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This study aims to find the proper teaching method through Integrated English Thematic Textbooks for Young Students Based on Local Content with a Multiliterative Approach to Pronunciation and Vocabulary Mastery. The study used a quasi-experimental design using the Experimental and the control class. The research trials were conducted on students from various educational study programs at SD xyz for the 2020/2021 school year consisting of 27 class students. The results showed that the Eyl's thematic integrated textbook based on local original materials with multi-literacy approaches in vocabulary have positive effects on pronunciation and the cognate of the learners in experimental class. © for this article is retained by the author(s), with first publication rights granted to the journal.

The Ministry of Higher Education and Training has significantly transformed the technical and vocational education and training sector to respond to socio-economic ills such as poverty, unemployment and inequalities. With the mission of the White Paper for Post-School Education and Training, TVET programmes are prioritised as a significance in responding to societal challenges by offering skills that are aligned to industry to enable youth and young adults to successfully enter the industry for their sustainable livelihoods. This study provides a critical analysis on alignment of the National Certificate (Vocational): Building and Civil Engineering programme) offered by TVET Colleges. This article is based on a case study of two vocational training institutions in Mpumalanga Province, South Africa. A qualitative research approach was followed. The article used interviews and observations as data collection tools. The population for the study consisted of ten TVET teachers. The data were analysed by transcribing the data, coding, and thematic discussion using thematic analysis. The study's findings show that the NCV: Building and Civil Engineering programme is not aligned with the industry, as the workshop's practical training is given inadequate time. The NCV: Building and Civil Engineering programme contains too many theoretical sections. The theoretical part is mainly offered to the students rather than hands-on practical training. The study concludes that the TVET sector faces challenges to meet the demand for industrial skills. This study recommends that the NCV program be evaluated urgently to address this issue and to ensure that it remains aligned with industry. © Authors.

Context Factors contributing to the stressful transition from student to doctor include issues with preparedness for practice, adjusting to new status and responsibility, and variable support. Existing transitional interventions provide inconsistent participation, responsibility and legitimacy in the clinical environment. Enhanced support by near peers for new doctors may ease the transition. Irish medical graduates of 2020 commenced work early, creating an unprecedented period of overlap between new graduates and the cohort 1 year ahead. Objective To explore the experience of commencing practice for these new doctors with this increased near-peer support. Design We used interpretive phenomenological analysis as our methodological approach, informed by the cognitive apprenticeship model, to explore the experience of enhanced near-peer support at the transition to practice. Participants recorded audio diaries from their commencement of work, and a semistructured interview was conducted with each, after 3 months, concerning their experience of their overlap with the previous year's interns. Setting University College Cork, one of six medical schools in Ireland. Participants Nine newly qualified medical doctors. Main outcome measures An exploration of their experience of transition to clinical practice, in the context of this enhanced near-peer support, will inform strategies to ease the transition from student to doctor. Results Participants felt reassured by having a near-peer in the same role and safe to seek their support. This empowered them to gradually assume increasing responsibility and to challenge themselves to further their learning. Participants perceived that commencing work before the annual change-over of other grades of doctor-in-training enhanced their professional identities and improved patient safety. Conclusions Enhanced near-peer support for new doctors offers a potential solution to the stressful transition to practice. Participants were legitimate members of the community of practice, with the status and responsibility of first-year doctors. Furthermore, this study reinforces the benefit of asynchronous job change-over for doctors-in-training. © 2023 BMJ Publishing Group. All rights reserved.

Purpose: This study aids to examine the impact of extending the internship period on the transition from school to work of vocational school of higher education graduates and subsequent employment outcomes. Design/methodology/approach: Within the scope of the study, the results regarding the labour market of the vocational school students (experimental group) whose internship period were extended were compared with the results of the vocational school students (control group) whose internship period remained the same. Thus, it is provided to examine the effects of prolonging the internship period. The surveys were conducted five years after graduation. Findings: The study found that increasing the duration of the internship period and making it a compulsory part of the curriculum facilitates the transition from school to work for graduates. Graduates who participate in the programme with a long internship period find a job in a shorter time and with higher wages than the control group. It is found that those in the experimental group with an extended internship period have higher employment rates and wage levels compared to those in the control group, five years after graduation. Originality/value: Although there are publications, in the international literature, on the impact of internship, there are only few publications in which experimental and control groups are formed, as in this article. The second contribution of the study is to measure the impact of internship on employment outcomes five years after graduation. The third important contribution of the study is that it was conducted in Turkey, which has a young population and is an emerging market. This study contributes significantly to the restructuring of vocational higher education, especially in countries that are struggling with youth unemployment. © 2022, Emerald Publishing Limited.

This article undertakes a cross-national comparison of the aerospace sectors in two ‘liberal’ countries, the UK and Australia, examining how several multinational firms engage with engineering skill institutions: regulation of entry to profession, entry-level and ongoing training. The paper empirically demonstrates and theoretically argues that the social partners and employment protection institutions can in certain contexts play an important role in professional skill development. Institutional legacy matters, shaping multinational responses and providing distinct resources for various actors including unions. Tension between existing skill institutions (‘country’ or ‘sector’ effects) and the capacity of multinationals (MNCs) to shape practices are addressed. Both country cases demonstrate how MNCs may be able to shape practices in such a way that they create ‘MNC’ effects, defined as a combination of large firm/subsidiary, and ‘corporate’ effects, that affect engineering skill development for other firms. © The Author(s) 2022.

An occupational aspiration–attainment gap (AAG) is defined as a discrepancy between the socioeconomic status (SES) of the aspired occupation and the one attained. We investigated how experiencing an occupational AAG after transition to vocational education and training (VET) affects three domains of subjective well-being (SWB) among adolescents in Germany (general life, job, and income satisfaction). Using longitudinal data from the German Socio-Economic Panel (SOEP), we could track respondents’ SWB during the transition to and during VET. Results from latent growth curve models revealed that both under- and overachievement of aspirations (i.e., negative and positive AAGs) reduced initial levels of SWB after VET entry—especially work-related satisfaction (i.e., income and job satisfaction). Individuals with an AAG (both negative and positive) tended to experience a slightly larger increase in SWB during VET than those who met their aspirations. Overall, our results suggest that the decisive factor for adolescents’ SWB is not the SES of the VET position they attain, but rather whether that position is the exact type of position to which they aspired. © 2023 Nießen et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

The objective of this work is to propose the development of a virtual electronics laboratory with an aeronautical radar simulator using immersive technologies to help students learn. To verify whether this proposal was viable, the systematic literature review (SLR) methodology was used, whose objective was to verify whether immersive technologies were being used effectively in education and, also, what challenges, opportunities, and benefits they bring to Education 4.0. For this, eight Research Questions (RQs) were formulated to be answered by articles based on the highest SLR scores. The results presented by SLR were as follows: there was an increase in the use of immersive technologies in education, but virtual reality (VR) is still more used in education than AR, despite VR being more expensive than AR; the use of these new technologies brings new challenges, opportunities, and benefits for education; there was an increase in the quality of teaching for complex subjects; and there was an increase in students’ interest in the content presented. © 2023 by the authors.

Professional identity is essential for the career choice of social work. Exploring social work students' perceptions of professional identity and career intention is necessary to understand the phenomenon of major-to-occupation mismatch in China. The present study involved a national sample of 2,018 social work undergraduates and postgraduates to investigate whether students displayed matching levels of professional identity and career intention and the association with their personal and educational background. To differentiate between social work as a discipline and an occupation, the concept of professional identity was split into two variables: disciplinary and occupational identity. Three groups of students were identified and labelled as having matching perceptions (49.8/44.1 per cent), lower disciplinary/occupational identity and higher career intention (7.8/5.6 per cent) and higher disciplinary/occupational identity and lower career intention (42.5/50.3 per cent), respectively. Multinomial logistic regression analyses revealed that students' residential area, family economic status, degree programme, grade of study, university category and university location were significantly associated with whether they reported matching levels of professional identity and career intention. The findings can be explained by the imbalanced development of social work education and practice in China, implying the necessity of promoting social work employment benefits and cooperation between academic institutions and service organisations. © 2022 The Author(s). Published by Oxford University Press on behalf of The British Association of Social Workers. All rights reserved.

Higher vocational education (HVE) aims to cultivate high-quality technical and skilled talents so that the educated have the professional ethics, scientific culture, professional knowledge, technical skills, and other comprehensive professional qualities and action abilities required for engaging in a specific profession to achieve sustainable career development. Two problems related to critical management strategies for sustainable development activated this study: Should HVE colleges conduct academic research? What types of research should HVE colleges do? This article attempts to empirically study the second question while affirming the answer to the first question. HVE colleges focus on talent cultivation, which does not mean they will never engage in academic research. The key is to decide and evaluate the research types for HVE colleges. First, a survey was conducted on the current status and practical needs of HVE colleges globally and especially in China, and it was found that there is a mutually beneficial relationship between teaching and research in HVE colleges. Then, the positioning of HVE colleges for academic research was analyzed from three aspects—research type, performance assessment, and combination comparison—and three types of research positioning were proposed, i.e., applied research type, educational research type, and comprehensive research type. Then, three assessment index systems of academic research positioning types were designed from two input and output levels, and a research performance assessment model was established using data envelopment analysis (DEA). Finally, taking 22 vocational colleges in Shanghai as examples, a comparative study was conducted on the assessment results of three research types to determine the research types of different HVE colleges. Based on their educational history and academic research resources, HVE colleges can choose their research types. The HVE management department can guide HVE colleges to conduct differentiated academic research and support teaching and talent cultivation through input–output analysis for sustainable educational and teacher development. © 2023 by the authors.

The proliferation of Information and Communication Technologies (ICT) in Education, Teaching, Training, Learning, and the operational application (Performing) of acquired knowledge, skills, and competencies in contemporary social environments has directly influenced the transformation of early Networked Learning (NL) concepts into a Global Learning Infrastructure. Creating cooperative/collaborative stakeholders networks composed of learning subjects, objects, and competencies consumers, exposes the significant potential for gaining overall social progress. The main challenging obstacles of such globalization are: embedding semantics into the competence credentials carriers, trusted dissemination of verifiable competence tokens, the heterogeneous ontologies mapping, and sustainable service delivery infrastructure. The mainstream motivation of our research is the specification and development of a conceptual framework that fosters the interoperability of different stakeholders, whether individual or institutional, to declare, share and maintain the representative collections of information resources related to the particular Education, Learning, Teaching, Training, and Performing (Research, Development, Production, and Service) endeavors. In this article, we have specified an open, heterogeneous, interoperable conceptual framework capable of orchestrating past, current, and future paradigms to foster building the foundations for comparative analysis and evaluation of traditional and nontraditional competency-building processes, joined with students' portfolio creation, dissemination, and management. It is a starting specification that would serve for the future: open, heterogeneous, cooperative/collaborative, service-oriented software framework specification and development. © 2023 The Authors