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This article studies how labour migration affects dual vocational education and training (VET) systems. We argue that because dual VET systems rely on employers engaging in training, an alternative source of labour – such as labour migrants – may make employers less likely to train, especially when pressure on industrial relations institutions makes it possible for employers to use migrant labour as low-wage labour. Drawing on linked employer-employee register data from Denmark and Norway, we us logistic and Poisson regression to analyse whether changes in the level of labour migration in regional subsectors of the construction sector in these two countries affects firms’ hiring of apprentices. We find that despite dissimilar developments in the labour migration level, these levels nonetheless correlate with the intake of apprentices in both countries. The results suggest that labour migration into countries with dual VET systems may have long-term effects on their skill formation systems. © The Author(s) 2024.

What can we learn about diplomacy by studying its practice through the body of an apprentice? Drawing on the works of Loïc Wacquant, this article argues that to understand the making of background dispositions, tacit rules, and situated know-how in international politics' diverse fields of practice, researchers ought to consider apprenticeship as a concept and a methodological device. This argument is based on ethnographic observations from the author's internship at the Delegation of Denmark to the OECD. As a concept, apprenticeship cultivates a sensitivity to the embodied dynamics at play in acquiring habitus. An apprenticeship is structured as a participatory and corporeal process of socialization through which an aspirant acquires or fails to acquire a prospective identity within a given field of practice. Methodologically, studying practices of initiation through the body of an apprentice enables scholars to access tacit knowledge transmissions while recognizing that such knowledge operates beneath discursive representation and logical reasoning. In advancing this argument, the article foregrounds the figure of the apprentice and the experience of apprenticeship as conduits for gaining insights into social learning in diplomacy, other fields of practice, and the broader domain of socialization in International Relations. © The Author(s) (2024).

In the changing global landscape, education programs for radiation therapists (RTTs), also known as therapeutic radiographers or radiation therapy technologists, at higher education institutions (HEIs) are non-existent in many African countries. In countries with local RTT education programs, there is evidence of a wide variety of qualification types, including in-house training, diploma and degree offerings. However, what is consistent is the integrated curriculum approach to classroom theory and clinical work-based learning that across the continent follows the general structure of a work-integrated learning (WIL) approach, to enhance clinical competence and meet the needs of the health sector. This study used a qualitative approach with thematic analysis of publicly available documents and reflective writings followed by further analysis through application of the Cultural Historical Activity Theory (CHAT) to explore the changing landscape of oncology in Africa and the impact of this on the education of RTTs. The study was guided by the reflective research question: How can the systemic understanding of RTT training in a changing landscape enable competent and caring practice? The study extends prior research on RTT education in Africa and contributes to debates on the changing role of RTTs in a rapidly changing environment. © 2024 The Author(s)

Even today, vocational education and training (VET) in Germany is often equated with dual training. School-based VET can be seen as second-class in two senses: it is rarely noticed by the public and academia; however, if it comes into view, it is often assumed that the (predominantly female) youths who complete such training programmes have poorer labor market opportunities compared to those with dual training. This article outlines dual training, training at health care schools and training at vocational schools (with a particular focus on pre-school educators) in their socio-historical context and shows how this context has ultimately been also linked to insufficient research on school-based training programmes. Using data from the National Education Panel (NEPS), the paper then analyzes the chances of graduates of the three forms of education in the transition to the labor market (duration until first employment, characteristics of the first employment relationship and unemployment after the first employment). The results show that training at vocational schools (which is not regulated nationwide but by Länder legislation) is indeed linked to worse labor market opportunities, if only slightly. The profile of pre-school educators, who are frequently employed on a temporary basis, is particularly striking. Nevertheless, in view of the employment needs of the future, more public attention and state commitment to school-based VET are urgently needed. © The Author(s) 2024.

In order to be able to offer dual training to many learners in the medium term and at the same time prepare learners for their professional life in as many different ways as possible, it is necessary to make practical vocational training more flexible and to promote mobility and a willingness to move among learners. This article is dedicated to the training of learners in changing company contexts. At the centre of the study was the question: What strategies do Swiss companies use in the rotation of learners? Based on data from case studies in 9 companies in Switzerland, the different strategies for the flexible placement of apprentices in practical vocational training are modelled. It becomes clear that the organisation of the rotation is based on a coordination of the needs of the companies on the one hand and the learners on the other. The strategies differ in terms of their focus (standardised rotation vs. personalised rotation) and their dynamics (low vs. high dynamics). The strategies are categorised and discussed in the final section. © The Author(s) 2024.

Higher education institutions have a role to play in developing sustainability skills and changing students' attitudes and behaviour towards sustainability issues and the Sustainable Development Goals (SDGs). This article aims to explore the knowledge, attitudes and behaviours of higher education students towards sustainability and understand how these vary in line with gender, age, level of education, the field of study and familiarity with the SDGs. A questionnaire survey was carried out among higher education students. A sample of 716 students from different European countries and Türkiye was obtained. The results show that the relationship between students' knowledge of sustainability and their behaviour towards sustainability issues is partly mediated by their attitudes towards sustainability. The practical implications of this study are that it highlights the need to strengthen education on sustainable development and the SDGs in all areas and at all levels of higher education and to provide sound training in this field from the moment students enter higher education. Although knowledge and attitudes towards sustainability are well developed, higher education institutions must train students to change their behaviour. © 2024

Introduction. Vocational education plays a special role in a global policy agenda focused on technological development worldwide. Quality vocational education makes an effective contribution to innovative economic development and equitable sustainable development of human capital. The analysis of trends in the development of educational technologies becomes a source of research of didactic and organizational aspects of professional education as a necessary condition for solving the tasks of Russia's state policy in the sphere of formation of innovation economy. The purpose of the study is to analyze foreign research in the field of didactics and organization of vocational education. Materials and methods. We conducted the study based on content analysis of foreign studies that took place between 2013 and 2023. We analyzed reports and scientific articles posted on open information platforms. The study presents the results of the analysis of 30 information sources. These are materials from the European Union's analytical data portal CEDEFOP, NMC Horizon Project Sector Analysis monitoring on technological solutions in STEM+ education, materials from the report of the Swiss Economic Institute (KOF), results of the analysis of scientific articles. Results. The analysis of sources made it possible to outline the external (invariant) contour of pedagogical approaches and technologies in the sphere of didactics and organization of vocational training and education (VET) in different countries. We also established that the internal didactic contour in each educational organization is formed considering the specifics of the choice of specialties for training and has a variable character. Because of the analysis of foreign sources, we systematized strong technological solutions that have a significant impact on the development of didactics of vocational education in the context of the request to prepare specialists for activities in the field of high-tech production. Prospects for further research. The results obtained can be useful for researchers in the field of professional education in designing the design of the educational process with modern educational technologies. © 2024 LLC Ecological Help. All rights reserved.

This study aims to develop and evaluate a mobile-based intelligent measurement system as a tool to assess work readiness and identify work readiness patterns among vocational students in facing the challenges of Industry 4.0. Through the development of this innovative system, we have successfully created a tool that can provide more accurate and efficient evaluations of students’ work readiness. The results of the study indicate that adapting to technological advancements and current labor market demands is crucial in preparing vocational graduates to succeed in an increasingly competitive workforce. It is hoped that these findings will contribute to improving the quality of vocational education and ensuring that graduates possess the relevant skills needed by the industry. In conclusion, this study not only offers practical solutions to enhance the work readiness of vocational students but also contributes to our understanding of vocational education in the Industry 4.0 era. © 2024 by the authors of this article.

Background: General practice training in outer metropolitan (OM) areas contributes to patients' access to care. Differences in clinical practice and training in rural versus urban areas have been established, but less is known about OM versus inner metropolitan (IM) differences - whether they offer a trainee learning experience of populations with distinct demographics and healthcare characteristics. This study sought to identify the characteristics and associations of general practice training in New South Wales and Australian Capital Territory OM areas, compared to IM and rural areas. Methods: Cross-sectional analyses of data (2016-2020) from the Registrar Clinical Encounters in Training (ReCEnT) study, an ongoing cohort study of Australian GP registrars' in-consultation clinical and educational experience and behaviours, were performed. Multinomial logistic regression assessed associations of rural/OM/IM practice location with registrar and practice factors, patient factors, consultation content factors and consultation action factors. Results: Overall, 1308 registrars provided data from 177,026 consultations. For several variables, there was a pattern in the differences of associations across rural/OM/IM areas. Experience of care of older patients and Aboriginal and/or Torres Strait Islander health were more likely in OM than IM areas. Care of patients from non-English speaking background was more likely in OM than in rural areas. Possible markers of healthcare access (specialist referrals, and pathology and imaging requests) were less likely in OM than in both IM and rural areas. Conclusions: OM areas are distinct (and educationally rich) clinical learning environments, with distinct demographic characteristics and seeming healthcare access limitations. This finding has implications for workforce support and health resource allocation. © 2024 The Author(s) (or their employer(s)).

Based on the results of studies and searches of previous research, both domestically and abroad. Research on student loyalty models varies from one researcher to another. Although research on student loyalty varies from one to another, there is a fundamental similarity, namely that the antecedent factors used only involve internal and external marketing factors. Almost all research shows the same thing that universities independently need to carry out marketing strategies to be able to retain old students and get new students at low costs. The formation of a student loyalty model will be able to help universities get students more cheaply through good stories to friends, relatives and people they know, willing to build good relationships with the alma mater and even become donors to the alma mater. This research was conducted to analyze what methods are used to analyze the role of student loyalty on higher education performance and what variables influence student loyalty towards higher education performance. Based on 115 articles reviewed, through a systematic literature review process, with an article publication period between 2001 and 2023. The research results showed that only 67 articles met the criteria and were used as references in this research. Based on the findings obtained, research methods that are widely used to analyze student loyalty variable data on higher education performance are Structural Equation Model and Partial Least Square. The results of this research also show that most of the independent variables such as satisfaction, service quality, and image influence student loyalty on higher education performance. © The Authors, published by EDP Sciences.