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Real farms and processing workshops within training establishments are a specific feature of secondary education in France in the field of agriculture and agri-food vocational education. They are considered to be more conducive to pedagogical accommodations than workplace learning. In particular, these training venues are designed to help students gradually learn to perceive and interpret the sign systems specific to different productive tasks. For novices, this semiotic dimension of professional activity is essential but relatively complex to learn. Ideally, they require mediation by expert trainers. In this paper, we present two case studies carried out in cheese and cured-meat production workshops in an agricultural college. We analyse the situated semiotic trajectories of a number of students and their trainers engaged in joint actions with a dual objective: production and training. Our results confirm the complexity of the semiotic processes involved. They also highlight how difficult it is for the trainers to exhaustively explain all the different types of knowledge (semiotic, scientific-technical and pragmatic) required to perceive and give meaning to the signs relating to the work to be carried out. In the concluding section, we suggest possible ways of improving the learning potential of these hybrid learning spaces, in particular the pivotal role that might be played by certain written supports such as production or quality monitoring sheets. [ABSTRACT FROM AUTHOR]

This study explores the interaction between students and teachers in subject-specific vocational education, specifically focusing on the hair and make-up stylist classroom within the handicraft programme in Swedish upper secondary school. The aim is to understand the role and significance of the mirror in enabling teacher-student interaction and mutual understanding. By integrating Conversation Analysis and Variation Theory into a unified approach (CAVTA), the study seeks to provide comprehensive insights into the ‘what’ and ‘how’ aspects of learning. CAVTA enables the identification of the visible content in teaching and how it manifests in the staged vocational education setting. The findings reveal the teacher’s strategic use of the mirror to emphasise critical aspects of the Object of learning, in this study referring to the application of eye shadow. This utilisation of the mirror serves as a valuable teaching tool in the interaction between the teacher and student. [ABSTRACT FROM AUTHOR]

Based on industrial teachers’ narrated experiences of teaching and meeting students at Swedish vocational high schools, this study will provide a definition of the concept of vocational didactics. The study is based on two central pillars: 1) the concept of vocational didactics and 2) narrative research. The concept of vocational didactics is elaborated on the basis of previous research, and stories are further described as the theoretical and methodological starting points. The results show that ten themes about vocational didactics (vocational teaching and vocational learning) emerge from the industrial teachers’ stories. The common denominator in the themes is the concept of occupation, which is related to employability as an industrial worker. The vocational didactics and its constituent themes, which are context-bound and change as a result of technological development and societal changes, are processed and discussed in relation to the workshop environment (master-apprentice tradition) and school environment. The conclusion is that vocational didactics comprises teaching and learning professional skills and enabling students to become professional practitioners in a profession and a labour market that change continuously in step with technological development and social change.

Education is a field that continues to develop along with technological advances. One important aspect of learning is student motivation because high motivation can improve learning outcomes. The utilization of information technology is very relevant, especially in State Vocational Schools in Surakarta which focus on the field of software and game development. Learning activities and the relevance of the material are the two key aspects that affect students' motivation. High meaningfulness of subject matter can encourage students to learn because students feel that the material studied is relevant to their lives. Interesting and fun learning activities can also increase student motivation to learn. Information technology can be a powerful tool to increase student motivation. To help kids study more efficiently and reach their full potential, specially created technology may be adapted to each student's needs and skills. In this study, grade XI students at State Vocational Schools in Surakarta will have their motivation to learn about the impact of using information technology in the classroom examined. This research uses qualitative methods to explore this. Through qualitative data analysis with interview and observation methods, it is expected to find a comprehensive picture of the extent of the influence of information technology utilization on learning motivation.

The advancement of information and communication technology allows for online learning through a variety of media platforms all over the world, one of which is video, which is available online. Video has become an important aspect of education and can be used to convey learning content in class, through blended learning, or through online programs. The goal of this study is to develop a QBIV and evaluate its effectiveness in learning. The learning QBIV was field tested on prospective vocational teachers. The effectiveness of QBIV was evaluated utilizing a posttest-only control group design on automotive vocational teacher candidates. The experimental group included 39 students, while the control group included 42 potential automotive engineering teacher students. The t-test was used to examine the significance of differences in student learning achievement between the experimental and control classes. The analytical results demonstrate that there is a significant difference in learning outcomes between the experimental and control classes. The experimental class outperformed the control class in terms of learning outcomes. As a result, using QBIV for learning is effective. [ABSTRACT FROM AUTHOR]

Purpose: A Teaching Factory (TF) program combines school environment and industrial work culture into a new environment to ensure the industry preparedness level of students much ahead of their graduation. This study aimed to analyze the influence of work culture on teacher performance in teaching factories. Methodology: A survey was conducted to collect data using a questionnaire. A sample of 46 teachers was recruited through convenience sampling technique using the criteria like they must be teachers of teaching factories, having competency and professional certificates, internship experience of vocational learning, and like. The data was analyzed using SEM Partial Least Square 3.0 to determine the direct influence using the partial least square method on statistics of significance t > 1.96 and p-values of <0.05. Results: The results illustrate that work culture exerts a significant and positive influence on teacher performance. In other words, the better the work culture, the better is the teacher's performance in teaching factory learning and vice versa. Implications for research and practice: This research is limited to the teaching profession, including the skills of planning, implementing, and evaluating learning. Further research on the professional model incorporating work culture in education and teaching is needed. Teacher professional performance will continue to develop following technological advances and socio-cultural conditions. [ABSTRACT FROM AUTHOR]

This study drew upon self-determination theory and goal-setting theory to develop a research model that demonstrates how the job performance of expatriate workers is established. This study finds that work passion is a key intermediary that transforms multiple intelligences (i.e. cultural, emotional, and political intelligences) to increased work passion, which consequently boosts job performance. The positive moderation of LGO training on the relationship between cultural intelligence and work passion suggests how LGO training intensifies a deep understanding of cultural intelligence and consequently boosts work passion. The negative moderation of LGO training on the relationship between political intelligence and work passion suggests that political intelligence is less influential on work passion when the training is greatly enforced. [ABSTRACT FROM AUTHOR]

Fire and rescue operations in tunnels constitute unusual and complex working environments for first responders. The ability to make correct decisions, based on the tunnel's specific characteristics, demands well-trained incident commanders equipped with sufficient knowledge and skills. The potential catastrophic consequences of tunnel fires have increasingly become a societal concern, with a growing demand to increase safety and emergency response management in European tunnels. However, from the incident commanders' perspective, learning in tunnel fire safety remains a relatively unexplored area. The current learning activities for tunnel fire response are limited and place no specific requirements on the content, instructional techniques and necessary level of competence. Designing learning activities requires careful consideration of what, why and how learning occurs. To enhance incident commanders' competence and ensure adequate emergency response during incidents in tunnels, the European Commission recently supported the development of an educational programme. As part of this programme, a pilot course was developed for incident commanders and carried out in Stavanger during the fall of 2021. The designers had a strict focus on parameters enhancing learning, based on a vocational learning model. This article presents the design and results from the pilot course and the mechanisms that are most likely to promote and inhibit learning. Results show that learners must be engaged in activities that emphasize problem-solving abilities and critical reflection, to enhance their ability to make sense of complex situations and subsequently act effectively. Furthermore, sharing experiences requires an open atmosphere of communication and the encouragement of creativity. [ABSTRACT FROM AUTHOR]

Radical advances in emergency medical care education in South Africa have resulted in both advancements and suppression. After short-course vocational training, the emergency care provider could seek employment in an emergency service. With the realignment of emergency medical care programmes to the National Qualifications Framework (NQF), these short vocational courses were phased out by 2018. Although necessary for educational advancement, these changes prevented vocationally trained emergency care providers from articulating into higher education without returning to full-time academia. Moreover, despite recognition of prior learning (RPL) policies in higher education, few institutes offering emergency medical care programmes offered this as an access option. This descriptive literature review aimed to analyse the RPL processes in South Africa and globally. Additionally, insight into RPL candidates" support requirements for postgraduate studies was gained. A systematic search of peer-reviewed journal articles, periodicals, dissertations, and governmental reports from 2000 to 2021 was conducted. Various databases were accessed, including Proquest, EBSCOhost, LearnTechLib, JSTOR, ERIC, Google Scholar, and the Thesis Repository. The lack of literature focusing on the prehospital RPL system in South Africa prompted search expansions into the field of health science internationally. Of the 401 screened sources, 19 met the researcher's inclusion criteria. Two additional articles were sourced in a repeated search in February 2022. The findings revealed enablers and barriers for RPL students and expanded on their personal and academic transitions. The themes identified through the enablers and barriers can assist in identifying additional support for RPL students during their educational journey. Ultimately, despite vital institutional transitions in RPL processes, intrinsic motivation inspired these students to embrace the challenges they faced, and their process of personal transition and lifelong learning began. [ABSTRACT FROM AUTHOR]

The heutagogy approach is a learning approach with the concept of self-determined learning that is oriented towards student-centered learning. This study aims to identify the conceptual approach of heutagogy in vocational learning. In vocational learning, the heutagogic approach is important in the employability of graduates from vocational colleges. The heutagogic approach has six elements which is explore, collaborate, create, connect, share and reflect. The objective of this study is to identify the elements of heutagogy in vocational learning that is job-oriented and to identify the differences between the elements of heutagogy and the field of study. The research design is a survey and quantitative approach with questionnaires as research instruments. A stratified random sampling method was used and a total of 281 respondents were involved in this study who were Malaysian Vocational Diploma year 2 semester 2 vocational college students in Sarawak. Data analysis used is mean, standard deviation and MANOVA. The findings of the study show that elements of heutagogy show high mean score values. The study found that there was no significant difference between the elements of heutagogy and the field of study. Therefore, this study concludes that the element of heutagogy is very important in all types of vocational skills in order to increase the marketability of vocational students in the industry. [ABSTRACT FROM AUTHOR]

This article discusses research that aims to find out how the teaching factory influences the creativity, competence, and innovation of SLB Cicendo Bandung students. The influence of the application of teaching factory on vocational learning on creative catering, developing competencies, producing new innovative products. Vocational catering is a special skill that can help students to be more independent. This learning can create an environment for students to gain experience making products, improve skills, so they can balance their abilities and knowledge. The population of this study were Cicendo Bandung SLB students who took part in the Teaching Factory program. This study uses the method of literature study and quantitative methods with data collection instruments using a questionnaire through the Google Form. This research questionnaire is a type of closed questionnaire, where the researcher gives the opportunity to respondents to give opinions on their choices. From the results of the study there were 23 respondents, 84.4% stated that the teaching factory program could affect student creativity, competence, and innovation, while 15.6% felt that it had little effect on student creativity, competence, and innovation. From the results of this study it can be concluded that teaching factory can be a program that supports student learning, especially for Cidenco SLB students. Because with this program students can be creative, innovate and practice their abilities directly in preparing themselves to enter the world of work. Therefore, it is hoped that the government and schools will be more aggressive in procuring this program.

In vocational education, the learning content is often considered as concrete and specific, and the vocational learning involves physical work and interactions between participants and artefacts. Furthermore, one teacher has the overall responsibility for several students during classes in the vocational workshop at school, which means that the teacher has limited time for every single student and that the few minutes they meet become very important. However, the documented knowledge about how vocational learning is constituted in the vocational classroom and what learning content is focused on in the interaction between teachers and students is very sparse. In this study, we focus on how the enacted object of learning and its critical aspects are made relevant, when a student and teacher in a plumbing workshop session negotiate the conducting of a task in Swedish vocational education. This will be done by using CAVTA (Conversation Analysis and Variation Theory Approach) to make a close and detailed analysis of video recordings of the interaction between the student and teacher when a task is introduced in the workshop session. The results show a complex process, where the teacher alternates between parts and wholeness, using several semiotic resources at hand when highlighting the learning content. [ABSTRACT FROM AUTHOR]

Climate change education (CCE) can be an important tool to increase local community resilience. In 2017, the Pacific Community ratified the Framework for Resilient Development in the Pacific (FRDP) aiming to equip local communities with skills needed to become more climate change resilient. In 2018, Fiji implemented the Climate Change Resilience Programme (CCRP) at the University of the South Pacific (USP), the first of its kind in the South Pacific. This paper evaluates (i) the orientation and aim of the programme and (ii) how different stakeholders influenced the curriculum development process. Tribe's concept of curriculum space is used to highlight the overall aim of the CCRP. Freeman's stakeholder theory allows to identify key stakeholders and their influence on the curriculum. Results indicate that the programme seems to foster climate resilience in the workplace rather than the local community. Unfortunately, current and future community leaders, the notional targets of this course, were almost completely unrepresented in the process to accredit the course, with the body responsible for accreditation being dominated by industry representatives. This study helps to inform the current review of the Regional Certificate Programme to realign it with its initially envisioned community focus. [ABSTRACT FROM AUTHOR]

The importance of students developing the knowledge required to handle different tools and machines is specified in the curriculum of vocational education as well as emphasized in research. However, there are very few studies that focus on the learning processes that take place when teachers and students attend to tools and machines as a vocational learning content in workshop teaching sessions. This article aims to shed light on these processes by exploring how tools and machines are constituted through the interaction between vocational teachers and students in Swedish upper secondary vocational education. Leaning on the theoretical and methodological framework CAVTA (Conversational Analysis and Variation Theory Approach) when analysing video-recorded lessons, the study shows that the teaching about tools and machines takes place as a result of suddenly emerging problems that the students encounter. The study also shows that the teaching about tools and machines is conducted through the framing method of individualization, which leads to situations in which some students are given the opportunity to learn specific things about tools and machines, and others are not, even within the same session. [ABSTRACT FROM AUTHOR]

The present mixed-methods study investigated the readiness of teachers and adult learners at a vocational centre in the United Arab Emirates to implement a negotiated English syllabus. The study addressed two main questions: 1) are teachers and learners at the Vocational Training Centre ready to implement a negotiated syllabus? And 2) does the negotiated syllabus implementation lead to improvement in learners' motivation? Results showed the significant potential of a negotiated syllabus in enhancing learners' motivation by making them part of the decision-makers' circle regarding the components of an intended English syllabus. On the other hand, learners, teachers and management systems face challenges that must first be overcome to succeed in implementing negotiated syllabi. The findings of this study support the value of involving learners in classroom decisions, which is expected to make them feel responsible for their learning. [ABSTRACT FROM AUTHOR]

A new learning paradigm is needed by Vocational High Schools (SMK) to adapt vocational learning to the needs of the world of work in the era of industrial revolution 4.0. Changes in the structure of employment patterns due to the loss of existing jobs and the emergence of new job opportunities required the need to strengthen vocational schools as education for occupation and also as education for career development. Especially in mechatronics engineering vocational high school, which was closely related to industrial technology 4.0. This study aims to produce a mobile-based application to support the integration of vocational learning and career learning activities in mechatronic engineering vocational high schools. Product development used the research and development methods with the development stages was adapting the Holistic 4D model, namely the Define, Design, and Develop stages. Data was collected using observation sheets and questionnaires that had been validated by experts. The data analysis method used is quantitative data analysis. The results of expert reviews and operational trials showed that the learning media application developed was in the very feasible category with an average assessment score of 3.55. This result showed that the mobile-based application developed was feasible and can be used for the career development of vocational students with mechatronic engineering competence. Mobile-based application developed can be used to facilitate learner-centred projects, such as self-directed learning, collaborative learning, and project management.

This article describes the use of Hedegaard's framework to analyse the seamless mobile learning practices of working adults in the UK by focusing on affordances and demands experienced in activity settings embedded within institutions. An exploration of publicly accessible blogs, reports, and anonymised usage data from e-learning accessed via mobile devices was used to formulate an understanding of institutional practices and values. Following this, a survey involving 50 participants was conducted, complemented by semi-structured interviews with 24 learners and additional institutional stakeholders. These various sources of data were examined holistically, to understand the ways in which conflicts and contradictions at varying levels and between the different institutions traversed by individuals, shaped their learning practices. The findings indicated that seamless mobile learning may be influenced by a variety of conflicts and contradictions, (including between individuals and institutions, between distinct institutions and within institutions), as well by the immediate physical and social affordances of learning settings. They also pointed to a distinction between conflicts related to what was learned and those related to how learning occurred. Hedegaard's framework provided a valuable lens for investigating the complexities of work-related learning taking place across multiple settings and her concepts of setting and institution are useful conceptual tools for future research into the self-directed seamless mobile learning of adults. The adoption of the framework facilitated the development of novel frameworks for the design of seamless mobile learning. [ABSTRACT FROM AUTHOR]

Introduction: Vocational learning has been critical in shaping South Africa's workforce, especially for paramedicine. The introduction of the National Qualification Framework (NQF) in 1995 phased out previous short course learning systems and redesigned qualifications within the framework. While recognition of prior learning is well advocated in the NQF, the predominant focus is undergraduate studies. The leap from vocational to Higher Education can be significant, especially for non-seasoned learners, and additional support may be required to ensure a successful transition. This study describes the support needs of vocational paramedics transitioning to post-graduate education., Methods: The study used a two-phase sequential design to achieve the aims. The first phase was conducted in 2021 and involved an analysis of grades followed by semi-structured interviews to obtain qualitative insights. The second phase, conducted in 2022, focused exclusively on collecting quantitative data to validate and expand upon the initial findings from phase one., Results: Analysis of the academic results over two years between Recognition of Prior Learning (RPL) and non-RPL candidates showed a difference of 4 % in the aggregated mark. This indicates that the RPL candidates have the academic acumen to succeed in a post-graduate diploma education program. Interview analysis revealed the support requirements were not academic but rather technological and institutional, with navigation of the university's learning management system being a common challenge. Hesitancy to access formal support services was noted as a university barrier., Conclusion: This study highlights the academic ability of students from vocational backgrounds to succeed in post-graduate programs. These learners demonstrated strong academic performance despite entering higher education through a non-traditional pathway. Whilst advocating for consideration and refinement of the role of RPL within the NQF, this research suggests a re-evaluation of current support systems for vocational learners transitioning to post-graduate studies., Competing Interests: The authors declared no conflicts of interest., (© 2024 The Authors. Published by Elsevier B.V. on behalf of African Federation for Emergency Medicine.)

Brian Simon (1981) argued that the English education system had failed to develop pedagogy because of social class division. This has been enhanced by the failure to address parity of esteem issues between the academic and the vocational curriculum, which makes the absence of a real pedagogy in Further Education (FE) and alternative provision (AP) even more profound than it is perhaps within mainstream compulsory sector. While there have been substantial changes since 1981, Simon's basic contention and the question of why no pedagogy in England remains to be the case. This article is based on the personal analytical approach of a practitioner regarding pedagogy associated with skills development, and how it may be possible to learn from that history and move forwards with an improved future curriculum. It is largely based on action research and reflective practice. I explore employability and vocational learning along with the skills agenda and place them within a practical application of the theoretical framework discussed in an attempt to create a radical teaching and learning driven by personalisation and learner autonomy and delivered (where the curriculum allows) through project and problem-solving based approaches. These promote a more radical, meaningful and dynamic approach to teaching and learning and offer the hope of a more personalised approach to pedagogy and curriculum design in the future. [ABSTRACT FROM AUTHOR]

Context: This article focus on teaching and learning processes in a vocational classroom in Swedish vocational education. There are few studies within the field of vocational education that have a focus on how vocational learning is done in interaction in the vocational classroom/workshop, and what vocational learning content is displayed in the interaction between teacher and student, and thus made possible to learn. This article aims to fill this gap by exploring the future-oriented movements that take shape when a vocational teacher and vocational students negotiate how a practical task could, and should, be handled and solved in vocational teaching situations in vocational plumbing school workshop settings. An increased understanding of these processes can help to improve the actual teaching of a specific subject content to support students in their vocational learning, aiming for learning a professional trade. Methods: The data consists of video recorded lessons from the Sanitary, Heating and Property Maintenance Programme in Swedish upper secondary school. Through concrete empirical examples from video recorded lessons the article explores the interaction between teachers and students in vocational school workshop settings using CAVTA. CAVTA is based on Conversation Analysis (CA) and Variation Theory (VT) and is a theoretical and methodological framework that can be used together and integrated to reach understanding of both how- and what-aspects of the learning process in practice, when analysing teaching and interaction. Findings: Findings shows how aspects concerning a specific vocational learning content that revolves around a vocational practical doing compete for the space with a vocational learning content of a more general nature. These general objects of learning are also related to work-specific vocational learning and knowledge in relation to the future profession, but on a more general level than the task specific vocational knowledge. Altogether, this illuminates how different layers of work-specific vocational learning are made visible in the interaction, and how they mutually contextualise each other in the here and now. Conclusion: This article illustrates that the specific and the general vocational learning content can complement each other and open up for a more in-depth vocational learning. In conclusion, this article emphasises the importance for vocational teachers to develop teaching strategies to navigate between helping the students in their problem solving here and now, and contextualising the specific vocational learning content and making vocational learning relevant for future vocational occupation and working life.

The effects of the Fourth Industrial revolution and digitalisation have had impact on education, on evolution and development of educational and retraining needs. The objective of the suggested research was to analyse and generalize on-going and future changes in the context of transformation of qualification requirements addressed to graduates of educational programs, particularly regarding their digital skills, as well as digitalisation of the university environment. Different interpretations of terms referred to digitalisation process are suggested. The role of human of capital at a new stage of technology development is highlighted. Based on generalisation of some approaches within international researches the article differentiates key effects of digitalisation regarding prospects for introduction of new learning technology and methods in the sphere of education, followed by expansion of educational environment, accelerated development of VR technology, artificial intelligence, mass open online courses, individualisation of learning. The core approach suggests system adaptation of the university activity in all fields to new conditions, considering the views of international experts about the risk areas and threats that the universities might encounter in the course of digitalisation process. The article describes the program of development of educational, scientific and expert activity of Russian transport universities worked out within the framework of development of digital economy in Russia, arguing that it is focused on prospective advantages of inclusion of digital technology into the academic ecosystem.

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Context: This article focuses on teaching and learning processes in a vocational classroom in Swedish vocational education. There are few studies within the field of vocational education that have a focus on how vocational learning is done in interaction in the vocational classroom/workshop, and what vocational learning content is displayed in the interaction between teacher and student, and thus made possible to learn. This article aims to fill this gap by exploring the future-oriented movements that take shape when a vocational teacher and vocational students negotiate how a practical task could, and should, be handled and solved in vocational teaching situations in vocational plumbing school workshop settings. An increased understanding of these processes can help to improve the actual teaching of a specific subject content to support students in their vocational learning, aiming for learning a professional trade. Methods: The data consist of video recorded lessons from the Sanitary, Heating and Property Maintenance Programme in Swedish upper secondary school. Through concrete empirical examples from video recorded lessons the article explores the interaction between teachers and students in vocational school workshop settings using CAVTA. CAVTA is based on Conversation Analysis (CA) and Variation Theory (VT) and is a theoretical and methodological framework that can be used together and integrated to reach understanding of both how- and what-aspects of the learning process in practice, when analysing teaching and interaction. Findings: Findings show how aspects concerning a specific vocational learning content that revolves around a vocational practical doing compete for the space with a vocational learning content of a more general nature. These general objects of learning are also related to work-specific vocational learning and knowledge in relation to the future profession, but on a more general level than the task specific vocational knowledge. Altogether, this illuminates how different layers of work-specific vocational learning are made visible in the interaction, and how they mutually contextualise each other in the here and now. Conclusion: This article illustrates that the specific and the general vocational learning content can complement each other and open up for a more in-depth vocational learning. In conclusion, this article emphasises the importance for vocational teachers to develop teaching strategies to navigate between helping the students in their problem solving here and now, and contextualising the specific vocational learning content and making vocational learning relevant for future vocational occupation and working life. [ABSTRACT FROM AUTHOR]

In farm servants' personal accounts, gainful work in agriculture is presented as only one of several ways to make a living during the interwar period in Austria. Many of the narrators frequently changed positions despite repeated economic crises and high levels of unemployment. They accepted positions at other farms or found employment in industry. Some were occasionally supported by family members, helped out at home when their support was needed or made ends meet with (more or less) illegitimate livelihoods such as begging or busking. Particularly women migrated, sometimes over long distances, to cities e.g. to work as domestic labourers in the households of others. Many former servants later returned to farm work and/or moved back and forth between rural and urban areas attempting to make a living often under precarious circumstances. This contribution deals with farm servants changing their positions. It investigates differences and similarities between the trajectories of their livelihoods by focusing on gender, kinship networks and the differing opportunities of accessing more formalised employment. [ABSTRACT FROM AUTHOR]

This paper looks at post-16 progression opportunities for a group of previously disaffected 14–16-year-old students who undertook vocational learning in their final two years at school in the north-west of England. The paper argues that advanced forms of vocational learning at key stage 4 are leading to over-skilling and educational limbo for many young people. Questionnaire data was obtained from 109 participants in total. These included 16-21-year-olds looking to enter further education or employment with training (n=84), 14 vocational learning tutors, and 11 further education teachers. Although the vocational route can lead to a nationally recognised qualification, literacy and numeracy achievements are often below the expected standard, thus creating a mismatch in identified abilities. Due to the current government-enforced pressure to succeed in English and maths, a perceived ‘deficiency’ in any of these areas presents a significant barrier to progression. The students in this study are seen to be vocationally over-skilled yet underachieving in academic areas. As such, progression routes are severely limited, resulting in a high number of individuals dropping out of learning altogether.

Aim/Purpose: The aim of the study was to investigate how the facilitation of a vocational lecturer (teacher) influenced the engagement of fifteen carpentry students during their learning. This facilitation occurred while the students used smartphones and mobile applications to create visual assessment ePortfolios. Background: To encourage independence and peer collaboration, when creating their visual ePortfolios, the lecturer decided to get his students to use BYOD mobile devices, and social media applications to record their learning of technical skills. His intention was to make use of the devices they brought to class, and to enable greater autonomy and flexibility in the learning process by eliminating the need for digital cameras and proprietary software they had previously been using. The lecturer also saw this as an opportunity to provide more frequent and immediate formative feedback, and to encourage students to share their work. Methodology: A Participatory Action Research design was used with fifteen certificate level students. They were guided in the use of three social media applications (apps) - Facebook, Evernote and Google Plus (G+) that they could use on their Smartphones to develop ePortfolios for assessment. Both quantitative and qualitative data was collected during four Action Cycles, and the outcomes are portrayed as a case study. Several sampling methods were used: a student presurvey, and post-survey, observations and reflections by the lecturer, focus group interviews with students and an individual interview with the lecturer. For this article, a framework based on established factors of student engagement was used to examine the findings to establish the impact of the teacher. Contribution: This paper extends the body of research about student engagement with a focus on the importance of the teacher in supporting 21st Century vocational learning and ePortfolio assessment using mobile technologies. [ABSTRACT FROM AUTHOR]

This paper revisits the liberal studies movement - an important if under-researched episode in the history of education. It examines the lived experience of a set of former vocational students, the great majority of whom eventually went on to teach in further and higher vocational education. All participants had undertaken a course of liberal studies alongside a programme of work-related learning at an English college of further education at some point between the mid-1960s and the late-1980s. The paper presents two key findings: first, whilst participants' experiences were varied and uneven, most seemed quite agnostic about liberal studies in their youth; second, the great majority of those who took part in the research were substantially more positive about their learning in retrospect. [ABSTRACT FROM AUTHOR]

The methodological and methodical bases of learning personalization are stated in the article. The great attention is focused on the vocational learning with the use of information and communication technologies and considering student’s personality traits. The factors of personality traits that have a decisive influence on the training with the use of information and communication technologies. Model of personalization of the learning process, using information and communication technology, has been developed. The effectiveness of personalization for vocational learning with the use of information and communication technologies has been proved.

Abstract: In organizations, the assessment of mental abilities is a common way to predict learning success. This paper analyses the effect of general mental ability on skill retention and examines the relationship between refresher interventions and general mental ability in terms of skill retention. Two hundred sixty‐six adult participants were trained to perform a complex cognitive skill in a simulated chemical processing plant (Week 1). After 1 week, 158 participants received intermediate computer‐assisted refresher intervention training in which the skill was applied (Week 2; 108 received no intervention). Finally, participants had to recall (perform) the learned skill after 2 weeks (Week 3). Results show that general mental ability alone affects skill retention with small effect sizes and that refresher interventions affect skill retention positively for low and high general mental ability levels. The findings suggest that persons with low and high general mental abilities benefit equally from refresher interventions in order to maintain complex cognitive skills. [ABSTRACT FROM AUTHOR]