as specialised master’s degrees in a very specific discipline involved in water management. Paradoxically, the companies in the sector are finding it difficult to find intermediate and higher technicians with training in line with their current needs to meet the challenges they must face in order to manage the sewerage and supply networks as efficiently as possible. It is necessary to incorporate, in Vocational Education centres, innovative methods and means that facilitate the acquisition of the skills required by key sectors for sustainability, such as urban water management. The incorporation of resources that help students to understand complex concepts in this field through the operation of pilot-scale equipment and installations that simulate those they will encounter in their professional performance can be of great value in facilitating the acquisition of the desired competences. In this work, a bibliographical review of the use of pilot plants for teaching purposes, in relation to technical aspects involved in the field of urban water management circumscribed to urban supply and sanitation networks, is carried out in order to assess the degree of their implementation as a training resource, which aspects are most frequently addressed, and the contribution they make to the improvement of teaching–learning processes. Full article

In Spain, dual vocational training has recently become a fundamental pillar to train the working population. This article focuses on two objectives: to evaluate the quality of two models of dual VET in Spain and to identify their differences in terms of the following dimensions: Teaching Team, Process, Evaluation and Synergies. To achieve these objectives, a quantitative methodology and a cross-sectional design were used to collect data using an ad hoc questionnaire (37 items) developed based on a literature review and the 14 European quality criteria. The sample consisted of 263 educational institutions. Regarding the results for the first objective, Model B implemented EQAVET with higher quality. With regards to the second, researchers observed that all dimensions received a high or very high compliance of 70%. However, discrepancies were primarily found in the training of tutors in training centres, quality certification of dual VET and links, and support and cooperation between training centres and companies. This study provides empirical evidence regarding the factors that lead to higher quality dual VET in schools, based on the manner in which the criteria of the European Framework for Quality and Effective Vocational Education and Training (EQAVET) are implemented. Full article

Background: With life expectancy increasing, there is a growing need to train healthcare support workers who provide care for dependent people in healthcare centres and at home. This qualitative study, based on Gadamer’s hermeneutic philosophy, aimed to understand the learning experiences of future healthcare support workers currently enrolled in an intermediate, dual modality vocational training programme with regard to caring for dependent people. Methods: Convenience sampling was used to recruit the participants, who were all students enrolled in an intermediate level vocational training programme in care for dependent people. Fourteen in-depth interviews and one focus group session were conducted with the students. Atlas.ti 8.0 software was used to analyse the participants’ accounts. Results: The students highlighted the vocational nature of their studies and the need to feel competent and useful as a healthcare support worker for dependent people. Practice-based learning and the need for training in core competences are complementary and essential elements of the training process. Conclusions:The participants’ previous experiences were key in determining their academic trajectory and reflect their motivation and interest to learn. However, they feel vulnerable, unprotected, and lack training in psychosocial skills. Educational institutions should focus training programmes on the practice and development of psychosocial skills that motivate students to acquire transversal competences. Full article

The theory of cultural capital has long been applied to explain academic achievement. This qualitative study investigated first-year students in higher vocational colleges and, taking this low cultural capital group as an example, explored how cultural capital has affected their past teacher–student interactions. Participants described their experience of interacting with their teachers. We found that these students primarily experienced authoritative and laissez-faire teacher–student interactions. Students’ embodied and institutionalized cultural capital profoundly affected different aspects of the teacher–student interaction. In modern China, vocational and academic education are of the same status, so teachers should modify their evaluations based solely on academic achievement. When interacting with students, teachers should be more understanding and interact in a more student-centred way. Teacher training programmes should also be reformed, and training for teachers in general and vocational schools should be distinguished. Full article

Education and training are primary sources of individual human capital. We explored the relationship between education and off-the-job vocational training and the impact of training programmes on youth employment in Italy. We focused on three outcomes: employment probability, use of formal/informal job search channels, and skill matching. We identified programme effects by comparing the outcomes of treatment and control groups using propensity score matching with a robustness check to assess the potential bias due to unobservable characteristics. Individuals with vocational high school degrees are more likely to participate in vocational training programmes, but in southern regions, individuals with technical or generalist high school degrees also attend vocational training programmes. Vocational training programmes have positive effects on youth employment outcomes, reduce the use of informal job search channels, and improve skill matching, especially in the centre-northern regions. Full article

After the establishment of the Republic of Türkiye in 1923, the madrasah system was abolished, and new schools, called Imam Hatip Schools (IHSs), were established to train “officials responsible for the performance of religious services” in 1924. These schools have slowly transformed from vocational schools into mainstream schools, partly because of the public’s demand for religious and academic education at state schools. In this qualitative research, through official documents and existing studies, we explore the IHSs’ historical foundations and their features. Then, we examine the recent initiatives, namely the “project school” and “program diversity”, launched by the conservative government to improve the quality of the IHSs and to make them competitive in today’s exam-oriented education system. The history of the IHSs shows that these schools have always been at the centre of politics of religion and have experienced periods of prosperity and decline depending on the ruling elites and governments. The IHSs have some crucial features which make them a unique model for Islamic education in the Turkish education system. The new initiatives seem to positively impact the IHSs, as they can now enrol students through central exams and aptitude tests. Yet, they also have ramifications, the most important being that these schools will move further away from their initial purpose, which was to train religious officials. Full article

The Chinese government has emphasised the role of vocational education and training (VET) in promoting the rural economy. Since 2018, the government has invested heavily in setting up secondary vocational schools, training centres, specialised programmes, and courses in rural areas. This paper aimed to explore whether VET at the upper-secondary level leads to better labour market outcomes than academic education in Chinese rural areas. We also aimed to quantitively investigate the social prestige of vocational and academic education among rural residents by comparing the subjective social status level of those who graduated from upper-secondary vocational schools and general academic schools. We drew data from the China Labour-force Dynamic Survey (CLDS). A binary logit model and multinomial logit model were used in this research. The results showed that rural upper-secondary vocational graduates had an advantage over general graduates in terms of their income and employment stability. However, VET led to lower subjective social status when compared with general education. This study demonstrated that although promoting VET in rural areas could potentially benefit rural residents financially, cultural change is needed to ensure the elevation of the standing of vocational education and promote the worthiness, effectiveness, and capabilities that vocational graduates possess. Full article

Objectives: There is paucity of data on determinants of length of COVID-19 admissions and long COVID, an emerging long-term sequel of COVID-19, in Ghana. Therefore, this study identified these determinants and discussed their policy implications. Method: Data of 2334 patients seen at the main COVID-19 treatment centre in Ghana were analysed in this study. Their characteristics, such as age, education level and comorbidities, were examined as explanatory variables. The dependent variables were length of COVID-19 hospitalisations and long COVID. Negative binomial and binary logistic regressions were fitted to investigate the determinants. Result: The regression analyses showed that, on average, COVID-19 patients with hypertension and diabetes mellitus spent almost 2 days longer in hospital (p = 0.00, 95% CI = 1.42–2.33) and had 4 times the odds of long COVID (95% CI = 1.61–10.85, p = 0.003) compared to those with no comorbidities. In addition, the odds of long COVID decreased with increasing patient’s education level (primary OR = 0.73, p = 0.02; secondary/vocational OR = 0.26, p = 0.02; tertiary education OR = 0.23, p = 0.12). Conclusion: The presence of hypertension and diabetes mellitus determined both length of hospitalisation and long COVID among patients with COVID-19 in Ghana. COVID-19 prevention and management policies should therefore consider these factors. Full article

Even though the availability of skilled labour and technological know-how is critical to the sustainability of small and medium-sized enterprises (SMEs), the relationships between industry and the vocational education system have received little attention in the recent literature regarding social aspects of innovation. The objective of this paper is to analyse the intensity of relationships between industrial SMEs and vocational education and training (VET) centres from the firms’ perspective. The study is based on a survey carried out with a sample of 1388 Spanish industrial SMEs with vocational education graduates among their employees. Multivariate hierarchical segmentation techniques were used in order to identify the main explanatory variables. As a result, we obtained a typology (“tree”) of eight organizational profiles associated to different intensity levels (from higher to lower) of relationships between firms and schools. The results show that most industrial SMEs maintain relations with vocational education centres, reflecting the importance of the latter for the companies. The organisational type having the highest level of relations refers to SMEs with experience in external cooperation (cooperation with other actors in innovation projects) which have vocational education employees (graduates) in technical areas and which are bigger in size. Likewise, the results suggest that fruitful collaboration between SMEs and vocational education centres depends on the existence of an established culture of innovation among the smaller firms. This work sheds light on economic and social sustainability. Its results and discussion are linked to the objectives of United Nations sustainable development goals and the recent communication from the European Commission to the European Parliament entitled “European skills agenda for sustainable competitiveness, social fairness, and resilience”. Full article

Many farmers worldwide resort to choosing various income-earning options for diversifying their income sources as a means of risk-avoidance, social protection, and, above all, to finance agricultural operations. Non-farm income generation among farm families has become an imperative part of livelihood earning strategies in recent years amid fast-evolving climatic and sociodemographic changes. In this regard, this study seeks to identify the patterns and socioeconomic factors responsible for the uptake of various non-farm income diversification sources among agricultural households in southern Punjab, Pakistan. For this purpose, a total of 290 farm households were sampled using a random sampling technique to collect relevant data through structured questionnaires. Results show that approximately 79% of the surveyed farmers were involved in non-farm income generation activities, whereas, the income from these sources accounts for about 15% of total household income. The majority of the respondents offered labour for off-farm work followed by self-employment ventures. The major reason to pursue non-farm work includes low income from agriculture, mitigating risks associated with farming, and acquiring funds to finance farming operations, along with the desire to increase family income. A range of socioeconomic and infrastructure-related variables are associated with the decision to participate in specific off-farm activity, such as age, education, family size, farm income, dependency burden, farming experience, and distance to the main city. Results imply the provision of technical support to increase livelihood from farming operations to ensure food security and curb rural-urban migration. However, vocational training can enhance the rural inhabitants’ skillset to diversify on the farm through agribusiness development within rural areas, enabling them to employ local people instead of populating urban centres. Full article

The Albanian Strategy of Pre-University Education (2014–2020) stated the need to raise the competencies of in-service teachers in the non-university sector by asking Albanian universities to provide Vocational Education and Training (VET). The Erasmus+ project, entitled “Developing Teacher Competences for a Comprehensive VET System in Albania” (TEAVET, 2017–2020), contributed to the design and implementation of a VET system based on the previous literature of five dimensions: context, content, commitment, capacity and clients. The aim of this study was to assess the VET system for in-service teachers in Albania under these dimensions and identify key elements for sustainability. Through a mixed methods approach that merged quantitative and qualitative data (questionnaires and assessment reports), information was retrieved from the directors of lifelong learning (LLL) centres at eight Albanian universities, the Albanian Ministry of Education, Sports and Youth, in-service teachers (n = 1775, response rate 76%), teacher educators from universities (n = 44, response rate 82%) and an external expert. Results show that the VET system for in-service teachers in Albania accomplishes these five dimensions. The main elements for sustainability are that the VET system addresses specific Albanian educational priorities, the Ministry is highly committed and that universities have been empowered as LLL providers within their third mission strategy. Full article

From the incorporation of the Dual Vocational Educational Training (dual VET) in the Spanish educational panorama in 2012, and in the midst of the economic and financial crisis, this dual VET educational scheme has been a political priority of national and regional governments, who see it as a strategy for socioeconomic growth, employability, and youth entrepreneurship framed under an educational sustainability model. Despite the growing number of companies involved in the scheme, this model of educational training has not been free of debate and controversy. This study focuses on the autonomous community of Andalusia with the objective of identifying—using a complementary methodological perspective—the key factors that condition the successful implementation of dual VET in this region based on the experience of three educational centres and the opinions of those educators involved. Some of the weaknesses of dual VET identified in the autonomous community include the ambiguity of regulations, budgetary sustainability, governance models, the relationship between the training offered and industry, the involvement of companies, and the recognition of the teaching staff involved. Full article

(1) Background: The aim of Second Chance Schools (E2Cs) is to provide employment-focused training for young people who left compulsory education without any formal qualifications by encouraging them to pursue initial vocational training. Transversal Competences (TCs) are important for enabling the social inclusion of young people in vulnerable situations by promoting their entry into the labour market. However, TCs are not always systematically developed. The objective of this study is to analyse good practices in inculcating these skills in this group of young people. (2) Methods: In-depth case studies were conducted in six best-practice schools. The following methods were used in the studies: questionnaires to school; a checklist to analyse the teaching materials used: an interview with the people responsible for the programme; an interview with students; and a questionnaire to representatives from the business sector. (3) Results: The six E2Cs attached great importance to TCs, which were taught specifically through a student-centred, active, varied and collaborative methodology that was periodically reviewed and adapted to students’ needs. TCs were evaluated before, during, and after the process was completed. (4) Conclusions: The results identified specific key elements for promoting the development of TCs that could be transferred to other schools and, consequently, could have implications for education policies in this field. Full article

This article centres upon experiences of supervising practitioner-researchers engaged in the first year of a Customised Master of Philosophy (MPhil) programme of study. This pathway resides within a larger collaboration between the University of Sunderland’s Centre for Excellence in Teacher Training (SUNCETT) and the Education and Training Foundation (ETF) delivering a National Practitioner Research Programme (PRP) in England. It takes as its starting point how non-traditional research students from the further adult and vocational education (FAVE) sector experience entry into the programme and their subsequent development of scholarship and research skills as they pursue their studies at research degree level in higher education (HE). Using six guiding principles underpinning the PRP as a framework for analysis, illustrative stories of the experiences of supervisors and research students provide insights into ways in which supervision is enacted. Some key characteristics of supervision practice are described. These often bring to light differences between supervision on the Customised MPhil with that of conventional MPhil programmes. The most striking finding supports how the development of collaborative and cooperative practice helps to shift the customary dynamic of research degree study away from isolation towards a shared experience as members of an inclusive and active research community. Full article

Raphael Lemkin, the man who founded the term ‘genocide,’ did so with a view to protecting not only physical beings from systematically imposed extinction, but also protecting their cultures from the same fate. However, in the wake of the atrocities and bloodshed of WWII, cultural genocide was omitted from the 1948 Genocide Convention, and as a result, does not constitute an international crime. This omission has left a lacuna in international law which threatens minority groups. Not a threat of loss of life but rather loss of the culture that distinguishes them and identifies them as a minority. Powerful States with indifferent attitudes towards their international obligations face no significantly harsher punishment for cultural genocide than they do for other human rights transgressions. Consequently, cultural genocide continues as minority cultures are rendered extinct at the hands of States. The Case Study of this article investigates the present-day example of the Uyghur minority in China and analyzes whether this modern cultural genocide can pave the way for the recognition of cultural genocide as an international crime or whether the Uyghur culture will become a cautionary tale for minorities in the future. Full article