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Concerns about the poor outcomes from school-based vocational education, which is heavily concentrated in schools serving disadvantaged communities, has led the State Government of Victoria, Australia, to implement major reforms, including abolishing the Victoria Certificate of Applied Learning. Instead, from 2023, learning in vocational education will be recognised as a vocational major within Victorian Certificate of Education (which is used to regulate admission of school leavers into higher education). This article draws on the new localism and field theory literatures to position the reforms as an attempt improve the provision of school-based vocational education through localising delivery of SBVE to meet demand for skill in the local labour market. Improving the matching process is seen to lead to a range of positive outcomes for students. The paper provides an assessment of the likely impact of the reforms, with a focus on the building trades, and argues that while aspects of the reforms may help some students, they are unlikely deliver the changes needed to create productive pathways to quality work for all. © 2023 The Vocational Aspect of Education Ltd.

This paper applies bibliometric and integrative review approaches to examine the pattern of growth, conceptual and social structure of hospitality and tourism internship research using 167 articles retrieved from Scopus database published between 1986 and 2020. The contribution of journals, scholars, institutions, and countries in the production of hospitality and tourism internship research was assessed. Descriptive statistics of the bibliographic data was conducted using “Bibliometrix” tool whiles VOSviewer software was used for network analysis. Findings indicate that hospitality and tourism internship research is about three decades old however, the knowledge domain remains underdeveloped. Busby G, University of Queensland and the USA are the most productive author, institution and country, respectively in hospitality and internship research. Research efforts have focused on internships and students’ attitudes toward hospitality work, benefits of internships to students, industry and institutions, and internship satisfaction. There has been less international collaboration in the knowledge domain. © 2023 ICHRIE.

This article investigates the intercultural sensitivity of expatriate human resource (HR) managers, with a specific focus on training practices at an intermediate skill level. The pape, therefore, contributes to the literature on expatriates, with a specific emphasis on the particular relevance of intercultural sensitivity in training in multinational companies. Using a qualitative approach, including expert interviews with German expatriates in subsidiaries in India, China, and Mexico, combined with a deep analysis of the data, we were able to reveal the perceptions of expatriates. Our results show a mixed picture of intercultural sensitivity towards training culture in their host countries through three different types of expatriates’ perceptions. Hence, our results lead to the conclusion that multinational companies might focus on this aspect by putting more emphasis on intercultural sensitivity of their HR managers in foreign subsidiaries, to improve the performance of their subsidiaries long term. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Purpose: This study attempts to determine a set of characteristics for each educational component in the competence-based agricultural education system. Design: This study reviewed 95 articles published in four relevant scientific journals to determine the characteristics of a competence-based higher agricultural education system. These characteristics were determined based on competence-based education principles. Findings: The results of this review indicated that, based on the CBE principles, the competencies for agricultural educational components identified in the reviewed articles could be summarized in 22 categories. Practical implications: The main practical implication is that the universities can consider the results of this study as a set of guidelines in the admission of qualified learners and educators, revising curriculum and organizing dynamic learning environment in line with the CBE characteristics. Theoretical implications: The results of this study could take CBE principles one step further in that, determining characteristics of a competence-based higher agricultural education system can be a guideline on how these principles could be implemented in an education system. Originality/value: This study is original because it tries to bring CBE principles as a valuable theory into practice by the agricultural education systems. © 2023 Wageningen University.

Active labour market policies for young people, backed by the EU Youth Guarantee programme, led governments to trying new measures, amongst them internships for graduates of different education levels. This youth, despite being better prepared than early school leavers, still face problems during their professional insertion processes. Faulty progressions can become ‘lost in transition’ situations (Brinton [2010]. Lost in Transition: Youth, Work, and Instability in Postindustrial Japan. Cambridge: Cambridge University Press.). This paper analyzes the effects in terms of employment outcomes of a programme with two types of internships: in private firms and in public administration offices. A counterfactual analysis is carried out by matching intern groups of either type with a control group formed from candidates who ended up without an internship. The results from a first analysis with registered data were enhanced by implementing a second analysis based upon survey data, which permitted the inclusion of family legacy variables in a medium-term analysis. Estimated effects are positive and significant for participants in firms’ internships, and negative and significant for interns who worked in public organisations. Additionally, the survey uncovers that work contracts offered by firms after the programme play a positive role. The results should be very useful for decision making in terms of active measures addressing these issues for young people. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

This article presents an overview of educational robotics (ER) in primary and preschool education. As ER seems to be gaining popularity for its effectiveness as a learning tool, more research needs to be done in this area. Recent results from ER pilot projects advocate for the integration of ER in K-12 education curricula. On the other hand, teachers may face various difficulties in carrying out such activities due to lack of experience or knowledge in this field. Previous research has shown that ER is still an open field for exploration. Even though an increasing number of experiences are available for the use of robotic tools in early education, there is not enough empirical evidence on the features they need to present for young learners to perceive them as attractive and easy to use. In addition, the high cost of some tools may prevent educational institutions from using them systematically. To detect possible gaps in the current research, in the context of this work, 21 articles representing ER applications and frameworks were collected and reviewed between 2011 and 2021. The results of this study demonstrate that ER can be a valuable tool for supporting primary and preschool students. However, the review supports that more research is needed on the technical features that a robotic tool must have to be successfully introduced to students of this age. Moreover, future work is needed to develop low-cost ER tools so they can become more accessible to educational institutions. © 2008-2011 IEEE.

This article advances an explanation for the dynamics of agencies and institutions responsible for the formation of skills in nineteenth-century western India. It shows that multiple agencies–artisanal apprenticeship, indigenous schools, new bazar schools, modern vernacular and English schools, and institutes for technical, industrial and practical instructions–played a limited but responsive role in skill-and-knowledge development. These establishments sought to attend to the conundrum of shortage and obsolescence of and access to industrial and commercial skills in the context of modernisation and incipient industrialisation. Indeed, inherited crafts apprenticeship remained the vital agency of skill formation, despite some of the institutional experiments in and discourses of promotion and modernisation of skills. New agencies together, however, generated less than one-tenth literates in the total population, less than one-third (elementary) enrolment ratio, and less than one year of average schooling. They churned out a small but increasing number of skilled working-persons, thereby contributing over time to a slow spread of skills amongst non-artisanal communities and a small fall in skill premiums. This article modifies the narrative that has posited static, dichotomous images of indigenous and modern agencies of skill-and-knowledge development, and reframes the narrative of emergence and development of vocational/practical education. © 2023 Stichting Paedagogica Historica.

Background: The demand for physiotherapy student clinical placements is increasing in many countries, including Australia, and there is continued reliance on physiotherapists to assume the student clinical educator role. Exploring factors influencing physiotherapists’ decision to be involved in clinical education is essential to maintaining and building clinical education capacity for the future. Objective: To explore factors influencing Australian physiotherapists’ decision to be involved in student clinical education. Methods: A qualitative study using data collected from a valid and reliable online survey tool. Respondents were physiotherapists representing public and private workplaces across varied geographical settings in Australia. Data were thematically analyzed. Results: Surveys were completed by 170 physiotherapists. Most respondents were employed in hospital (81/170, 48%) and private (53/170, 31%) settings in metropolitan locations (105/170, 62%). Six themes representing factors influencing physiotherapists’ involvement in student clinical education were identified, including perceptions of: professional duty, personal benefits or gains, suitability of workplace, support requirements, role related challenges, and readiness to be a clinical educator. Conclusion: Many factors influence physiotherapists’ decisions to assume the clinical educator role. This study could assist clinical education stakeholders to provide practical and targeted strategies to overcome challenges, and optimize support, for physiotherapists in the clinical educator role. © 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.

Background: The conceptualisation of medical competence is central to its use in competency-based medical education. Calls for ‘fixed standards’ with ‘flexible pathways’, recommended in recent reports, require competence to be well defined. Making competence explicit and measurable has, however, been difficult, in part due to a tension between the need for standardisation and the acknowledgment that medical professionals must also be valued as unique individuals. To address these conflicting demands, a multilayered conceptualisation of competence is proposed, with implications for the definition of standards and approaches to assessment. The model: Three layers are elaborated. This first is a core layer of canonical knowledge and skill, ‘that, which every professional should possess’, independent of the context of practice. The second layer is context-dependent knowledge, skill, and attitude, visible through practice in health care. The third layer of personalised competence includes personal skills, interests, habits and convictions, integrated with one's personality. This layer, discussed with reference to Vygotsky's concept of Perezhivanie, cognitive load theory, self-determination theory and Maslow's ‘self-actualisation’, may be regarded as the art of medicine. We propose that fully matured professional competence requires all three layers, but that the assessment of each layer is different. Implications: The assessment of canonical knowledge and skills (Layer 1) can be approached with classical psychometric conditions, that is, similar tests, circumstances and criteria for all. Context-dependent medical competence (Layer 2) must be assessed differently, because conditions of assessment across candidates cannot be standardised. Here, multiple sources of information must be merged and intersubjective expert agreement should ground decisions about progression and level of clinical autonomy of trainees. Competence as the art of medicine (Layer 3) cannot be standardised and should not be assessed with the purpose of permission to practice. The pursuit of personal excellence in this level, however, can be recognised and rewarded. © 2023 The Authors. Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd.

Informed by the capability approach and critical discourse analysis, this article examines how the development of green skills among master craftspersons and apprentices in the informal sector of Ghana could be promoted for cleaner production and sustainable futures. The findings show that inequality and poverty; cyclical policy trap; sectoral green initiatives and the green coordination gap; and limited human resource capacity including uncoordinated informal learning approaches serve to constrain the development of green skills among master craftspersons and apprentices in the informal sector of Ghana. To address these challenges, the current study proposes the development of a framework that (1) harmonises the different sectoral initiatives and strategies on green skills to avoid the cyclical policy trap; (2) expands the current green Technical and Vocational Education and Training (TVET) agenda to include green skills development for individuals in the informal TVET sector; (3) closes the coordination gap in government green initiatives by creating an agency responsible for national green agenda; and (4) creates clear qualification models and strategies for the development of green skills in the informal sector. © 2023 The Vocational Aspect of Education Ltd.