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PurposeThe purpose of this paper is to investigate vocational teaching behaviours in facilitating pedagogical practice concerning students' classroom engagement.Design/methodology/approachA mixed-method approach with quantitative classroom observations and qualitative field notes was conducted at two higher vocational institutions in Guangdong province, south of China. Sixty lesson observations were rated combining with supplementary field notes from 20 teacher participants analysed through a comparative coding process.FindingsMeans of dimensions of teaching behaviours and student engagement were calculated based on taking the averages of the means of items theoretically associated with each dimension. Through thematic analysis of observational notes, vocational instructions and students' engagement in vocational learning environment were more diversified in terms of vocational teaching practice, which manifested that vocational teaching behaviours focused more on adjusting students' practical learning.Research limitationsThe limitation is shown that the quantitative sample is small, yet affords greater depth of data for further discussion.Originality/valueThis study develops its setting and orientation by applying the classroom observation instrument into the Chinese high vocational context and offers more in-depth insights and exploration of the characteristics of teaching practice in vocational classrooms.

Purpose – The purpose of this paper is to compare, and identify both similarities and differences in, affordances for vocational learning in two contrasting education systems, for construction worker and shop salesperson apprentices, in Swedish contexts. Design/methodology/approach – Data were collected through interviews and observations in two research projects, each addressing relevant aspects of one of the focal educational systems. A framework consisting of identified goals, activities and guidance was applied in the analysis. Findings – The results show that the affordances for learning in the examined educational systems are dependent on the learners’ access to, and participation in, workplace activities. A conclusion is that workplace demands override educational goals in both cases. Thus, the affordances for learning related to both individual and educational goals are dependent on the access to guidance during workplace activities. Originality/value – The study highlights constraints between educational goals and workplace affordances in both apprenticeship systems, which largely develop vocational competencies related to specific workplace demands and activities. A presented model regards apprenticeships as vocational and educational training in workplaces is outlined that enable a deeper understanding of the correspondence between individual, educational and workplace goals that forms the type of activity which leads to a learning outcome.

PurposeAims to consider scenarios created by work‐based learning (WBL) providers in the Tees Valley in the UKDesign/methodology/approachThe context of WBL is examined in relation to the notion of the skills gap. The method of scenario development is describedFindingsA key task of WBL is to raise the skills levels of young people. WBL providers who deliver over 80 per cent of work‐based, vocational learning across the UK. However, the future of such providers is becoming very uncertain and already their numbers are declining as funding cuts and quality inspections begin to bite. The context of WBL is examined in relation to the notion of the skills gap. Four scenarios are presented of the future of WBL with implications for the present.Practical implicationsOf major concern is the persistence of the low skills equilibrium in UK which will continue to affect the attitudes of learner and the decisions of employers. It becomes necessary to work with employers to consider how skill formation can be deepened.Originality/valueThis paper provides an insight into the views of WBL providers, caught between government requirements to tackle the UK skills problem and employers who define the skills required.

Presents a perspective on vocational learning that proposes that vocational competence is dependent upon dispositional development, which in turn, results in moves towards maturation. Reports research with unemployed adults engaging in vocational training and resulting in four findings. First, while training packages describe assessable outcomes in competency‐referenced terms, trainees describe learning outcomes in non‐competency referenced terms. Second, vocational trainees describe their learning in terms of dispositional outcomes; that is, in terms of values, interests and attitudes. Third, dispositions can be categorised in terms of maturational concepts. Fourth, trainees made moves towards maturation as a result of CBT/NEIS training over the six‐week period of the course. The findings have important ramifications for all future VET/CBT trainees since it is the researcher's formative theory that maturation is a subset of competence in every vocational skill domain.

Argues that, although the move away from traditional qualifications towards vocational learning programmes led to UK studies which have focused on a re‐examining of the roles that are necessary in support of the learner, there has been, however, an absence of a thorough analysis of the role of the “mentor”. Seeks to redress this by using an action research methodology to record the establishment of a mentoring support scheme for the Institute of Management Certificate in Management. This has developed seven key elements of competence for mentors involved in such programmes, which have aided the development of selection and training programmes. Responses from 72 NVC candidates to these elements have been surveyed and all were related between “important” and “very important”. Concludes that the results should be viewed in the light of the limitations of the instrument as a single source of information, and therefore further research should be undertaken.

The introduction of training credits through Training and Enterprise Councils (TECs) has required care and sensitivity. When Leeds TEC launched its quality training and guidance package for young people, it was based in part on research commissioned from Quaestor Research and Marketing Strategists. Considers the structure and value of the research, and the input from training providers. Arising from the research was a recognition of the vital need to “raise the parity of esteem” between academic and vocational learning. The research also helped in the design of the product, and underlined the relative importance which is attached to the monetary value of a training credit.