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Join our presenters as they discuss the findings of their report 'Attracting industry experts to become VET practitioners: a journey, not a destination' [available in VOCEDplus at TD/TNC 146.01] in this webinar. The research found that becoming a vocational education and training (VET) practitioner is an ongoing journey, not a destination, involving: vocational and educational preparation, a transition to VET, and continuing practice and updating of skills to maintain the dual professionalism that is required to train, assess and respond to the changing needs of industry.

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The vocational experiences and skills of young adolescents could be infused into formal education by identifying career competencies to be taught within the academic curriculum. Such curriculum practices that embed educational and career pathways must also include the perspectives of students and the community, particularly those from marginalised groups. Drawing on data from 111 teachers, principals, carers and students, this paper presents research undertaken to co-design career education lesson plans within an infused model of the curriculum for early Middle Year students from regional, rural, and remote Australia. The lesson plans and activities were designed to allow for meaningful self-reflection and goal-setting that could be seamlessly infused into the formal curriculum and help embed early-stage career education. The paper concludes by projecting opportunities and challenges for seamless curriculum integration, while pertinent to the Australian context, can also be read with broader relevance to other educational systems and schools.

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The objective of this report is to explain how to conscientisize a career counselling session. The conscientization process involves creating a formatted transcript of a session, which is then separated into utterances. An utterance is one or more words that express a certain meaning. Each utterance is then classified based on expressional structure of career story. This expressional structure has three types of expressional technique: tense, viewpoint, and subject. Each type of expressional technique consists of the following categories of expressional method: now, past, present for tense; outer, general, inner for viewpoint; and matter, sentiment, reasoning for subject. An utterance is thus classified by selecting a category for each type of expressional technique. To assist the above process, we have created a software program called CareeTalk. This software takes the formatted transcript, separates the transcript into utterances, and provides statistical analysis based on the frequency of the category of expressional method as explained above. We will demonstrate how CareeTalk works, and describe how the analysis can be used to help the counsellor.

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The 13th conference of the Journal of Vocational Education and Training (JVET) was held at Keble College, Oxford, 28th-30th June 2019. The keynote speakers were Professor Stephanie Matseleng Allais, Director of the Centre for Researching Education and Labour, University of the Witwatersrand, Johannesburg, South Africa, and Professor Alison Wolf Baroness Wolf of Dulwich, Sir Roy Griffiths, Professor of Public Sector Management, King's College, London, UK. Papers presented at the conference are listed below.

Day 1: TVET in African countries: why is systematic reform so hard? / Stephanie Allais; 'The conduct of conduct' of vocational teachers: governmentality and teacher professionalism in VET / Hannes Hautz; Understanding English FE professionalism as a strategic action field / Norman Crowther and Diane Dalby; 'Anti-intellectualism' in the VET sector in Australia: manifestations and explanations / Erica Smith and Andy Smith; Can human capital be supplied as a club good?: an analysis of apprenticeship under-investment in advanced manufacturing, England / Elena-Carmen Nicoara; The 'truth' behind dual apprenticeship: looking at its cultural foundations / Thomas Deissinger and Philipp Gonon; Apprenticeship practice in England: new roles and professional formation / Bill Esmond; Researching characteristics of outstanding leadership and governance in vocational education using Q-method: findings from England, India and South Africa / Jaswinder Dhillon; Governing for quality and social justice: the processes and practices of governing in UK further education colleges / Ann-Marie Bathmaker and Jodie Pennacchia; Learning outcomes for credit transfer in VET and higher education: international policy considerations and conflictions / Christine Arnold, Mary Wilson, Jean Bridge and Mary Catharine Lennon; Learning to think alike: using Sociocultural Discourse Analysis to explore examiners' standardised professional discourse / Martin Johnson and Neil Mercer; Setting and maintaining standards in Applied General and Tech Level qualifications in England: what can we learn from empirical evidence? / Nadir Zanini and Tim Stratton; Embodied learning in vocational education and training / Terry Hyland; The story of distrust in Further Education: the role of narrative identity, positionality and metamorphosis in the construction of an authentic self / Christina Donovan; Digital poverty and vocational education / Cheryl Reynolds; Transition from lower secondary school to vocational education / Ann Karin Sandal; How do vocational qualifications fit into students' programmes of study following recent governmental reforms to 14–18 education? / Sylvia Vitello and Carmen Vidal Rodeiro; 'Jumping through hoops': UCAS, BTEC and barriers to university entry and success / Susan McGrath; Learning for work: a survey among engineering associate professionals in the construction industry / Marloes de Munnik; Training strategies of German companies in India, China and Mexico: a qualitative analysis involving 103 subsidiaries / Matthias Pilz; Task composition and vocational education and training: a firm level perspective / Anett Friedrich; Amateurs, apprenticeships and college education: the teaching and learning of classical guitar makers in post-war Britain / Joss Winn; Vocational teachers in Sweden and Finland: a comparative study on their educational pathways / Franz Kaiser; Development of an innovative programme: 'Master of Education for Vocational Education and Training' / Maria Gruber, Alfred Riedl and Katharina Kronsfoth; Video-based competence assessment in the vocational teacher training course in metal technology / Andrea Faath-Becker and Felix Walker; The impact of digital innovation on education, training and skills: some initial thoughts / Ewart Keep; The Fourth Industrial Revolution: implications for VET / James Avis; How digitization affects professions: a closer look at two different occupations / Stephanie Conein and Markus Bretschneider; Assembling apprenticeship in Aotearoa / Annelies Kamp; Understanding apprenticeships in Europe: a new conceptual framework for the changing notion of apprenticeship / Jorg Markowitsch and Wolfgang Wittig; The social status of apprenticeships: retail and bricklaying apprentices' construction of valuable occupational identities / Kerstin Duemmler, Isabelle Caprani and Alexandra Felder; The social status of apprenticeships: retail and bricklaying apprentices' construction of valuable occupational identities / Kerstin Duemmler, Isabelle Caprani and Alexandra Felder; The effects of neoliberalism on the agency of vocational students in China / Lesley Doyle and Geng Wang; VET, democracy and philanthropy: exercising ministerial responsibility / Don Zoellner; Sustaining the neoliberal ideology: modes of regulation, control and evaluation in FE inspection policy / Zahid Naz; Typical education histories and career paths: competition and complementarity between vocationally and academically qualified employees / Hannelore Mottweiler and Anita Milolaza; Agency versus structure: TVET college students talking about their career choices / Lucky Maluleke and Lesley Powell; How rational is occupational choice? - or: Do market conditions contribute to expectancy beliefs? / Verena Eberhard and Joachim Gerd Ulrich; Shifting perspectives: a realistic approach to integrate work-based learning and college-based learning / Adeline Yuen Sze Goh; Developing technical/disciplinary knowledge: the case of project-based learning in engineering / Ann Lahiff, Janet Broad, Emanuela Tilley, Kate Roach and Andrea Detmer; Teacher team development in the VET sector: towards team-oriented HRM in VET institutions / Piety Runhaar and Marianne van Woerkom; A socio-technical approach to dealing with heterogeneity in the vocational classroom: the Teachers' Diagnostic Support System (TDSS) / Tobias Karner, Julia Warwas and Stephan Schumann; Developing competencies in VET teachers in Vietnam / Huyen Tran, Shelley Gillis and Cuc Nguyen; Vocational education and training (VET) policy in four European countries / Jane Pither; Differences in getting access to the field as an expression of different VET cultures in England and Germany: results from an ethnographic comparative study / Erika Gericke; Pedagogical convergence across borders: an analysis of the impact of international standardisation and regulation on aircraft apprenticeships in England and Germany / Junmin Li, Ann Lahiff, Matthias Pilz and Lorna Unwin.

Day 2 morning: Praxis and phronesis in further education: uncovering the scholarship of further education lecturers / Samantha Jones and Catherine Lloyd; Conditions for instructor professional learning in vocational and professional education in Western Canada / Annemarieke Hoekstra; Is the whole more than the sum of its parts?: interrogating the reductionist approach to find new ways of conceptualising 'good' VET teaching / Teressa Schmidt; Inclusion in Germany's dual system of VET / Gabriela Hohns; Increasing female participation in IT apprenticeships in Ireland / Justin Rami and Siobhan Keating; Apprentice to artisan: trials and tribulations of apprentices in a dual system apprenticeship programme in South Africa / Darryn von Maltitz; Exploring internal assessment in national technical and vocational qualifications / Charlotte Lockyer and Stuart Cadwallader; Empirical comparability study of paper and computer vocational examinations / Zeeshan Rahman; Work-based assessment for catalysing continuous professional learning of aspiring freelance adult educators / Poi Shan Lai; Policy waves in mathematics for vocational education and training / Diane Dalby and Andrew Noyes; Educating for dynamic vocations: designing responsive VET / Loek Fm Nieuwenhuis, Haske Van Vlokhoven and Aimee Hoeve; Identifying the vocational curriculum via knowledgeable practice / Jim Hordern; Bridge for those who were left behind: success and limitations of a Hungarian VET program / Balazs Benkei-Kovacs; Networks and support in low-threshold Swiss VET programs' premature interruptions / Isabelle Bosset, Barbara Duc and Nadia Lamamra; Responsibility, initiative and trust: VET in the Swiss telecommunication industry / Antje Barabasch; Vocational education and training: diversion or safety net?: a comparative study of four vocational education systems in central Europe / Sabine Hoidn and Vit Stastny; Great expectations: the effect of future returns and opportunity costs on separations in dual VET in Germany / Caroline Neuber-Pohl; Is there a need for a 'third route' in post-16 education in England? / Hayley Dalton; Neo-corporatism in a voluntaristic system: vocational education and training and the Swiss organisations of the world of work / Alexandra Strebel, Patrick Emmenegger and Lukas Graf; The expansion of apprenticeship systems in the G20 countries: what is happening and will it be successful? / Erica Smith and Jacqueline Tuck; Bringing the apprentice voice into debates on policy and practice: a recent doctoral research project using qualitative methods / Tanya Lawes; The contribution of vocational skills development to inclusive industrial growth and transformation: an analysis of the South African clothing, textile footwear and leather industry / Nduvho Ramulongo; Examining the contribution of vocational programmes to inclusive industrial growth and transformation: a case study of automotive sector in South Africa / Anthony Tolika Sibiya; Vocational education and training and African development: towards VET Africa 4.0 / Simon McGrath, Presha Ramsarup, Jacques Zeelen, Stephanie Allais, Heila Lotz-Sisitka, Emphraim Nuwagaba, George Openjuru, Jo-Anna Russon and Volker Wedekind; VET in an age of mass higher education / Alison Wolf.

Day 2 afternoon: Learning to mediate: the role of the employer in shaping the development of recently qualified in-service teachers in English VET / Rachel Terry; The second apprenticeship: learning and identity in the transition from tradesperson to teacher / Barbara Gustafson; A role for colleges in higher level vocational?: the impact of different policy contexts in England and Scotland / Jim Gallacher and Fiona Reeve; Using the capabilities approach to think about public vocational education institutions / Leesa Wheelahan, Gavin Moodie and Eric Lavigne; A role for colleges in restructuring occupational knowledge / Gavin Moodie; An innovative approach in higher education: Preparation for employment at the National Software Academy, Wales / Katherine Emms and Andrea Laczik; The value of sub-bachelor degree qualifications in vocational institutions in the UK and Australia / Kate Lavender and Lizzie Knight; Higher vocational education: what does it mean for vocational education? / Sue Webb, Elizabeth Knight, Steven Hodge and Shaun Rawolle; Investigating goals, achievements, resources, and challenges of TVET in Australia, England, and Taiwan: a quantitative analysis / Leping Mou, Ashley Rostamian, Gavin Moodie and Leesa Wheelahan; Ten years of training markets in Australia: what has been the impact on young peoples' opportunities? / Justin Brown; Aligning vocational curriculum with current industry practices: how this differs for regulated, accredited and unregulated programs in Ontario, Canada / Sharon Scollard; Should the market coordinate the supply and demand of skills?: a realist evaluation of the market model of skill formation in Chile / Oscar Valiente, Adrian Zancajo and Judith Jacovkis; 'El baile de los que sobran': Chilean vocational education and the reproduction of neoliberal identities / Cristian Martin Lincovil Belmar; Critical analysis of vocational education policy in Israel / Avihu Shoshana; VET, expertise and work: from a retrospective to prospective perspective / David Guile and Lorna Unwin; 'Signs of the times': reviewing a decade of postgraduate TVET research in South Africa / Joy Papier; Reimagining the institutionalization of technical and vocational education in Australia / John Pardy; Missing the target?: predicting NEET status and the risks of early intervention for vulnerable young people / Ronald Thompson and Lisa Russell; Digital technology and the development of professional identity by VET teachers in training / Roy Halpin; How to professionalize teachers and trainers in the context of 'Vocational Education and Training for Sustainable Development (VET-ESD)'? / Wilko Reichwein and Soeren Schuett-Sayed; Subject-specialist pedagogy and the failure of policy in English Further Education / Kevin Orr, Pam Hanley and Ronald Thompson; The role of 'tacit pedagogy' in practice-based learning and innovation in one FE college workplace: the importance of informal interactions within and beyond specialist teaching teams / Jay Derrick; The Guangdong-Hong Kong-Macau Greater Bay Area's integrated development of vocational education?: challenges and opportunities / Chen Wei, He Dong, Li Yaling and Leesa Wheelahan; The Brazilian Federal VET network: building the first steps towards internationalization / Claudia Schiedeck; Developing competencies in VET teachers of Vietnam / Huyen Tran; A political economy of TVET professionalisation: a case study of chefs at a Canadian polytechnic / Tim Loblaw; Using cultural-historical activity theory to study the professionalisation of policing: towards a framework for professional practice / Janice Mokanski; How can VET close the gender gap and address other inequalities? / Randa Hilal; Indigenous education and reconciliation in Canada / Lena Balata; Inclusive vocational education and situation definition / Jens Reissland, Tim Thonagel, Patrick Schaar and Matthias Vonken; Spatial stories of im/possibility: undergraduate experiences of college-based higher education / Holly Henderson; Female participation in vocational and higher education programs for software engineering: much room for improvement / Juliette Sweeney; Insights, risks and limitations: using an ideographic data collection technique to understand non-normative, vocational career routes in education / Jane Wormald; Occupational qualifications for trades in South Africa: the elusive quest to connect education and work / Naomi Alphonsus; Recontextualizing fields in vocational and professional education / Mike Klassen; Exploring the complexities of workplace knowledge: the case of RPL (APEL) / Colette Tennison; The effects of praise for intelligence on students at risk in vocational education / Jaap Glerum, Sofie Loyens and Remy Rikers; Understanding the experience of international community-college graduates seeking employment and residency in Canada: a Bourdieusian approach / Oleg Legusov; 'Achieving skills'?: discourses of employability and exclusion on an employability programme for pre-vocational learners / Carlene Cornish; The role of education and training in the development of technical elites / Bill Esmond and Liz Atkins; 'You just do what you want to do': archives of experience and selecting higher vocational education in Australia / Stephen Parker, Elizabeth Knight, Trevor Gale and Susan Webb.

Day 3: VET-teachers' professional development in assessment for learning / Ann Karin Sandal; Reflection of teachers and in-company trainers in vocational education and training / Baerbel Fuerstenau, Mandy Hommel and Regina Mulder; Lived livelihoods: vocational education advancing entrepreneurial livelihoods / Lesley Powell; Viewing pathways through bifocals: the link between educational and occupational levels in selected fields in Canada / Gavin Moodie, Eric Lavigne and Leesa Wheelahan; Careers Colleges and the strategy of vocational enhancement: emergent curriculum models / Lynne Rogers, Hilary McQueen and Ken Spours; Factors influencing life and career skills development among young people studying vocational education and training (VET) at school / Shelley Gillis, Anne Suryani and John Polesel; Paths in education: choices made between vocational and academic courses among 16-19 year olds / Zoe Lewis; Learning from life: VET student 'voices' towards a humanising vocational pedagogy / Kathija Yassim; General Studies in Technical Colleges (Ministry of Education: 1962) / Bill Bailey; The experiences of teachers of Liberal Studies and General Studies in English technical and further education colleges / Colin Waugh; A strong structurational approach to understanding the marginalisation of informal apprentices in Ghana's VET system / Joyceline Alla-Mensah; Pride and prospects: promoting more sustainable and socially just transitions through vocational education for low-attaining young people / Liz Atkins and Louise Misselke; Through the aspirations window: a capabilities-social justice lens for framing TVET learners' aspirations / Rebecca Suart; The impact of the apprenticeship levy / Peter Dickinson; Why is the employment outcome of vocationally training youths so poor in Punjab and Haryana, India? / Satinder Singh, Jajati Keshari Parida and Shiba Shankar Pattayat; Framing a sustainability lens on VET: an absence and emergence laminated system analysis / Presha Ramsarup, Heila Lotz-Sisitka and Volker Wedekind; Former YTS trainees' historical experiences of the Youth Training Scheme / Robin Simmons; Policies, values and Offa's Dyke: a relational approach to FE and skills in Wales / David James.

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This report presents the findings of research undertaken on behalf of The London Institute in response to the recognition of the need to enhance graduates' employability in order to succeed in an increasingly diverse and competitive labour market. It is recognised that graduates need to develop a range of interpersonal and transferable skills during their course in addition to the traditional academic and subject specific skills. The focus of this study was on the graduates' perceptions of the usefulness of skills acquired during their degree courses. Graduates who completed art, design, media and related courses at The London Institute were surveyed. The research aimed to: (1) gather information on graduates' employment experiences and career patterns; (2) investigate graduates' views on the relevance and adequacy of the skills developed during their degree courses; and (3) assess the skills graduates require in their current career and identify any gaps in the provision of key skills. Show less

This study evaluated whether a career group intervention that incorporates the four sources of self-efficacy and addresses perceived career barriers is effective at improving the career decision self-efficacy and science, technology, engineering, and mathematics (STEM) self-efficacy for adolescent girls. Of the 88 girls in our study, 42 students were Latina and 46 were White, 40 were freshman, and 48 were sophomores attending the same high school. From this sample, 44 of these girls participated in a 9-week treatment group. Using repeated measures analysis of covariance with ethnicity and grade as covariates, results indicated that, compared with the control group (n = 44), participants in the treatment group improved significantly on variables of career decision self-efficacy and STEM self-efficacy and increased those gains at 3-month follow-up. The discussion focuses on implications for career counseling, limitations of the study, and future research.

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This article describes a model for developing culturally sensitive career education programs, framed from an ecological contextual understanding. This framework allows career practitioners to build on cultural strengths and values to meet the career education needs of diverse communities. To illustrate the application of this model, we describe the cultural context of rural Appalachia and offer theoretically framed ideas of how to meet the population's career education needs.

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This book discusses four theoretical aspects of vocational learning that support understanding of vocational learning processes and practices: the situations of vocational learning; the power and roles of social networks and identity in vocational learning; knowing and knowledge management processes; and the implications for pedagogic practices in both informal and formal technical and vocational education and training (TVET) systems. It provides examples of innovative approaches to vocational education theory and practice, including insights into aspects of TVET for Indigenous peoples, and discusses policy implications for Europe, North America and Australia. After an introductory chapter entitled ‘Introduction: innovations in theory and practice’ by Ralph Catts, Ian Falk and Ruth Wallace, the book is presented in four parts. Part one, ‘Theoretical aspects of vocational learning’, contains: Social partnerships in learning: connecting to the learner identities of disenfranchised regional learners / Ruth Wallace; Where ‘the TVET system’ meets the performativity of vocational learning: borderlands of innovation and future directions / Ian Falk and Kaler Surata; Constructing learners as members of networks / Jo Balatti and Stephen Black; Competence as collective process / Nick Boreham. Part two, ‘Cross-cultural perspectives of vocational learning’, contains: Indigenous Dot Com: e-learning in Australian indigenous workforce development and engagement / Ruth Wallace and Rhonda Appo; Vocational learning by native Americans in the USA / Cornelia Butler Flora and Mary Emery; TVET identities in knowledge work: gender and learning in a globalized industry / Irene Malcolm. Part three, ‘Vocational learning practice’, contains: New forms of learning in German TVET: theoretical remarks and empirical results / Michael Gohlich and Nicolas Schopf; Good practice models for using TVET to address skill shortages: a case study from health / Sue Kilpatrick, Susan Johns, Patricia Millar, Georgina Routley and Quynh Le; Vocational education pedagogy and the situated practices of teaching core skills / Roy Canning; Literacies in the learning careers of students / Richard Edwards and Kate Miller. Part four, ‘Looking ahead’, contains: Vocational learning in the frame of a developing identity / John Guenther; Mature adult learning and employment / Ralph Catts; Learning in working life: identity and workplace learning / John Field; The impact of self-perception and vocational learning / Larry Smith and Margaret King; Vocational learning futures / Ralph Catts, Ian Falk and Ruth Wallace. Show less

Purpose: Drawing on human capital and sustainable career theory, this paper aims to explore university students' views regarding their self-perceived employability following participation in a mandatory module titled 'The Global Marketing Professional'. Design/methodology/approach: Overall, 80 students studying a full-time postgraduate master's degree in international marketing management at a northern Russell Group university participated in a two-wave study by completing a questionnaire during Weeks 1 and 9 of the module in the 2021/2022 academic year. Descriptive statistics, paired samples t-tests and quantitative content analysis were subsequently applied to the data set.

Findings: Students' confidence in their self-perceived employability rose from 37.5 per cent to 92.5 per cent. This was supported by the paired samples t-tests' findings of increases at the item and composite scale levels. The quantitative content analysis found benefits of the module to include increased confidence, interactive classes, skills development, knowledge of the recruitment process, [curriculum vitae] CV development, proactive career ownership, interview guidance and networking. Suggestions for improvement included increasing the amount of lecture time provided, increased accessibility via subtitles and opportunities for real-world experience. Originality/value: The contribution comes via the advancement of human capital and sustainable career theory by identifying empirically informed strategies for enhancing students' self-perceived employability within the university curriculum. Implications subsequently extend to universities, organisations and national economies.

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The quantity and quality of educational investment matter for labor market outcomes such as earnings and employment. Yet, not everyone knows this, and navigating the education system can be extremely complex both for students and their parents. Evidence suggests that interventions designed to improve knowledge about the costs and benefits of educational investments, and how to navigate application processes, can influence students' knowledge, expectations, and behavior. However, for these to be effective in the short term, they must be carefully designed and targeted to groups for whom the demand for information is high and can be readily acted upon. A level of personalization is required in how the information package is designed and delivered. Policymakers should view successful information interventions as low cost, but not simple.

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