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Degree apprenticeships offer a new route to a degree in UK higher education, with policymakers emphasising their social mobility potential to widen access to graduate professions. In this context, this article compares the employability perceptions and strategies of aspiring solicitors on traditional university and degree apprenticeship routes in England. Following Bathmaker, Ingram, and Waller (2013), we adopt the analogy of ‘playing the game’ to explore how aspiring solicitors negotiate opportunities and barriers as they seek to succeed in higher education and progress into the legal profession. Drawing on interview data with 23 aspiring solicitors, we consider how participants developed and mobilised existing and acquired capitals to position themselves for success in their future career. A novel typology of employability strategies is presented, expanding on the work of Brown, Hesketh, and Williams (2004) and Hancock, Hughes, and Walsh (2017). The typology reveals distinct understandings of the role of higher education, meritocracy and social mobility; and divergent strategies for enhancing employability. As degree apprenticeship routes expand in UK higher education and beyond, the typology provides a useful framework to compare transitions through higher education and into other competitive and historically elite graduate professions. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Purpose: This article focuses on the assessment of entrepreneurship competence by selected vocational teachers in Italy. The exploratory research question addresses the extent to which entrepreneurship assessments are competence based, and the research seeks to identify fully fledged assessment programmes with both a formative and summative component, and the use of assessment rubrics. It also explores the extent to which entrepreneurship competence is referred to in school documentation and later assessed, and the tools and strategies used for such assessment. Design/methodology/approach: This case study is part of a larger European research project promoted by Cedefop; in Italy it focused on six selected vocational IVET and CVET programmes and apprenticeship schemes. It used a wide range of instruments to ensure triangulation and multiple perspectives: analysed policy documents and undertook online interviews with experts and policy makers. At VET providers' premises it deployed: analysis of school documents; observations of learning environments; interviews and focus groups with (in schools) teachers, directors and vice directors, learners and alumni (in companies) instructors, company tutors and employers, apprentices and alumni. Findings: Assessment tasks were rarely embedded within fully fledged assessment programmes involving both formative and summative tasks, and assessment rubric for grading. Most of the time, entrepreneurship programmes lacked self-assessment, peer assessment and structured feedback and did not involve learners in the assessment process. Some instructors coached the students, but undertook no clear formative assessment. These findings suggest institutions have a testing culture with regard to assessment, at the level of both policy and practice. In most cases, entrepreneurship competence was not directly assessed, and learning outcomes were only loosely related to entrepreneurship. Research limitations/implications: One limitation concerned the selection of the VET providers: these were chosen not on a casual basis, but because they ran programmes that were relevant to the development of entrepreneurship competence. Practical implications: At the policy level, there is a need for new guidelines on competence development and assessment in VET, guidelines that are more aligned with educational research on competence development. To ensure the development of entrepreneurship competence, educators need in-service training and a community of practice. Originality/value: So far, the literature has concentrated on entrepreneurship education at the tertiary level. Little is known about how VET instructors assess entrepreneurship competence. This study updates the picture of policy and practice in Italy, illustrating how entrepreneurship competence is developed in selected IVET and CVET programmes and apprenticeships. © 2024, Daniele Morselli.

With the increasing demand for high-quality skilled talents, building a teaching management system suitable for the characteristics of modern apprenticeship is the key to ensuring the smooth implementation of practical teaching. After the contemporary apprenticeship quality management system, this article takes vocational college students under the current apprenticeship management system in S city as the research object, uses principal component analysis and multiple choice linear regression methods to evaluate student initiative and explore the relevant influencing factors, Assess the impact and degree of influence of various factors on the agency of vocational college students. The results show that motivation investment (0.2421) and emotional investment (0.2335) are closely related to the evaluation results of student agency. The agency of the selected students is at a lower than average level, with an evaluation score of 2.9096. The impact value of the modern apprenticeship management system on student agency is 3.561, above average. Among them, The impact of factor process (3.838) is the greatest © 2023 Qi Wang, published by Sciendo.

The integration of industry and education plays a vital role in the high-quality development of vocational education. The article adopts the ADDIE model to systematically design vocational education and plans the path of industry-education integration by combining the triple helix theory. In addition, a quality evaluation model for integrating industry and education in vocational education is constructed, connecting the fuzzy comprehensive evaluation method and the factor analysis method. The empirical Analysis shows that the extensive evaluation indexes of vocational education have high reliability (more than 0.8), in which there is a positive correlation between teaching ability, teaching management, teaching effect and employability. In particular, the comprehensive effectiveness evaluation score of School M in the practice of industry-teaching integration in vocational education is 4.125, showing a reasonable level. The study verifies the effectiveness of the vocational education industry-education integration model based on the triple helix theory in improving the quality of education, and at the same time provides a scientific basis for the optimization and reform of the path of vocational education industry-education integration. © 2023 Wei Wang, published by Sciendo.

There is currently a teacher shortage in remote areas in China, as the willingness of government-sponsored students to enter the profession continues to decrease because of factors such as high work pressure and relatively low salaries. We investigated the influence of professional commitment on willingness to enter the teaching profession among 395 government-sponsored teachers’ college students majoring in art education, and assessed the mediating role of learning satisfaction in this relationship. The results indicated there was a significant positive correlation between professional commitment and teaching willingness. Additionally, learning satisfaction played a mediating role in this relationship. Our findings contribute to understanding of the relationships among professional commitment, teaching willingness, and learning satisfaction among teachers’ college students majoring in art education within the context of Chinese higher education. The results also offer practical insights for educators to enhance the willingness of art education majors to enter the teaching profession. © 2024 Scientific Journal Publishers Limited. All Rights Reserved.

This research aims to learn to explore strategies and skills in STEAM education by applying a systematic literature review. An SLR methodology focused on education, is applied, selecting 48 articles from the Scopus Database. The results allow us to identify the importance of this new interdisciplinary educational approach, fostering meaningful learning among students by implementing active project-based methodologies to solve real-life problems and comprehensively address more complex scientific phenomena. In conclusion, STEAM education, as an interdisciplinary educational approach, integrates science, technology, engineering, art, and mathematics to solve real-world problems. It proposes incorporating strategies such as PjBL (Project-Based Learning), gamification, digital literacy, autonomy, intrinsic motivation, collaboration, and continuous and professional teacher training. It is crucial to promote creativity and critical thinking in students, enabling problem-solving through fostering ICT skills, integrating digital tools, multidisciplinarity, computational thinking, and robotics, as well as social and emotional skills. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

In a professional context marked by volatility, university graduates’ employability has become a hot debate topic open to a myriad of interpretations about the mission of universities and professional market expectations. In that scenario, Spanish degrees in Translation and Interpreting have progressively introduced work placements and employment-focused courses in their curriculum. This article delves into both choices through a thematical analysis of the courses’ syllabi, with a particular interest in the following items: relevance for the degree programme; nature and features (whether they are compulsory or elective, number of credits offered, at which stage they are taught); content and scope (for work placements, the type of company and nature of the internship, and for the employability-related courses, content covered). The results show that both courses are quite widespread, although they are mostly elective courses. Work placements usually take place in language schools and other education centres, as well as translation agencies and freelance translators or non-governmental organisations and non-profit organisations. Meanwhile, employability-related courses often cover deontological and ethical aspects of translation, market analysis, and drafting invoices and quotations. © 2024 Universidad de Antioquia. All rights reserved.

The study investigated employability dynamics among Chinese collegiate athletes, with a focus on professional identity (PI) and an analysis of time management (TM) as a mediating factor. Understanding the relationship between PT, TM, and EMT is essential for Chinese college athletes as they navigate demanding academic and athletic environments. Data was gathered from five universities involving a sample of 224 student-athletes, consisting of 142 males and 82 females. Analysed using the Statistical Package for Social Sciences (SPSS). This study examines the influence of PI on EMT results, both directly and indirectly, by analysing its impact on TM practices using the Partial Least Squares - Structural Equation Modelling (PLS-SEM) statistical package for the social sciences. The study revealed complex connections and routes, providing insight into the impact of PI on athletes' preparedness for the workforce. The study highlights the importance of developing mental toughness and improving technical skills to improve career opportunities for Chinese college athletes. The study presents a framework to help athletes effectively manage the challenges of professional travel. The article provides valuable insights into college athletes, higher education, and career development. © 2024 Sociedad Revista de Psicologia del Deporte. All rights reserved.

The authors carried out a review study on the pedagogy for teaching communication skills (CS) in engineering higher education institutions with a view to firstly present the trend on the instructional pedagogical approaches used in an engineering classroom and secondly, to show the impact of these approaches on learners' development of CS. In order to address the research questions, we adopted 'Systematic Literature Review' as a research methodology and reviewed empirical research studies published between the year 2001 and 2021 exploring electronic database. Having followed the review protocols, we finally selected 26 research articles for a detailed analysis and synthesis. In regard with number of publications, the trends placed the USA at the top position which was followed by India. Overall, we found a lack of experimental research, subsequently a lack of evidence-based teaching practice, in the domain of pedagogy for developing CS leading to the assumption of still prevalent conventional lecture method of teaching in the CS classroom which is further held responsible for poor CS among engineering graduates. The teaching trend indicates that engineering institutions across nations are increasingly becoming aware of evidenced-based teaching approaches and are adopting innovative, learner-centered methods blended with ICT tools to facilitate the process of developing CS, along with other generic skills which has positive impact on learners' development of skills and attributes. The findings have implications for both; research and classroom teaching. © 2024, Rajarambapu Institute Of Technology. All rights reserved.

Modern education demands innovative approaches to engage students effectively and enhance learning outcomes. This article explores the implementation of an innovative pedagogical approach, namely Project-Based Learning (PjBL), in the context of the Visual Programming course. The study aims to investigate the impact of this approach on students’ participation and learning achievements. Using a Classroom Action Research (CAR) design, the research was conducted in two cycles. The participants were 30 students enrolled in the Educational Technology Informatics program at Universitas Negeri Padang. The study used a descriptive comparative method to assess the outcomes, comparing pre-cycle to Cycle II results. The findings reveal remarkable improvements in student’s cognitive growth (53.33%), affective development (46.66%), and psychomotor skills (56.66%) following the application of the PjBL approach. Furthermore, there was a noticeable increase of 43.44% in the active participation of students during the learning process after incorporating the PjBL approach. In conclusion, this study underscores the effectiveness of PjBL in fostering active participation and elevating learning achievements in the Visual Programming course. The article contributes to the discourse on innovative pedagogical strategies. It highlights the potential of PjBL to revolutionize traditional educational methods, equipping students with skills engagingly and effectively. © 2024 Rizkayeni Marta et al; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License. The article is published with Open Access at https://www.temjournal.com/