Search Results for
"education"

Purpose The vocational education-industry connection is crucial for students’ professional competence development and employability. In the past decade, the Chinese government has issued numerous policies in this regard. This study reviews these policies concerning the context. Design/methodology/approach This study screened 19 educational policies specifically focussing on vocational education-industry connection based on Systematic Reviews and Meta-Analysis (PRISMA) standards. These policies have been coded, categorised and connected based on thematic analysis and grounded theory. Findings Three typical policy models were developed to illustrate Chinese attempts at vocational education-industry connection, i.e. modern vocational education system reform, municipal industry education federation and in-depth school-enterprise cooperation. The characteristics and specific policy expectations of the three policy models were discussed with regard to the potential benefits and risks. Originality/value The current study reviewed a series of policies on the topic of vocational education-industry connection from a systematic and holistic perspective, and three interconnected policy models were generated. The original findings could be used as an analytical framework for future studies in this field. © 2025 Emerald Publishing Limited

Despite efforts to expand learning opportunities and reach new target groups, a significant proportion of adults still do not participate in adult education. Reaching the educationally disadvantaged is therefore crucial to promoting educational equity. Recruitment is therefore a key challenge for adult education staff. However, to date, there are no empirically based overviews that systematise the international state of discussion and research on this topic. To fill this gap, we conducted a scoping review including a total of 126 publications to find out what is actually known about participant recruitment in adult education. In our analysis, we focused on terminology and research characteristics. We found (i) a paucity of empirical studies, (ii) a lack of standardised terminology when addressing target groups, (iii) an adoption of either a provider perspective or a target group perspective to examine the issue, (iv) a combination of personal networking, direct engagement, and targeted advertising as an effective recruitment approach. Finally, we offer suggestions for future lines of research within this field as well as implications for practice and policy. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Aim: The aim of this discussion paper is to explore whether recontextualisation theory deepens our understanding of learning across multiple sites when introducing simulation-based education (SBE) into nurse education. Background: The requirement for students to learn in clinical placements remains an aspiration as well as a regulatory requirement internationally. Yet, the increasing complexity of healthcare and the numbers of vacancies in the healthcare workforce globally have led to poor learning environments. In the context of faster internet speeds, rapid development in virtual technologies, affordability of hardware, and the move to online educational provision after the COVID-19 pandemic, SBE has emerged as a key teaching method in health professional preparation programmes globally. Design: Critical discussion paper. Methods: This discussion paper is based on current literature on SBE and recontextualisation theory. Findings: Evaluations of SBE often show positive outcomes for learning in nurse education. Weaknesses and gaps in the evidence on SBE, such as the scarcity of control groups or longitudinal studies, have been identified. Using recontextualization theory, we argue that SBE may also increase the theory-practice split for students across multiple sites of learning. Conclusions: The introduction of SBE offers supplementary positive learning opportunities to those in clinical practice while at the same time creating multiple sites of learning which are not always aligned. More needs to be done to teach from a curriculum which relies on students being motivated and able to learn across multiple sites of learning. Implications for the Profession and Patient Care: To support student nurses in UG professional preparation programmes which rely on SBE as well as clinical practice and universities, shared values between nurse educators and clinical nurses need to be enacted collaboratively. This could be achieved by reframing how students and nurses learn and rework knowledge across sites of learning. © 2025 The Author(s). Journal of Advanced Nursing published by John Wiley & Sons Ltd.

In Finland, workplace-based learning (WPBL) is recognized as a promising educational strategy in vocational education and training (VET), with limited emphasis on students with learning difficulties (LDs). This study investigated the WPBL feedback experiences of students with LDs in six vocational fields in Finland: social and healthcare, business administration, building and construction, catering and tourism, electronics and automation, and logistics. Employing a qualitative paradigm, this study used semi-structured interviews comprising individual face-to-face and focus group discussions with 35 final-year students aged between 18 and 35 years in four inclusive vocational institutions. The data were transcribed and analyzed using the NVivo software. The results indicate that these students receive feedback from peers, trainers, and supervisors, and generally express satisfaction. This study underscores the significance of fostering student feedback literacy skills, emphasizing that support and guidance should be administered within a structured framework to ensure trainers’ proficiency in addressing specific difficulties. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Background: Everyone understands that STEM education is a treasure for curriculum development in primary and secondary schools. However, teachers face significant challenges in how to design STEM curriculum for implementation. These challenges may hinder the full realization of STEM education’s potential and can increase the complexity of instructional preparation. Purpose: This study discusses a curriculum integration approach that combines the Big Idea and Learning Progression methodologies. It also assesses teachers’ and students’ perceptions and feelings about the curriculum in the school classroom. Sample: The study was conducted in an elective course for first-grade junior high school students in Xi’an, China. After ethical approval and obtaining voluntary informed consent from participants and guardians, four classes (79 students, 43 males and 36 females) participated. The experimental group comprised two classes (n = 38), and the control group consisted of the remaining two classes (n = 41). There were no differences between the two groups in terms of student performance in science subjects (mathematics, physics, chemistry, biology, etc.). Design and methods: A mixed study was conducted within a first-year elective course at a junior high school in China. The experimental group followed a STEM curriculum developed around Big-Ideas learning progressions and emphasizing interdisciplinary integration. Conversely, the control group received a traditional science and technology curriculum, where the content was taught in isolation without interdisciplinary connections. Result: The results indicated a significant difference in STEM learning attitudes between the experimental group students, who experienced STEM integration, and their traditional classroom peers, particularly evident in the post-test results with a statistically significant difference (p = 0.040) and a moderate effect size (Cohen’s d = 0.525). Interviews indicated that students found the integrated STEM curriculum more challenging and rewarding. Teachers indicated that the implementation of integrated STEM education requires a rich subject knowledge base and a clear integration plan. Conclusion: Research shows that the Big Ideas progression pathway provides teachers with clear guidance and is effective for students’ acquisition of interdisciplinary knowledge. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

Entrepreneurship is crucial for economic and social advancement, necessitating the provision of entrepreneurial skills to younger generations. In Indonesia, vocational high schools incorporate entrepreneurship education via Creative Projects and Entrepreneurship (CPE) courses. However, conventional teaching techniques frequently do not adequately develop business competencies. Numerous student-generated goods exhibit deficiencies in strategic branding, commercial alignment, and market relevance, constraining their potential for practical application. This study presents INCUBE, a web-based business incubation platform to improve students' passion for learning and preparedness for entrepreneurship. The platform utilizes design thinking as its pedagogical framework, directing students through systematic incubation phases, encompassing problem identification, business modeling, prototyping, and product presentation. The study used a quasi-experimental methodology, including Alpha Testing, Beta Testing, and Learning Motivation Assessment. Statistical evaluations, comprising paired-sample t-tests and N-Gain score computations, evaluate the platform's efficacy in enhancing student engagement and learning outcomes. The findings demonstrate that INCUBE markedly enhances student motivation, evidenced by an N-Gain score of 0.46 (indicating moderate efficacy) and a validated media feasibility rating of 88%. These findings underscore the capacity of web-based company incubation to connect entrepreneurial theory with practice, providing a systematic, technology-oriented method for vocational education. © 2025 the author(s), published by De Gruyter.

Political economy scholars have long studied the (pre-)conditions conducive to the collective provision of private goods, such as in-firm training. Previous research has established the importance of economic considerations to enter training and underscored the relative stability of firms’ continued training provision once entered as training providers. In times when employers offer fewer training opportunities while experiencing hiring difficulties, the often-overlooked factors determining the continuation of their commitment to providing training become highly relevant. With novel survey data from over 1’700 training firms in Switzerland, we investigate the factors associated with firms’ exit or non-exit considerations. We show that whereas exit considerations strongly correlate with difficulties hiring apprentices and selective hiring approaches, non-exit considerations are associated with firms’ intention to retain apprentices upon graduation. The results are robust when controlling for other factors, such as sector, region, and firm size. Our paper contributes to the collective skill formation literature by showing how firms navigate their roles as training providers, revealing the conditions under which firms maintain or reconsider their commitment to dual vocational education and training. © 2025 The Vocational Aspect of education Ltd.

This chapter explores belongingness for degree apprentices in UK higher education. Apprentices, and the educators who support their learning, encounter a distinctive set of experiences which should be explored independently of ‘typical’ higher education formats. Drawing on research literature and our own knowledge and research, we consider concepts of belonging in the very specific context of degree apprentices to enable us to reflect on this emerging and often overlooked cohort of part-time students on employer-sponsored programmes of study. We examine the positive aspects of degree apprenticeships, such as collaborative and collegial relationships within the workplace (Poole et al., 2023), the opportunity to gain authentic work experiences, and established professional identities. We unpack the complexities around apprenticeship belonging, such as what barriers prevent apprentices from developing a sense of belonging? Where do degree apprentices belong (Mulkeen et al., 2017)? Does belonging matter for degree apprentices who have different priorities to other students and ‘traditional’ apprentices (Brockmann and Laurie, 2016)? Finally, we will provide insight and possible solutions for these challenges as we examine how a sense of belongingness can be fostered and amplified by higher education providers for this increasingly ubiquitous group of learners. © 2025 selection and editorial matter, Mi Young Ahn, Edward Venn, and Tom Lowe; individual chapters, the contributors.

This study explores the factors influencing teacher performance in engineering and technology vocational schools, emphasising the pivotal role of teacher competence in determining the quality of Indonesian vocational education. Five key variables were evaluated: work motivation, work ethic, teacher performance, management innovation, and learning management. Data were collected using simple random sampling from 30 teachers in three vocational schools in Semarang, Indonesia. Factor analysis and regression analysis were conducted using second-order PLS-SEM to assess convergent and discriminant validity. Results indicate that work motivation (63.9%) and work ethic (28.2%) positively impact teacher performance, with all hypotheses accepted. The model achieved a Q2 score of 0.446, highlighting strong predictive relevance. Exogenous variables explain 69.8% of the variance in learning management. Therefore, schools are encouraged to enhance teacher performance by fostering work motivation and improving the learning process, from planning to execution. © © 2025 Inderscience Enterprises Ltd.

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. © 2025, European Research Network Vocational education and Training. All rights reserved.