Career Adaptability and Career Construction as Mediating Variables Between Hardiness and Vocational Identity

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.

Workplace Learning for Critical Core Skills Development: Empirical Evidence From Singapore

Context: Soft skills or critical core skills (CCS), e.g., communication, problem solving, etc, have been recognized by both individuals and organizations as important but at shortage in the labour market. Within this context, the development of CCS for the employees becomes more and more pressing for the organizations in order to cope with the everchanging demand of workforce. By clustering 2000 participants into seven occupation groups in terms of their similar patterns in the use of CCS, this article aims to show how workplace learning initiated by individuals in different occupations can forge a highly similar learning pathway to develop CCS for the purpose of their personal and professional development.  Methods: Drawing on the quantitative results of 2000 participants from Singaporean workforce into seven occupational groups, a qualitative study using semi-structured interview questions that seek to understand how workplace learning attributes to the development of critical core skills. 39 participants were selected to represent the critical core skills profile of the seven occupation groups in Singapore. Unlike earlier research focusing on specific occupation, the present study provides cross-national evidence for the development of critical core skills.  Findings: Participants' narratives of their workplace activities are analysed. The empirical study revealed that everyday practices at workplaces facilitate learning pathway more effectively than formal and structured training, for instance, learning from the experience, errors, and also peers within the community of practice.  Conclusions: This paper provides an in-depth qualitative study of workplace activities across the diverse occupational groups in Singapore which is lacking in existing literature, including participation and involvement practices using the lens of situated learning theory to account for the development of critical core skills. As a result, this paper enriches the scarce research base about critical core skills development and participatory practices in the community of practices and its links to organisation-wide performance.

Educational Interventions to Promote Self-Regulated Learning in Vocational Schools - A Systematic Review

Purpose: In the evolving landscape of the 21st century, characterized by dynamic global challenges such as health crises, climate change, and rapid technological advancements, the imperative of lifelong learning has become more pronounced than ever. Self-Regulated Learning (SRL) plays a pivotal role in lifelong learning, involving independent, self-directed behaviors to enhance knowledge and skills. While the significance of SRL is widely acknowledged in the broader context of lifelong learning, its specific role in vocational schools is a critical aspect that requires careful investigation. In these specialized educational settings, effective SRL practices are not only integral to individual academic success but are also crucial for fostering the competencies essential for a thriving professional career. However, there is a need for a systematic analysis of how SRL is fostered within vocational schools. Despite its importance, the current best practices for promoting successful SRL in vocational schools remain underexplored. Therefore, this study aimed to systematically review intervention studies focused on changing educational practices related to SRL in vocational schools. Specifically, we addressed two key research questions: (1) What are the characteristics of intervention studies aimed at fostering SRL in vocational schools? and (2) What is the quality of these interventions in terms of their impact on promoting SRL?  Methods: To address these questions, we conducted a systematic review of intervention studies focused on fostering SRL in the context of vocational education. Our review includes 11 studies, with 10 reporting positive effects of interventions promoting SRL.  Findings: The findings highlight that collaborative and problem-solving approaches, along with learning environments emphasizing student autonomy, are effective methods for enhancing SRL. Additionally, the review underscores the importance of distinguishing between direct and indirect interventions to promote SRL in the classroom. The effectiveness of each approach is contingent on the specific context and student population.  Conclusion: However, comparing and drawing conclusions from these studies presented challenges due to the limited similarity in outcome measures and variations in the quality of evidence. Future research should consider methodological adjustments to address the heterogeneity of intervention studies on SRL at the vocational school level, including the development of standardized assessment tools and more rigorous experimental designs to better evaluate the impact of SRL interventions. These adjustments are crucial for ensuring that vocational schools can effectively integrate SRL practices that not only align with academic goals but also prepare students for the demands of their professional careers.

Emphasising Self-Directed Learning in VET-Schools: Teachers' Convictions and Role Negotiations

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

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.

Challenges and Strategies for Expanding Enterprise-Based Training to Develop Skills for the ICT Industry in the Philippines

Purpose: Since 2000, the Philippines has experienced significant growth domestic product (GDP) growth, particularly in the Information Technology Business Process Outsourcing (IT-BPO) sector, highlighting the need for skill development through Technical Vocational Education and Training (TVET). Although enterprise-based training (EBT) is seen as the optimal strategy for supporting transition to a technology-driven economy, it represents less than 4% of TVET offerings. Research on the challenges and strategies for increasing employer participation in EBT, especially within the information and communication technology (ICT) industry, is currently lacking. This study examines these challenges and explores strategies for expanding EBT in the Philippines.  Methods: The study employed a qualitative methodology. Data was collected through 13 semi-structured interviews with TVET public agency representatives, private sector representatives, and international TVET experts who supported TVET development in the Philippines. In addition, an online meeting by the Private Sector Advisory Council Jobs Committee was observed to explore the research question. Analysis occurred concurrently with data collection to identify themes iteratively.  Findings: Successful employer engagement in EBT requires EBT to be viewed as both a private and a public good. Findings are organized around these two fundamental concepts. In the Philippines, structural challenges such as wage requirements, insufficient program duration, and inefficient tax benefits currently prevent EBT from effectively functioning as a private good for building company talent pipelines. Additionally, the lack of systematic involvement from social partners, lengthy processes for establishing occupational standards, and insufficient awareness hinder EBT from being recognized as a public good. To enhance its role as a private good, EBT design should include wage increase schedules and longer program durations. To establish EBT as a public good, it is suggested that there be systematic involvement from social partners, flexible regulations, and sector-based strategies.  Conclusion: This study enhances the understanding of employer engagement in TVET within the Filipino context and provides policy implications for enhancing EBT in the ICT sector. These insights could potentially be applicable in similar contexts, such as developing countries with a demand for skilled workers in technology-based industries, but lacking employer engagement. It recommends future research to further explore employer engagement with a particular emphasis on strategic collaboration with social partners, given their crucial role in engaging employers.

VR-Based Workplace Training and Spaces of Learning: A Social Space Study of VR Training for Apprentice Electricians

Context: This study uses a social space approach to investigate Virtual Reality (VR)-based workplace learning in the context of apprenticeship training in the electronics industry in Switzerland. It was one part of a project which developed a prototype VR environment that enables apprentices to practice testing an electrical installation in a virtual garage using VR headsets. The study uses a spatial theory perspective to understand how the apprentices use the VR environment to develop their vocational competence and how spaces of learning are created through this process.  Approach: The study applies a socio-spatial perspective to a triangulation of the results of a qualitative content analysis of structured interviews with 16 apprentices and their 11 trainers and a quantitative analysis of a close-ended apprentice survey questionnaire (N = 16).  Results: When a VR environment is used for workplace learning, spaces of learning are created from the interplay of four spatial dimensions: The regulation and practices of use of the VR environment, the locality of use, the educational potential of the VR environment, and a mental representation of the real workplace represented in the VR environment. The VR headset acts as a boundary object in the training relationship. Other important findings of the study are: Automated access to learning opportunities reduces pressure on the teaching-learning relationship; the haptic dimension of work is important for competence development; the VR environment enables personalized learning with unlimited opportunities for practice; the lack of variety in the operational scenario enables apprentices to focus on practicing and perfecting procedures but does not reflect the complexity of the real world.  Conclusion: Our socio-spatial analysis shows that when VR environments are used in workplace training the interplay of physical, mental, and virtual spatial dimensions leads to the emergence of learning spaces. The access to the VR environment, the location where it is used, and the active use of its learning features interact with the mental representations of the depicted environment. Spaces of learning created using a VR environment can complement traditional workplace training by facilitating the development of specific aspects of vocational competence.

Exploring the Didactic Principles of Vocational Teachers in Financial Education: An Interview Study

Context: Financial literacy is an issue becoming increasingly important internationally. Many countries have already implemented a national strategy to improve the financial literacy of the people. In Austria, a national strategy for financial literacy and financial education was developed in 2021. One target group of this strategy are students of part-time vocational schools. These students work in a company and already earn their own money. They have to attend part-time vocational school alongside their work. The curriculum of these schools includes financial topics. Studies on teachers' views of financial literacy show that they mostly reduce it to personal money management. However, little is known about their underlying principles for teaching topics in the field of financial literacy. Therefore, this paper answers the following research questions: Which didactic principles are relevant for teachers of part-time vocational schools in Austria in financial education? Why are some didactic principles perceived as more relevant and why are others perceived as less relevant by the teachers?  Approach: To address this research gap, an interview study was conducted with teachers from part-time vocational schools. Twelve teachers took part in the study. The problem-centred interviews were transcribed and analysed by using qualitative content analysis. Findings: Problem orientation and life-world orientation are seen as relevant didactic principles for teaching financial topics. The teachers interviewed argue that teaching students how to deal with current problems in their lives engages their interest and motivates them. Multiperspectivity is viewed as less important. Students should first learn to act competently as a private individual before they are confronted with the company perspective or the systemic perspective is one reason given. Science orientation is also interpreted by the teachers as less relevant. According to some respondents of the study, students in part-time vocational schools are not significantly affected by the science orientation.  Conclusions: The understanding of science orientation should be reflected among teachers. Multiperspectivity is a relevant aspect in financial education even though it is seen as less relevant by the teachers. Offering lesson plans on how these principles are integrated in financial topics could be helpful for teachers. Furthermore, financial didactics should be integrated into teacher education curricula. This study is focused on a small number of interviews among Austrian teachers from part-time vocational schools only. Therefore, it would be interesting to conduct larger quantitative studies among teachers from different types of schools and with different educational and practical backgrounds.

The Cobra Effect in TVET Policy Making: A Macro-Micro-Macro-Level Analysis of Exemplary Cases From Germany

Context: Unlike education policy for general education, technical and vocational education and training (TVET) policy often focuses on societal needs, ignoring the attitudes and subsequent behaviors of learners. As a result, the impact of TVET policies is not what was expected and sometimes even counterproductive. Starting from this, we use macro-micro-macro-level analysis inspired by Coleman's boat theorem to reflect on three exemplary cases of German TVET policy. These TVET policies have in common that they aim to reduce skills shortages in certain occupations.  Approach: Our paper illustrates the value of macro-micro-macro-level analysis when looking at TVET policies and programs. To this end, we look at three exemplary cases. All the cases represent TVET policies and programs aimed at reducing skills shortages, a common issue for most countries in the world. One way of addressing those shortages are TVET policies of which we present here: (1) Increasing the permeability between TVET and higher education, (2) attracting workers for post-qualification and (3) directed career counselling for refugees. Using Coleman's boat theorem, we analyze the cases in terms of whether the policy strategies address the skills shortage adequately. We then compare the cases with each other to draw general conclusions regarding the connection of macro- and micro-level within policy making in TVET.  Findings: A common finding among all three case studies is that the investigated policies and programs do not consider possible deviant considerations of actors at the micro-level adequately. Consequently, the actor's behaviors on the micro-level can contradict the intention of the policy.  Conclusion: We conclude that it is essential to take micro-level perspectives into account when developing political strategies for TVET. Therefore, TVET policies and programs should be developed from a more subject-oriented perspective and as a second step include societal needs. Furthermore, TVET policies and programs have to be accomplished by reforms changing work conditions for the better. Only then, there is a chance for convergence of micro-level decisions and macro-level outcomes.

Co-Operation Between Actors in Dual Training Programmes: Conditions for Success in the Mexican Tourism Sector

Context: For many years, dual training programmes have been transferred from German speaking countries to other countries. It has been repeatedly pointed out that this transfer is made particularly difficult by the need for co-operation between numerous different stakeholders. Despite various transfer activities, however, the scientific findings on the topic to date are rather limited.  Approach: This study therefore identifies and discusses the principles for successful co-operation in the Mexican vocational training system in the tourism sector. Two research questions are addressed, the first following a deductive research approach and the second an inductive one: 1) Which of the principles for successful co-operation named in the research literature can also be found in Mexico? 2) Which other or further principles are relevant in the Mexican context? The tourism sector in Mexico is especially suitable as an object of investigation as, over a number of years there has been an intensive implementation of dual training structures here. Based on 70 expert interviews with the various stakeholders in three regions of Mexico, principles for successful co-operation were developed.  Findings: The findings show that a large number of interacting principles are necessary for successful co-operation between the players. A total of 18 principles were identified in the categories of relationships, control efforts and embedding. Seven of these principles had not been explicitly identified in the existing scientific literature. Some examples of the new principles identified are: Regarding the "relationships" category, the findings identified the identification and selection of partners as a previously non-existent principle. The aspect of contracts at an international and national level was also recognised as an independent principle from our data, which can be assigned to the category "control". Internal security is also an important aspect for the learning centres and can be subsumed under the category of embedding. The newly generated principle of the length of the practical phases can also be categorised as embedding.  Conclusions: These principles are discussed and interpreted both in the context of existing scientific approaches and specifically in the Mexican context. The work reveals the high degree of interdependence between the principles. Individual principles can therefore not be considered in isolation. The review and extension of the principles can provide important stimuli for both VET transfer research and educational governance research.