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In this article, we explore experiences of support and self-management amongst young autistic adults in the context of vocational support interventions in Sweden. We analyse how young autistic men use different strategies to manage their vocational work and the support they need to maintain, achieve and sustain their work performance. Data consist of eleven interviews with 4 autistic young adult men in different work environments where vocational support interventions are implemented to different degrees. One finding concludes that the interviewees are affected by and try to adapt to neurotypical norms and expectations about working life and adulthood. Although individualised coping strategies can be helpful, it is important for employers and formal support persons to understand and acknowledge that individual emotional and problem-solving coping strategies are demanding and need to be combined with adaptations in the working environment. Another finding concludes how work managers act as gatekeeper in the vocational support system the young autistic men aspire to access and in which they need to manage their work performance. Thus, social workers must provide structured and well-coordinated formal work support by both involving the autistic clients’ employers, work managers and informal networks. © The Author(s) 2022. Published by Oxford University Press on behalf of The British Association of Social Workers.

Neoliberalism is becoming more dominant in education internationally. In Hungary, the marketisation of education is well illustrated by the government's 'Vocational Training in the Service of the Economy' development concept and the amendment of the vocational law. My main question is how the capitalist system reproduces itself through vocational education, with the support of neoliberal ideology. In my research I examine the online media representation of the 2011 and 2019 VET laws in terms of the news coverage of vocational education on the three most read online news portals in the three months before and after the laws were passed. The aim of the research was to identify which media actors emphasize the function of VET; which image of the student is associated with it; and whether the discourse on VET is dominated by a narrative of economic interest or a narrative of its critique. I analyzed 183 articles with the methods of content analysis and narrative analysis. The results show that narratives related to the economy are predominant, describing those in training as a resource that can be used in many ways, but never referring to them as students. In the conclusion I argue for the need for an anti-capitalist agenda for vocational education and training. © 2023, Institute for Education Policy Studies. All rights reserved.

Work-based learning (WBL) activities and assignment (fältstudie) are common in vocational training, for example teacher education, police education and nursing programs. However, it is hard to find a common definition, a theoretical ground for the work-based learning (WBL) activities and how the WBL activities and assignment are constructed and evaluated. In this article Grossman’s framework (2009) is presented as one possible theoretical frame one can use when constructing a work-based learning activity and/or assignment. © 2023, Cappelen Damm Akademisk. All rights reserved.

The objective of this article is to analyse the development and content of research in the global literature on student agency in higher education (SAHE) based on a bibliometric review of 224 articles published in the Scopus database during the period 2000–2022. VOSviewer, Excel, and Tableau software were used to analyse the texts. The review documented the growth trajectory and geographic distribution of the literature and identified the intellectual structure of SAHE. The findings show that the SAHE knowledge base has grown dramatically since 2017, particularly in the United States, Australia, and the United Kingdom. Five schools of thought emerged from the literature as the main pillars of agency, or individuals’ capacities to take actions to improve their lives (1): the socio-cultural approach of agency (2); the social cognitive framework of agency (3); feedback, assessment, and agency (4); students’ motivation and engagement; and (5) learning analytics, online education, and agency. The results show that student agency is framed within a constructivist and sociocultural learning perspective. Findings also demonstrate that agency has significant effects on personalising and increasing the dynamism and potential of academic experiences if students take an active role in managing their own learning. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Purpose: This study evaluates staff Training and Development Programmes (TDPs) in secondary schools based on the views of administrators and teachers. The research was implemented in public secondary schools in Cross River State, Nigeria. Design/Methodology/Approach: The study adopted the survey research design with 5408 participants (administrators = 542; teachers = 4595). Four research questions guided the study. The Staff Training and Development Programmes Questionnaire (STDPQ) was used for data collection. Findings revealed essential areas of staff training and development. Findings: Various methods are employed for staff training and development. The results further showed various constraints that impeded staff TDPs in secondary schools. Conclusion: Based on the findings, it was concluded that staff in secondary schools have different training and development needs adjudged by both the principals and teachers as crucial for job enhancement. Various staff training and development methods can serve as valuable programmes to improve the current methods adopted. Research Limitations and Implications: There are various limitations in this study such as the small scope which may affect the extent to which generalizations can be made. It is suggested that future studies focus on expanding the scope to other regions and nations. Practical Implications: Despite the limitations, the study has made some advances to human capital and self-determination theories by providing findings. The findings of this study may direct the attention of curriculum planners, the government and school management to offer training and development opportunities based on the needs of teachers. Contribution to Literature: The study has contributed to the literature on staff training and development which can constitute a basis for further research in related areas. © 2023 by the authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).

Nowadays, fewer students are choosing to enroll in STEM (science, technology, engineering, and mathematics) fields. STEM students in schools and in higher educational institutions appear to be waning, as evidenced by low secondary school STEM enrolments. To add to this, there are also STEM stream students who dropped out and switched to non-STEM streams. This resulted in a shortage of qualified candidates for STEM-based higher education programmes, and subsequently an insufficient number of STEM graduates. Researchers have found several potential contributing factors that may have impacted students’ selection of STEM. However, this relationship is still unclear and needs further investigation. This goal of this systematic review is to assess the factors that can be used to predict students’ selection of a STEM major using existing techniques. To do this, PRISMA's Systematic Literature Review (SLR) process was used to map the findings of previous studies based on the designed research questions (RQs). More specifically, the objective of this analysis was to compile, summarise, and assess related works in order to identify current contributing variables, potential techniques, dataset characteristics, challenges, and future directions within the scope of this investigation. Papers published in major online scientific databases, including Science Direct, Scopus, IEEE Xplore, ACM, ProQuest, and Springer, between 2011 and April 2021 were identified and analyzed. Although there were 1248 publications found through extensive SLR selection processes using specific inclusion and exclusion criteria, only 121 articles were selected. After being analyzed, only 16 articles were found to have discussed about machine learning (ML) techniques and showed that the most accurate predictions were possible based on different variables or factors. In addition, the dataset characteristics were found to have impacted the accuracy of the prediction results. However, the available evidences were limited, and the output findings from each study reviewed were relatively diverse. Therefore, evidences discussing the potential usefulness of ML techniques to analyse the relationship between contributing factors should be strengthened. © 2023 The Authors

Vocational education aims to enhance students’ vocational knowledge development. However, which pedagogies enhance such development is not self-evident. This article therefore explores vocational knowledge development during vocational conversations between teachers and students. Vocational knowledge development is viewed here from a cultural-historical stance, referring to its situated and social nature. The study is conducted in senior secondary vocational education in the Netherlands, in the domain of Sport Instruction. Four types of vocational conversations were identified, namely: performance-oriented conversations, concept-informed conversations, problem-based conversations and professional identity conversations. The conversations differ in their meaning, nature and context. Meaning refers to the vocational content of the conversations, nature to the way the conversations are regulated and context to characteristics of the learning environment and practical circumstances. Performance-oriented conversations and problem-based conversations were most frequently observed. Implications of these results are discussed from the perspective of teachers in their role as significant other. © 2023 Vereniging voor Onderwijsresearch (VOR). All rights reserved.

In the article it is shown that, uncertainty is not only constitutive for professional action of teachers, but also for transitions, since the latter have lost their function of providing sta-bility and direction in the historical course of time. In this context, the focus is also on how and with which strategies teachers react to potential uncertainty in biographical transitions and in occupational-professional action and to what extent these are related to each other. In the course of the analysis with a category-based and a sequential procedure, which were related to each other, two types could be identified. With their occupational-related activities to support students in transitional processes to vocational training, both of these types tie in with action strategies that have “proven themselves” in the context of their own biographical transitions. However, only biographical work triggers corresponding resonances that promote professional teacher action. © 2023, Comenius National Pedagogical Library. All rights reserved.

The industrial work practice program is essential in vocational education to prepare students to work according to their fields. Analysis of the level of capability of students who carry out work practices in large and small industries and the differences between aspects that require assistance to be considered. This research also measures the difference in the level of capability of students who carry out work practices in large and small industries. This research uses a quantitative approach and uses a survey method. Two hundred thirty vocational education students were involved in this study out of 596 students. Sampling using a simple probabilistic random sampling technique and collecting data using a Likert scale questionnaire (1-4). Data analysis in this study used one-way analysis of variance (ANOVA) and independent sample t-test. The research results on the capability level of students who carry out work practices in large industries obtain a higher score than small industries. The capability aspect significantly differs in value for each type of industry used for program implementation. This research implies that the implementation of industrial work practice programs in vocational education needs to be improved and developed so that industrial work practice programs have better quality results. © article’s contents are provided on an Attribution-Non Commercial 4.0 Creative commons International License. Readers are allowed to copy, distribute and communicate article’s contents, provided the author’s and JOTSE journal’s names are included. It must not be used for commercial purposes. To see the complete licence contents, please visit https://creativecommons.org/licenses/by-nc/4.0/.

Pupils with learning difficulties attending general classes face a plethora of thorny situations both during their learning processes and socialization. General education teachers are to support and actively engage pupils with learning difficulties in classroom settings by employing a range of teaching strategies, while they, sometimes, face difficulties to this end. The qualitative research presented in this article aims to explore general education teachers’ perceptions regarding pupils with learning difficulties. Under this rationale, 21 General education teachers participated in semi-structured interviews, focusing on their perceptions regarding education and treatment of learning difficulties. The study data suggest that participants recognize certain features as far as it concerns the causes of learning difficulties and highlight their potential actions during the teaching process even though they sometimes feel unprepared to facilitate this aim. They, also, emphasize the need for communication between all school agents as well as appropriate teaching means and infrastructure as determining factors for their educational work when it comes to pupils with learning difficulties. Further, implications are offered for the necessary actions that need to be taken for General education teachers’ better preparation and support, namely a scientific network of psychologists and school counselors as well as the need for in-service professional development. © 2023, Ozgen Korkmaz. All rights reserved.