Vocational Education Students’ Generic Working Life Competencies: Developing a Self-Assessment Instrument

2014 ◽  
Vol 7 (3) ◽  
pp. 365-392 ◽  
Author(s):  
Eva Kyndt ◽  
Ine Janssens ◽  
Liesje Coertjens ◽  
David Gijbels ◽  
Vincent Donche ◽  
...  
Keyword(s):  
Vocational Education ◽  
Working Life ◽  
Assessment Instrument ◽  
Education Students ◽  
Self Assessment

scholarly journals Exploring Vocational Education Students’ Visions of a Successful Transition to Working Life from the Perspective of Societal Belonging

2021 ◽  
Author(s):  
Susanna Ågren
Keyword(s):  
Young People ◽  
Vocational Education ◽  
Labour Market ◽  
Working Life ◽  
Vocational Students ◽  
Education Students ◽  
Successful Transition ◽  
Paid Employment ◽  
Decent Life ◽  
The Impact

AbstractThe emphasis on paid employment is strong in Finnish vocational education. However, the world of work is changing and becoming more insecure. Many researchers have expressed concern about the impact of these uncertainties on employment opportunities for young people. This paper discusses vocational education students’ possibilities for societal belonging in their transition to the changing labour market in Finland. It explores the students’ visions of a successful transition to working life and a decent life after this transition. The qualitative data were collected by organising six functional workshops for vocational students (58 participants). In the conclusion, the paper argues that in the vocational students’ visions, paid employment constitutes an important definer of their societal belonging. Furthermore, it demonstrates how strongly the traditional ideals of worker-citizenship fostered in vocational education influence the meanings the second- and third-year students ascribe to societal belonging. The paper suggests that this issue needs to be critically examined in view of the changing labour market. The question is whether vocational training is able to guarantee graduating young people a realistic opportunity to build their belonging to society while at the same time to responding to the needs of the labour market.

scholarly journals Personal Sustainability and Sustainable Employability: Perspective of Vocational Education Students

2020 ◽  
Vol 22 (2) ◽  
pp. 40-48
Author(s):  
Liene Briede ◽  
Elga Drelinga
Keyword(s):  
Vocational Education ◽  
Personal Characteristics ◽  
Education Students ◽  
Self Assessment ◽  
Individual Values ◽  
Self Identity ◽  
Sustainable Employability ◽  
The Future ◽  
Students Attitudes ◽  
Senior Students

Abstract Sustainability is related to diverse relationships that exist in the world as well as to the attitudes evolving in a person’s diverse life activities, including education and work. In the sustainable employability model, there is a pedagogical idea of experience and self-identity and individual values revealing the level of personal sustainability. The present study explores vocational education students’ personal sustainability as a predictor to sustainable employability in the future. The study involved 151 vocational education students’ self-assessment of valuable (sustainable) personal characteristics, their attitude to being honest, helpful and responsible. The results have shown that the most valuable self-characteristics are being good tempered, helpful and kind. Students’ attitudes to being responsible and honest change during school years – 1st and 2nd year students do not consider them important values but senior students acknowledge them. It means that their lived experiences have promoted personal sustainability development ensuring more sustainable employability in the future.

Perceptual Conscience in Vocationalism and the Emotional State of Vocational Education Students: A Case Study of Conflict in Bangkok

2016 ◽  
Author(s):  
WANDEE SUTTHINARAKORN ◽  
◽  
CHINTANA KANJANAWISU ◽  
SUTITEP SIRIPIPATTANAKUL ◽  
WINAI KANCHAN ◽  
...  
Keyword(s):  
Vocational Education ◽  
Emotional State ◽  
Education Students

scholarly journals Exploring the Personal Mastery of Educational Leaders: FieldTransFormation360 and its Validation in the Austrian Leadership Academy

2018 ◽  
Vol 8 (3) ◽  
pp. 59
Author(s):  
Malte Gregorzewski ◽  
Michael Schratz ◽  
Christian Wiesner
Keyword(s):  
Professional Development ◽  
Lived Experience ◽  
School Leadership ◽  
Assessment Tool ◽  
Educational Leaders ◽  
Assessment Instrument ◽  
Leadership Academy ◽  
Self Assessment ◽  
Transformative Power ◽  
Personal Mastery

This paper introduces the innovative model FieldTransFormation360 and its aim to help educational leaders in assessing their personal mastery. Moreover, it presents empirical findings from its first exploratory applicationin an Austrian leadership framework. In a first conceptual part, the theoretical underpinnings and the context of the origin of the model are outlined with reference to similar approaches in the area of school leadership. In the following part, the application of the model is introduced through the explanation of the methodology and how the model is turned into a self-assessment instrument. Insights into the results of its exploratoryapplication in the Austrian Leadership Academy are presented in the empirical part. Its first application serves as the consolidation and validation of FieldTransFormation360 as a meaningful self-assessment tool for the professional development of school leaders. The results of the exploratory approach with participants in the Austrian Leadership Academy suggest that the model and its instrument can be regarded as a robust assessment tool for the development of a deeper understanding about the transformative power through personal and professional development in the lived experience of educational leadership.

PROBLEMS OF VOCATIONAL EDUCATION STUDENTS’ READINESS FOR SUCCESSFUL SOCIAL INTERACTION

2021 ◽  
Vol 4 (103) ◽  
pp. 171-184
Author(s):  
NIKOLAI P. SENCHENKOV
Keyword(s):  
Social Interaction ◽  
Vocational Education ◽  
Education System ◽  
Social Groups ◽  
Education Students ◽  
Structural Units ◽  
Secondary Vocational Education

The article deals with the problem of vocational education students’ readiness for successful social interaction. The structural units of the concept under consideration are also analyzed in detail. Special attention is paid to the influence of different social groups that determine the formation of students’ readiness for successful social interaction in the secondary vocational education system.

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