02. Vocational Education and Training (VETNET)
Paper
Good Practice of Involvement of Students at Risk in Vocational Education
Biruta Sloka1, Ilze Buligina1, Ginta Tora1, Juris Dzelme1, Ilze Brante1,2, Anna Angena1
1University of Latvia, Latvia; 2Ogres Tehnikums, Latvia
Presenting Author: Sloka, Biruta;
Buligina, Ilze
General description on research questions: Societies nowadays increasingly face the challenge of dealing with young people at risk. The reasons are multifold – unfavourable social or family environment, poverty, learning difficulties, psychological or emotional problems and other unfavourable circumstances. Educational systems are looking for effective solutions. It has been recognized that young people at risk often need additional stimulus and motivation to resist the challenging conditions, especially if their prior learning experiences and school environment has not been positive so far. Research also shows that many of these young people are more inclined to practice oriented activities and are not so keen on more academically oriented activities. For this reason there is a good justification to carry out a targeted research on the potential positive role of vocational education and training as a catalyst for improved motivation of students at risk to deal with their difficulties and to strive a more meaningful life modes. Moreover, apart from routine VET procedures, additional input might be necessary to make vocational education and training even more attractive to this target group. In this respect the research team has formulated research questions: 1. What are the most important findings world-wide in involvement of students at risk in vocational education and training, with a focus on innovative solutions requiring original approaches to motivate students and facilitate the work of the teaching and administrative staff? What are limiting and challenging factors for successful involvement of students at risk into vocational education and training to develop these students as successful future professionals?
Objectives: Propose research based approaches for innovative solutions in work with students at risk – by their involvement in vocational education and training, with additional incentivizing and support factors that motivate them to become valued professionals and socially active citizens, thus also contributing for economic development of the country.
Theoretical framework: Academic researchers have presented findings on improved solution of involvement of students at risk in vocational education and training, as there are several relevant aspects that need to be taken into consideration (Keijzer, et al, 2022) including additional attention to these students and special training for the teaching staff (Fix et al, 2017) with the students in focus and require not only attention but also innovative solutions (Sarceda-Gorgoso, Barreira-Cerqueiras, 2021). Researchers (Middleton, 2022; Mazin, et al, 2021) have pointed out that experience in vocational education and training has a high value, as part of compulsory education (López, Saurin, 2017), paying particular attention to the development of skills (Eegdeman, et al, 2018) including cognitive skills. It important to consider various aspects, including the gender of the student (Haro, et al, 2020; Jørgensen, 2015), and the role of the teaching staff is crucial, since various approaches can be developed and applied to address the various challenges.
Methodology, Methods, Research Instruments or Sources UsedTo ensuring the achievement of the objective of the study and to implement a comprehensive approach, a methodology was developed using combined methods of qualitative and quantitative data collection and analysis. This included also desk research and analysis of various sources of information, including the available statistical data, national legislation, policy documents and projects. A variety of statistical data analysis methods were used. In order to obtain the material for qualitative analysis, student interviews and expert interviews were organised based on pre-prepared questionnaires. Target focus group discussions with teachers were carried out as well. In order to obtain a more in-depth view from the perspective of the practitioner, interviews and discussions were conducted also with the project leaders and specialists of targeted national level projects addressing the issues of young persons at risk. The additional discussions with project staff allowed for the development of a more focused methodological approach enabling the research team to come to unified conclusions and identification of potential measures to facilitate the positive developments in work with students at risk.
Conclusions, Expected Outcomes or FindingsThe obtained data and qualitative analysis has shown the decisive role of a systemic set of strategic approaches and interventions at national level. Also individualised approaches at institutional level are indispensable in work with the target group – young people at risk. Mitigation of former unfavourable experiences has a powerful potential for positive developments in the work with the students at risk. Also an immediate possibility to talk and discuss ones problems and a prompt availability of advice or support may be a crucial factor for addressing the risks of the target group. Results of the research show that with adequate, timely and also innovative interventions the risk factors are reduced. Moreover, the failing students may turn into ‘regular’ students or even high-reachers, with a strong sense of purpose in life. This clearly contributes not only to the personal and professional life fulfilment of the student but also prevents social problems and increases the economic potential of the country. At the same time professional development of the teaching and support staff at VET institutions may play a decisive role. The research shows that regular professional development of the school staff may not be sufficient, and a more targeted professional development of the staff is needed in order to succeed. The staff working under strainful conditions need to be taken care of – with adequate remuneration and additional care for the well-being of this staff, including supervisions and similar activities. The effective innovative solutions should not remain as temporary activities but need to be turned into sustainable mainstream strategies and measures, with adequate financial provision. Creating such comprehensive and sustainable mechanisms may contribute to improved and more inclusive environment for all learners.
ReferencesCedefop (2020). Skills forecast 2020: Latvia. Cedefop skills forecast.
Cedefop (2020). Vocational education and training in Europe, 1995-2035: scenarios for European vocational education and training in the 21st century.
Cedefop (2022). Teachers and trainers in a changing world: building up competences for inclusive, green and digitalised vocational education and training (VET): synthesis report. Luxembourg: Publications Office. Cedefop No 86.
Eegdeman, I., Meeter, M., Van Klaveren, C. (2018). Cognitive skills, personality traits and dropout in Dutch vocational education. Empirical Research in Vocational Education and Training, 10(1), 11.
Fix, G.M., Ritzen, H.T.M., Pieters, J.M., Kuiper, W.A.J.M. (2019). Effective curricula for at-risk students in vocational education: a study of teachers’ practice. Empirical Research in Vocational Education and Training, 11(1), 1.
Haro, B., Beranuy, M., Vega, M.A., Calvo, F., Carbonell, X. (2022). Problematic smartphone use and gender differences in vocational education and training. Educacion XX1, 25(2), 271-290.
Jørgensen, C.H. (2015). Some boys’ problems in education – what is the role of VET? Journal of Vocational Education and Training, 67(1), 62-77.
Keijzer, R., van Schooten, E., van der Rijst, R., Admiraal, W. (2022). Individual characteristics of students in vocational education moderating the relationship between school engagement and vocational identity. European Journal of Psychology of Education, 37(4), 255-1283.
López, M.A., Saurin, A.A.N. (2017). The purpose of Compulsory Education as transition or as goal. Profesorado, 21(4), 75-94.
Mazin, K.A., Norman, H., Nordin, N., Ibrahim, R. (2020). MOOC Student Learning Analytics for Automotive Technology Programme in Vocational College. Journal of Physics: Conference Series, 1529(5), 052075.
Middleton, S. (2022). Secondary/Tertiary High School, Changing Student Experiences Through VET. Professional and Practice-based Learning, 34, 191-207.
OECD (2020), OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development Guidelines 2021-2027, OECD Skills Studies, OECD Publishing, Paris, https://doi.org/10.1787/ebc98a53-en
Sarceda-Gorgoso, M.C., Barreira-Cerqueiras, E.M. (2021). Basic vocational training and its contribution to the development of competences for educational re-engagement and labor insertion: Student perception. Educar, 57(2), 319-332.
Strode, P., Buligina, I., Šuškeviča, I. (2022). Teachers and trainers in a changing world – Latvia: Building up competences for inclusive, green and digitalised vocational education and training (VET). Cedefop ReferNet thematic perspectives series. http://libserver.cedefop.europa.eu/vetelib/2022/teachers_and_trainers_in_a_changing_worl d_Latvia_Cedefop_ReferNet
Tūtlys, V., Buligina, I., Dzelme, J., Gedvilienė, G., Loogma, K., Sloka, B.,Tikkanen, T.I., Tora, G., Valjataga, V.T., Ümarik, M. (2022). VET ecosystems and labour market integration of at-risk youth in the Baltic countries: implications of Baltic neoliberalism. Education and Training, 60(2), 190-213.
02. Vocational Education and Training (VETNET)
Paper
Career Development Qualitative Tools: An Analysis of its Potential with Youth at Risk
Celia Moreno-Morilla, Soledad Romero-Rodríguez, Gladys Rivodó-Muñoz
University of Seville, Spain
Presenting Author: Rivodó-Muñoz, Gladys
This research, building on the approaches of Participatory Action Research and Qualitative Career Assessment (McMahon & Watson, 2015), implements a series of new tools that share the fundamental principles of a postmodern orientation to career construction (committed to equity, social justice, individual and collective activism, and sustainability). This paper has chosen to show the procedure followed with one case, although we would like to underline that this research is consolidated with a larger sample (three Second Chance Schools participate, and a total of 22 young people). Our aim is to show the methodological procedure followed and its potential. In the following, the tools designed are described and theoretically underpinned:
§ My treasure-box (Pahl & Kelly,2005)
This tool helps us to approach the personal, social and cultural context of the participants. To do so, a symbolic box is used where the participant and the researcher/professional introduce elements that are part of their daily life (e.g., objects, sayings, QR of songs, photographs, among others).
§ A day in the life (Cameron et al., 2018, 2020)
This is a mapping exercise where, in addition to identifying actions, it is of interest to know in what context each action is situated, which people accompany you, what they do, how you feel at each moment, etc. from morning to night.
§ The eat-eat jar (Thayne & West, 2019)
The participant puts into a recycled jar those situations and events that make him/her uneasy (the person is usually told: "put in everything that makes you sleepy/eats you up/eats your jar/head"). The aim is to identify what elements in your life are disturbing you and preventing you from moving forward.
§ Emotions calling (Vacheret, 2000, 2008, 2010; Baptiste & Belisle, 1991; Rascovan, 2007)
This technique (based on photolanguage) consists of presenting a series of photographs from which the participant is asked to select the one that corresponds to their needs, perceptions, or expectations in relation to a given topic (this can be done from the viewpoint of the past, present, or future depending on the purpose of the intervention).
§ Body storytelling (Prados Mejías, 2020)
Body expression (e.g., creation of body sculptures, expressive movement, dramatisations, performance, systemic movements, among others) is another artistic form that helps the person involved in the counselling process to become aware of aspects and influencing factors in relation to his/her life and professional project. Through body storytelling, the person creates/creates with his/her body (sometimes individually, sometimes in small groups) past and present situations.
§ The 'Snap' for change (Ahmed, 2017; Thayne & West, 2019)
The researcher presents the participant with a series of actions aimed at "snapping" into a wide range of issues that may affect the development of their personal, social and cultural identities. The "'Snap' for change" aims to invite debate in relation to the public and the private, the governed and the self-governed.
§ My landscape mapping systems (Rey & Granese, 2018; Romero-Rodríguez et al., 2021)
This technique consists of visually constructing the narrative of a personal experience in relation to a specific topic. Depending on the topic, we ask the participant to take a series of photographs (photographic tour) that will help in the realisation of their visual composition. This tool facilitates reflection, communication (beyond the textual-oral mode), as well as the incorporation of spatial dimensions that undoubtedly act as defining agents of our vital and professional projects.
The presented tools are used in combination with other artistic techniques such as drawing (Taylor & Savickas, 2016), collages (Burton & Lent, 2016; Chant, 2020), free visual representations (Ronkainen & Ryba, 2018), digital storytelling (Lambert, 2013, Wu & Chen, 2020), performance development based on Design Thinking (Brown, 2009), among others.
Methodology, Methods, Research Instruments or Sources UsedAll the tools used in the data collection process follow the principle of researching "with" and not " about” and uphold the principle of a responsive design that seeks the empowerment and development of a critical attitude in the participants. The design of these tools is inspired by the qualitative techniques of counseling and collaborative ethnographic research. Our intention has been to "rethink" them and adapt them to the study of career guidance. Another aim has been to make them more inclusive, rejecting the exclusive use of the verbal and written code that occupies an almost hegemonic value in Western society with an average socio-cultural level. In this sense, other forms of expression are incorporated which involve the use of the body, and of each person's own skills (e.g. music, painting, sports, etc.).
The results presented here correspond to the case of Acrux. He is a 26-year-old boy with a long trajectory in a Second Chance School of the Don Bosco Foundation in Cordoba (Andalusia, Spain). He is currently studying 3rd ESO through a radio training program and wishes to become a soldier. Acrux describes a very difficult childhood marked by bullying and family disagreements (physical and verbal abuse). At the age of 15, he changed schools, where he says he became an "ogre" to everyone, hitting and insulting all his classmates and teachers, and living with a constant feeling of hatred. He spent his free time stealing from small shops and businesses.
About the analysis of the results, the format and intention of our work are to share the scope and potential of the tools. In this sense, a critical analysis of the tool's contribution to the Acrux case is carried out.
Conclusions, Expected Outcomes or FindingsThe results of our research show the importance and value of adopting a collaborative ("research with"), situated, and community-based intervention approach in career guidance processes. Moreover, it shows how narrative (oral, written, digital, artistic, corporal, etc.) is a tool that allows the person to play a more proactive role in the process of building their life and professional (career) projects. In the same way, shared tools have been shown to be a suitable means to improve personal and professional development and the development of personal, social, and learning to learn competences inherent to this process. We consider that they are also an opportunity for expression and reflection on emotions, which is key in any process of diagnosis, intervention, and research. The results of this work also show how the use of these tools has contributed to the construction of a collective and community projection of the career, previously interpreted by Acrux as an "individual goal". Our experience in their application shows that participants report improved mental and emotional well-being, as well as the development of more critical thinking. The repeated use of these tools also makes it easier for the person to recognise him/herself as a unique being (under construction) who has a unique potential to share with society, which also improves his/her self-esteem. In addition, empowerment is observed in the person, which translates into a greater desire for struggle and activism (individual and collective, as well as a greater capacity for adaptability).
ReferencesAhmed, S. (2017). Living a feminist life. Duke University Press.
Baptiste, A. & Belisle, C. (1991). Photolangage. Des choix personnels au choix professionnels. Les Editions d’Organisation.
Burton, L. & Lent, J. (2016). The use of vision boards as a therapeutic intervention. Journal of Creativity in Mental Health, 11, 52-65. https://doi.org/10.1080/15401383.2015.1092901
Brown, B. T. (2009) Change by Design. How Design Thinking transforms Organizations and inspires Innovation. Harper Collins.
Cameron, C. y Hunt, A. (2018). «A Day in the Life»: A Visual, Multimedia Approach to Research. Sage Research Methods Cases.
Cameron, C., Pinto, G., Stella, C. & Hunt, A. K. (2020). A Day in the Life of young children drawing at home and at school. International Journal of Early Years Education, 28(1), 97-113. https://doi.org/10.1080/09669760.2019.1605887
Chant, A. (2020). Use of narratives and collage in the exploration of the self and the meaning of a career. British Journal of Guidance & Counselling, 48(1), 66-77. https://doi.org/10.1080/03069885.2019.1667479
Lambert, J. (2013). Digital storytelling: Capturing lives, creating community. Routledge.
McMahon, M. & Watson, M. (eds.). (2015). Career Development Series. Sense. https://doi.org/10.1007/978-94-6300-034-5_29
Pahl, K. & Kelly, S. (2005). Family literacy as a third space between home and school: Some case studies of practice. Literacy, 39(2), 91–96. https://doi.org/10.1111/j.1741-4350.2005.00406.x
Prados Mejías, E. (2020). Pensar el cuerpo. De la expresión corporal a la conciencia expresivo-corporal, un camino creativo narrativo en la formación inicial del profesorado. Retos, 37, 643-651. https://doi.org/10.47197/retos.v37i37.74256
Rascovan, S. (2007). Imágenes Ocupacionales. Set de fotografías para orientación vocacional. Edición del autor.
Rey, J. & Granese, A. (2018). La cartografía como método de investigación en Psicología. Psicología, Conocimiento y Sociedad, 9(1), 283-316. https://doi.org/10.26864/pcs.v9.n1.4
Romero-Rodríguez, S., Moreno-Morilla, C. & García Jiménez, E. (2021). La construcción de las identidades culturales en niñas y niños migrantes: Un enfoque desde la etnografía colaborativa. Revista de Investigación Educativa, 39(2), pp-pp.483-501. http://dx.doi.org/10.6018/rie.441411
Ronkainen, N. J. & Ryba T. V. (2018). Understanding youth athletes’ life designing processes through dream day narratives. Journal of Vocational Behavior, 108, 42-56. https://doi.org/10.1016/j.jvb.2018.06.005
Taylor, J. M. & Savickas, S. (2016). Narrative career counseling: My Career Story and pictorial narratives. Journal of Vocational Behavior, 97, 68-77. https://doi.org/10.1016/j.jvb.2016.07.010
Thayne, M. y West, A. (2019). «Doing» media studies: The media lab as entangled media praxis. The International Journal of Research into New Media Technologies, 25(2), 186-208. https://doi.org/10.1177/1354856519834960
Vacheret, C. (2008) A Fotolinguagem: um método grupal com perspectiva terapéutica ou formativa. Psicologia: Teoria e Prática, 10(2), 180-191. https://bit.ly/3pT93oG
02. Vocational Education and Training (VETNET)
Paper
VET Teachers’ and Schools’ Capacities to Tackle the Challenges of Integration of At-risk Youth: An International Comparison
Tarja Irene Tikkanen1, Vidmantas Tūtlys2, Meril Umarik3, Biruta Sloka4
1University of Stavanger, Norway; 2Vytautas Magnus University, Lithuania; 3Tallinn University, Estonia; 4University of Latvia
Presenting Author: Tikkanen, Tarja Irene
The purpose of this paper is to explore and compare the training and employment settings, opportunities, and scenarios of at-risk VET students in four countries from the perspective of the support provided to them by VET teachers individually and by VET schools institutionally, to meet their learning and training needs and to promote their employability/employment. The study is part of the large EEA research project Vocational education and workplace training enhancing social inclusion of at-risk young people (EmpowerVET), in collaboration between Estonia, Latvia, Lithuania, and Norway.
The study builds on two research questions. First, what characterizes VET teachers’ possibilities to support at-risk students (national perspective)? To this end we will explore four factors: (i) availability of VET teachers, support staff, and trends; (ii) policies in VET teacher training; (iii) changing roles of VET teachers along with more diverse student populations, and; (iv) support available to VET teachers to deal with at risk students. Second, what characterizes the similarities and differences between the four countries, in the above regards, in the light of their different political-economic models of skills formation?
At-risk students/youth is not a homogenous group, nor easily definable. They often, but not always, need special support in the context of education, and duly special competence from the teaching staff to address their learning needs, against their often “uniquely complex” situations. Their risk of societal marginalization is often related to school dropout. In Norway, three background factors, sometimes intertwined, characterize youth at-risk for marginalization: migration, history of child welfare services, and psychological problems (Sletten & Hyggen, 2013, 23). In the Baltics economic hardship and geography often add to these.
Theoretically, the study builds on the concept of VET teacher competences (Antera, 2021) and institutional models of skills formation setting (Tūtlys, Vaitkutė & Bukantaitė, 2022).
Both the European Union (EU) and the OECD strongly relate the quality of VET provision to professional competence of VET teachers and its development (Antera, 2021, 463). Few studies have been investigating VET teachers’ competence, but both solid competence in the vocation and being a good pedagogue define a “good vocational teacher” (Mogstad Aspøy, et al., 2017). While they typically have a strong vocational identity, a large proportion of them lack formal pedagogical competence (Turmo & Aamodt 2007). Furthermore, strong focus on absence and often low school motivation are pulling teachers’ role towards being also a social worker (Lloyd & Payne, 2012; Young, 2000), as does increasing student diversity. Followingly, VET teachers often face challenges in trying to address at-risk students’ needs for learning and support. Continuous and high-quality professional development becomes a necessity to keep pace with the rapidly developing demands of their job (Psifidou & Pevec Grm, 2021).
The countries involved in this study, represent two types of strategic priorities in the development of the VET systems, with different implications to at-risk students (Cedefop, 2021). One is typical to Baltic countries, with an emphasis on fixing demand-supply skills gaps thru VET and strong focus on teachers’ vocations-related and practical skills, at the expense of broader theoretical knowledge. The other is typical to Nordic countries, emphasizing equal access and opportunities for learning skills development to all, and having a balanced view to VET teachers’ vocational and pedagogical skills and their development.
Methodology, Methods, Research Instruments or Sources UsedThe study is based on expert methodology, a qualitative approach to identify VET practices and policies in the four countries, through research and evaluations carried out in them, and to assess thru them VET teachers’ and schools’ capacities to tackle the challenges of integration of at-risk youth and their vocational and labor market integration.
The methodology comprises of three separate phases. First, VET specialists from the four countries in the EmpowerVET project prepared a joint framework to systematically explore VET teachers’ and schools’ capacities to tackle the challenges of integration of at-risk youth and their vocational and labor market integration in each country. Our initial exploration of existing research and statistics showed that accurate statistics, and especially cross nationally valid, comparative statistics on the topic and the target group of at-risk youth is not available. Research and evaluation reports in regards the target group of at-risk youth, mostly are available only on the native languages. Followingly, and second, country reports following the joint framework were produced in the English language by each national team of specialists. Third, the national accounts were analyzed and compared, and finally, the knowledge provided in them systematized to allow to answer to our research questions. The analysis is still ongoing.
Conclusions, Expected Outcomes or FindingsPreliminary findings show wide differences in availability of VET teachers and support staff, policies, changing roles, and both in the availability of and approach to organising of support within VET systems across the countries, also across the Baltics. The support here refrs to both that to teachers in their work with at-risk students and the support to at-risk students themselves. Yet, the countries display similar trends in the increasing volume of at-risk students and their diversity, and the complexity of their need for academic and social support.
The implications of the findings to support the learning and employment of at-risk students in VET will be discussed against the two types of strategic priorities in the development of the VET systems, the Baltic and the Nordic.
ReferencesAntera, S. (2021). Professional competence of vocational teachers: a conceptual review. Vocations and Learning, 14: 459-479.
Meagher, L., Lyall, C., & Nutley, S. (2008). Flows of knowledge, expertise and influence: a method for assessing policy and practice impacts from social science research, Research Evaluation, 17(3), 163–173, https://doi.org/10.3152/095820208X331720
Mogstad Aspøy, T., Skinnarland, S. &, Hagen Tønder, A. (2017). Yrkesfaglærernes kompetanse. Fafo-rapport 2017:11. Oslo: Fafo.
Psifidou,I. & Pevec Grm, S. (2021). VET teachers and trainers competence creating inclusion and excellence. In (Eds. F. Bünning, G. Spöttl, & H. Stolte) Technical and Vocational Teacher Education and Training in International and Development Co-Operation (pp. ). Springer.
Sletten, A. M., & Hyggen, C. (2013). Ungdom, frafall og marginalisering. Temanotat. Research Council of Norway.
Tūtlys, V., Vaitkutė, L., & Bukantaitė, D. (2022). Development of Competencies and Qualifications of the VET Teachers and Trainers in Lithuania. In (Eds. F. Bünning, G. Spöttl, & H. Stolte) Technical and Vocational Teacher Education and Training in International and Development Co-Operation (pp. 337–355). Springer.
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