02. Vocational Education and Training (VETNET)
Paper
Supporting and Hindering Factors in Vocational Education and Training - A Cross-National Analysis of Young People’s Perspectives
Marieke Bruin1, Vidmantas Tutlys2, Meril Ûmarik3, Biruta Sloka4
1University of Stavanger, Norway; 2Vytautas Magnus University, Lithuania; 3Tallin University, Estonia; 4University of Latvia, Latvia
Presenting Author: Bruin, Marieke
The paper explores young people’s accounts on their experiences from Vocational Education and Training (VET) concerning factors supporting and hindering successful completion. The study is part of a cross-national research project, Vocational education and workplace training enhancing social inclusion of at-risk young people (EmpowerVET) involving four countries: Lithuania, Norway, Estonia, and Latvia. The purpose of the project is to investigate how vocational education and training (VET) may enhance social inclusion of young people who are at risk of becoming economically and socially marginalised. Counteracting social exclusion of young people at risk for early school leaving and unemployment has been a high priority in EU policies during the last decades. Across Europe, young people face labour market exclusion; they may experience long unemployment periods, or they may be non-participating in either employment, education, or training (NEET). Many young people leave upper-secondary school with no worthwhile qualifications (Ainscow, 2020), whilst non-completion of upper-secondary education and failing to achieve an upper-secondary qualification reduces young people’s labour market prospects, leading to economic and social marginalisation (Albæk et al., 2015). Recent comparative studies have found that especially young people with lower educational levels are most vulnerable in labour market situations (Rokicka, Unt, Täht & Nizalova, 2018), whilst the economic and educational inequalities that reduce the life chances of young people already affected by adverse life circumstances, seem hard to overcome (Sammons, Toth, & Sylva, 2015). In this climate, Nilsson (2010, p. 251) reports an international increase of academic and political interest in VET as a “potentially powerful tool for fostering social inclusion”, largely due to its ability to bridge the school-to-work transition through apprenticeship, making young people ‘insiders’ in the labour market and counteracting unemployment. In the context of deepening socio-economic challenges and polarization of socio-economic possibilities, VET has a potential to support youth at risk for social exclusion (Piketty, 2013, 2019; Tirole, 2016; Banerjee, Duflo 2019). At the same time, VET may itself become a source of social exclusion due to mismatches between provided skills and competencies and changing labour marked needs, as well as problems concerning the quality of VET provision (European Anti-Poverty Network (EAPN), 2020). To gain insight in strengths and weaknesses of VET-trajectories across four different countries, 80 young people aged 16-29 were interviewed about their experiences, providing authentic accounts of how the young people understand and negotiate their opportunities, prospects and limitations, and the contextual factors influencing these issues. With reference to Allan (2009), from an inclusive perspective, the young people’s accounts embody an expertise that requires to be acknowledged as such. The article explores the following research questions: In their accounts on their experiences in VET, what do the young people convey about factors that may support and hinder successful completion, and how may this be understood? Through analysing first-hand experiences spanning four countries, the purpose is to develop knowledge that may contribute to strengthening vocational educational trajectories, increasing opportunities for successful completion for young people at risk of social exclusion.
Methodology, Methods, Research Instruments or Sources UsedThe study is a qualitative interview study and draws on a sociocultural approach (Florian, Black-Hawkins, & Rouse, 2017b; Säljö, 2016), focussing on the connections between the students’ participation, learning and qualification. The sociocultural approach is at the basis for the data analysis, enabling the understanding of the role of various social environments that young people participate in, and how this influences their learning trajectories.
Young people were recruited through contacting school administrations in all four countries. Teachers sent out the invitations to participate in the study to students in challenging situations, who were at risk of drop-out and subsequent social exclusion. The schools also sent out invitations to former students who had dropped out. The sample consists of 80 young people (age 16-29), who are at risk of social exclusion, divided equally over the four participating countries. The research participants were all current students in VET, either in school or in an apprenticeship, or had previously been enrolled in VET and dropped out. Semi-structured interviews were carried out in the spring of 2022. The interview guide was similar in all participating countries, providing joint guidelines for data construction. Questions were built on a chronology of past, present, and future, and touched upon biographical background, positive and negative experiences in VET, social participation, coping, and thoughts about the future.
Thematic analysis (Braun & Clarke, 2006) was carried out individually in each country. During this period, the countries conducted the analyses in close collaboration and continuous dialogue. The analyses were carried out in the language used in the interviews, following a protocol common for all countries, characterised by deductive and inductive approaches. The first phase of the analysis consisted of familiarising with the data, both individually in each country, as well as across the four countries, followed by coding the material based on the categories in the interview guide. The second phase generated themes that emerged in each country, classified into supporting and hindering factors for completion. In the third and final phase of the analysis, supporting and hindering factors are further explored, indicating that the young people indicate relationships as the main factor influencing their opportunities for successful completion in VET.
Conclusions, Expected Outcomes or FindingsA central issue concerning factors supporting and hindering successful completion in VET is connected to relationships. Across the four nations, the analyses of the young people’s accounts convey that relationships with family, with teachers and peers at school, and with supervisors and co-workers in the workplace, influence the experience of belonging, motivation, and self-esteem, indicating a direct impact on a student’s chance of completing VET. The analysis shows that the young people’s accounts may be understood as narratives on participation and non-participation. Following Florian, Black-Hawkins, and Rouse (2017), participation concerns all members of a school’s community. Furthermore, participation and barriers to participation are viewed as interconnected and ongoing processes, supporting or hindering educational achievement (Florian, Black-Hawkins, & Rouse, 2017a). Raising academic achievement for all students is concerned with responses to diversity, creating equitable opportunities to participate in the learning community, regardless of student background and characteristics (Florian, 2015). The analysis shows that experiencing barriers to participation in a school’s community – albeit primary, lower-secondary, or upper-secondary and VET – is detrimental to the young people’s sense of belonging, motivation and self-esteem, and a hindering factor for successful completion in VET. The analysis will be discussed within a social capital framework (Field, 2017) from the following perspectives: 1) Narratives on trust and confidence - A social capital framework, 2) Promoting participation – Building inclusive social infrastructures. The discussion will pursuit the argument that VET’s development of students’ social capital may provide a factor stimulating resilience in students, so that they «get on and get ahead through the connections they have with other people» (Allan & Persson, 2020, p. 153).
ReferencesAinscow, M. (2020). Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7-16. doi:10.1080/20020317.2020.1729587
Albæk, K., Asplund, R., Barth, E., Lindahl, L., von Simson, K., & Vanhala, P. (2015). Youth unemployment and inactivity. A comparison of school-to-work transistions and labour market outcomes in four Nordic countries. In TemaNord 548: Copenhagen: Nordic Council of Ministers.
Allan, J. (2009). Provocations. Putting Philosophy to Work on Inclusion. In K. Quinlivian, R. Boyask, & B. Kaur (Eds.), Educational Enactments in a Globalised World. Intercultural Conversations. Rotterdam: Sense Publishers.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi:10.1191/1478088706qp063oa
European Anti-Poverty Network (EAPN). (2020). Leaving Nobody Behind. Prevention andf Reduction of Poverty and Social Exclusion through Education, Vocational Training and Lifelong Learning.
Field, J. (2017). Social Capital (Vol. 3rd edn.). London: Routledge.
Florian, L. (2015). Inclusive Pedagogy: A transformative approach to individual differences but can it help reduce educational inequalities? Scottish Educational Review, 47(1), 5-14.
Florian, L., Black-Hawkins, K., & Rouse, M. (2017a). Achievement and Inclusion in Schools (2nd ed.). London: Routledge.
Florian, L., Black-Hawkins, K., & Rouse, M. (2017b). Examining the relationship between achievement and inclusion: the Framework for Participation. In L. Florian, K. Black-Hawkins, & M. Rouse (Eds.), Achievement and Inclusion in Schools (pp. 48-55). London, UK & New York, NY: Routledge.
Nilsson, A. (2010). Vocational education and training – an engine for economic growth and a vehicle for social inclusion? International Journal of Training and Development, 14(4), 251-272.
Sammons, P., Toth, K., & Sylva, K. (2015). Subject to Background: What Promotes Better Achievement for Bright but Disadvantaged Students? London: The Sutton Trust.
Säljö, R. (2016). Læring - En introduksjon til perspektiver og metaforer [Learning - An introduction to perspectives and metaphors]. Oslo: Cappelen Damm.
02. Vocational Education and Training (VETNET)
Paper
Analysis of Student Engagement in VET in the region of Valencia (Spain)
Almudena A. Navas Saurin, Míriam Abiétar, Joan Carles Bernad, Ana Córdoba, Elena Gimenez, Esperanza Meri
University of Valencia, Spain
Presenting Author: Navas Saurin, Almudena A.
One of the most critical indicators of the Spanish educational system is the Early School Leaving (ESL) rate, which refers to the percentage of the population aged 18 to 24 who have not completed any post-compulsory secondary education and are not following any type of training. In fact, while the European rate is 9,7%, the Spanish one is 13.3% (Spanish Ministry of Education and Vocational Training, 2022). In view of this situation, the fight against ESL is one of the strategic objectives of the European framework for Education and Training ET2020.
In this context, in recent years significant attention is being paid to the study of student engagement, i.e. the commitment with the educational process from various levels and structures (Reschly and Christenson, 2012; Fredricks, Reschly and Christenson, 2019), due to its relevance for understanding the diversity of students’ pathways. Specifically, research on engagement allows us to deepen the study of the phenomena of absenteeism, failure and ESL. Although school disengagement is developing n primary school, it is in secondary school when it becomes more visible and also when it begins to generate difficulties in classroom management (González González & Cutanda López, 2015; Salvà-Mut, Oliver-Trobat & Comas-Forgas, 2014). It is a gradual process of disengagement to learning and school life that progressively distances students from a positive educational experience, and in which factors of different nature come into play (Rumberger, 2011).
In this context students do not constitute a homogeneous group, although they share socioeconomic, family, cultural and academic factors considered as 'risk factors'. In a review on the state of the matter, González González (2017), points out that the students’ heterogeneity is evident and that this entails different types of measures and supports. On the other hand, the research of Ramos-Díaz, Rodríguez-Fernández, Fernández-Zabala and Zuazagoitia (2016) concludes that family and peer support activate the general self-concept as a mediating variable, which in turn directly influences on school involvement, along with the influence of teacher and family support (p.349). The results of this study reveal the important mediating role of general self-concept in the indirect influence of social support on school involvement.
Thirdly, it is also interesting to emphasize that the analysis of school engagement is sometimes reduced to measuring good school behavior, while less observable variables such as cognitive or emotional ones are ignored. The research of Aina Tarabini and her team (Curran, 2017; Tarabini, Curran, Montes, & Parcerisa, 2019) suggests focusing on these three dimensions and studying them jointly in order to have a global look that can provide relevant information. Their work points out that the 'center effect' acts on (dis)engagement and it concludes that both the social composition and the mechanisms of attention to diversity influence this process. Therefore, we should take into account that the type of dynamics of work established in the centers can be decisive in terms of engagement.
Under this theoretical framework, this communication proposal is framed in a study that has been developed in the region of Valencia (Spain) in the framework of a state research, with continuity at the regional level, whose main objective is the analysis of VET students’ pathways.
Methodology, Methods, Research Instruments or Sources UsedThis presentation is based on the main results obtained in the research "Itinerarios de éxito y abandono en la Formación Profesional del sistema educativo de nivel 1 y 2" (EDU2013-42854- R), led by the research group Educació i Ciutadania, of the Universitat de les Illes Balears (Spain), whose objectives were to obtain new knowledge on the phenomenon of school dropout in VET; as well as the development of action proposals aimed at the prevention, intervention and remediation of this dropout. In Valencia, the research had continuity through the autonomous project "Itinerarios de éxito y abandono en Formación Profesional de nivel 1y 2 del sistema educacitivo de la provincia de Valencia” (Itineraries of success and dropout in Vocational Training level 1 and 2 of the educational system of the region of Valencia), funded by the Conselleria d'Educació, Investigació, Cultura i Esport de la Generalitat Valenciana (GV/2018/038).
The research we present, developed in the region of Valencia, consisted of two main methods developed for three years:
-Statistical data analysis and representation in maps of enrollment in VET level 1 and 2. The data with which we started the project correspond to the academic year 2016-17.
- Longitudinal study with questionnaires over three years starting in 2016-17 and in 2018-19.
In Basic VET, according to official data, the population of our study was 5,288 students enrolled in the first year for the 2016-2017 academic year. The optimal sample design, with a confidence level of 95% and a sampling error of 3%, indicated that a total of 894 questionnaires had to be obtained. In total, 737 questionnaires were collected, which means an actual sample error of 3.35%.
In Intermediate VET, according to official data, the population of our study was 21,246 students enrolled in the first year for the 2016-2017 academic year. The optimal sample design, with a confidence level of 95% and a sampling error of 3%, indicated that a total of 1,028 questionnaires had to be obtained. In total, 1,240 questionnaires were collected, which means a real sample error of 2.27%.
Under this theoretical framework, the communication proposal is framed in a study that has been developed in the region of Valencia (Spain) in the framework of a state research with continuity at the regional level whose main objective is the analysis of the itineraries of VET students.
Conclusions, Expected Outcomes or FindingsFor clarity of exposition, the results of each of the three dimensions of engagement are presented separately.
- Behavioral and academic dimension:
At the behavioral and academic level, some significant differences to be highlighted appear: on the one hand, the Intermediate VET students manifest greater school effort. On the other hand, Basic VET students are perceived as significantly more undisciplined and participate more actively in extracurricular activities at school. With regard to their participation in leisure and free time activities outside the educational center, there are no significant differences between both groups.
- Emotional dimension
At the emotional level, significant differences appear: Intermediate VET students perceive themselves to have a higher level of relationship with both teachers and classmates. However, in relation to perceived parental commitment, Basic VET students have significantly higher scores. Finally, neither group shows significant differences in terms of perceived family support.
- Cognitive dimension
Intermediate VET students present significantly higher scores in all the subdimensions, as well as in the overall score of this dimension. Thus, this group perceive themselves as having greater control and relevance in school work, as well as greater future aspirations, achievements and expectations of professional results. They also perceive themselves as more motivated towards their studies and more identified with the profession they are learning.
Finally, it is important to emphasize that there is a lack of empirical research on VET students’ engagement. This field should be developed further with meta-analysis, which would allow us to transcend local contexts. In addition, future research should include teachers' perceptions and reflections on their pedagogical practice to deepen the knowledge of these contexts.
ReferencesCurran, M. (2017). ¿Qué lleva a los jóvenes a dejar los estudios?: explorando los procesos de (des)vinculación escolar desde una perspectiva de clase y género. (Tesis de doctorado). Universitat Autònoma de Barcelona, Barcelona. Recuperado de: https://ddd.uab.cat/pub/tesis/2017/hdl_10803_405662/mcf1de1.pdf
Fredricks, J. A., Reschly, A. L. y Christenson, S. L. (Eds.). (2019). Handbook of student engagement interventions: working with disengaged students. Academic Press.
González González, Mª T. y Cutanda López, Mª T. (2015). La formación del profesorado y la implicación (engagement) de los alumnos en su aprendizaje. Teacher training and engagement of the students in their learning. Revista Iberoamericana de Educación / Revista Ibero-americana de Educação,69(2), 9-24.
González González, Mª T. (2017). Desenganche y abandono escolar, y medidas de re-enganche: algunas consideraciones. Profesorado, revista de currículum y formación del profesorado,21(4).
Ministerio de Educación y Formación Profesional (2022). Sistema estatal de indicadores de la educación. Edición 2022. Recuperado de: https://www.educacionyfp.gob.es/dam/jcr:afaf513f-0cec-4e99-a05a-e2b222d0493f/seie-2022.pdf
Ramos-Díaz, E., Rodríguez-Fernández, A., Fernández-Zabala, A., Revuelta, L. y Zuazagoitia, A. (2016). Apoyo social percibido, autoconcepto e implicación escolar de estudiantes adolescentes. Revista de psicodidáctica, 21(2), 339-356. doi: 10.1387/RevPsicodidact.14848
Reschly, A. L. y Christenson, S. L. (2012). Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the EngagementConstruct. En S. L. Christenson, A. L. Reschly y C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 3-20). New York: Springer.
Rumberger, R.W. (2011). Dropping out. Why students drop out of high school and what can be done about it.Harvard University press. doi: 10.4159/harvard.9780674063167
Tarabini, A.; Curran, M.; Montes, A. y Parcerisa, Ll. (2019). Can educational engagement prevent Early School Leaving? Unpacking the school’s effect on educational success. Educational Studies, 45(2), 226-241. doi: 10.1080/03055698.2018.1446327
02. Vocational Education and Training (VETNET)
Paper
Lived Experience of Youth in VET: "I Stopped Focusing The Past and Started Living the Present to Reach the Future"
Nofar Eini, Avihu Shoshana
University of Haifa, Israel
Presenting Author: Eini, Nofar;
Shoshana, Avihu
This study examines the lived experiences of vocational education students through 30 semi-structured in-depth interviews with students from vocational schools in Israel. Vocational schools in Israel tend to be populated by students of lower socioeconomic status (SES) and stigmatized ethnic groups who have failed academically in academic education frameworks (Eini, et al., 2022).
Despite the pedagogical diversity in vocational education, many countries share common characteristics. Firstly, most students come from a low-SES background, their parents are not highly educated, and they are members of minority groups (Chong, 2014; Ling, 2015; on the link between ethnicity and vocational school education, see Avis et al., 2017.) Second, vocational education graduates are characterized by low social status and low pay, which, in turn, produces an inferior public image of them (Down et al., 2019). A comprehensive European survey showed that the public views vocational education as mostly offering non-prestigious professions (Spruyt et al., 2015). Another comprehensive study conducted in Europe and Israel found that the learning environment in vocational education is typified by outdated learning methods, both in content and in teaching methods (Bartlett et al., 2014).
Some studies described that the social image of vocational education students is of academically failing students and "at-risk youth" (Ling, 2015). The existing stigma views vocational education as failure spaces, last chance, schools designated for disadvantaged groups in society. Similar findings have been described in various countries such as China (Ling, 2015), Denmark (Juul & Byskov, 2020), England (Avis et al., 2017), Cambodia (Miller, 2020), Singapore (Chong, 2014), and Israel (Eini et al., 2022). Congruently, the OECD published a report in 2018 called Apprenticeship and Vocational Education and Training in Israel. It found vocational training in Israel to be at an inferior level. The offered vocational fields are characterized by low salaries and status, and vocational education graduates do not see their vocational certificates benefiting them in the job market. This report also revealed no advantage to vocational education graduates over those with similar characteristics who did not possess a vocational certificate.
In light of the noted characterizations and perceptions regarding vocational education students, it becomes crucial to ascertain their life experiences in their own words. However, only few studies have examined this among student samples. These studies have focused mostly on life experiences relating to the school-to-work transition (Pantea, 2020). Among these findings are those that have shown that students relate to their life experiences in terms of a "jungle" where they are required to navigate independently and seek vocational training through personal relationships (Tanggaard, 2013).
Youths in Swedish vocational education schools reported a sense of exclusion in training, manifested in a lack of interaction with the employees at the training facility and a lack of space for their opinions to be heard. At the same time, the students felt that the training helped them feel confident in their ability to perform tasks (Rönnlund & Rosvall, 2021). Similarly, in a Chinese study, the interviewed youths reported feeling exploited when placed in jobs that addressed the needs of the workplace rather than in tasks related to their studies (Pun & Koo 2019).
A Cambodian study found that youth who think and view the world independently are inclined to consider vocational education studies as an empowering force that enables freedom and facilitates their realizing individualistic values like achieving economic independence (Miller, 2020). The ability to work is a key motivating force to persevere in fulfilling these two values––financial independence and providing for the family––despite the tension between them (Pantea, 2020).
Methodology, Methods, Research Instruments or Sources UsedThis qualitative study is based on in-depth interviews with 30 adolescents (16 boys and 14 girls) studying in vocational schools located in low-SES cities in Israel (referred to as development towns) located in Israel's geographical-social periphery (Eini et al., 2022). We selected these cities as the bulk of vocational schools is located in these towns.
The interviewees ranged in age from 15–18, with a median age of 17. Most (25) of the interviewees were the third generation of Jewish families who had emigrated from Arab countries (Mizrahim in Hebrew). Among the participants were two girls whose parents emigrated from Ethiopia, two youths whose parents emigrated from the Former Soviet Union, and one boy whose parents emigrated from Romania. Twelve of the interviewees were enrolled in hairstyling and cosmetics tracks. Five of the students studied the following subjects: warehouse management, kitchen occupations, and auto mechanics. Two students studied graphic design, and one studied CNC (technical drawing). 25 interviewees were in the 11th and 12th grades, and five were in the 10th.
All the participants' parents were employed in blue-collar occupations as salaried employees or self-employed. Among the self-employed parents, renovation contracting was the most common profession; among the salaried employees, most fathers worked in local factories, and most mothers worked in cleaning.
The interviewees were recruited through school principals and counselors, personal contacts, and a snowball technique (where we requested each interviewee to refer us to additional students). The interviews lasted between 1.5–2 hours, with all interviews recorded and transcribed. The semi-structured interview comprised several sections: general introductory questions; describing the schools they attended and their school experiences; the decision to transfer to a vocational school; training; and work.
All youths signed informed consent forms, and minors were given informed consent forms for their parents' signature. The study was approved by the ethics committee of the University and the Ministry of Labor and Welfare.
This study used an Interpretive Phenomenological Analysis (IPA; Larkin, Shaw, & Flowers, 2019) to help understand the meaning of being in the world by studying everyday experiences and understanding their meaning. Following IPA, several free transcript readings were conducted to understand the lived experiences of vocational education students. As part of the process, several themes were identified; these were scaled down until key themes were determined. MAXQDA software was used to organize and analyze the data.
Conclusions, Expected Outcomes or FindingsThe key findings indicate that the youths' lives are characterized by multiple experiences of exclusion, both before their enrollment in vocational education schools and during their time there. First, in their previous academic schools, they felt ignored, humiliated, labeled as pathological, failures, and “bad kids,” and heard from faculty that nothing would come of them. They further reported an attitude characterized by accusation, punishment, and a lack of opportunities to make their voices heard.
An additional finding relates to the passivity, despair, and suspicion felt by the youths who were left to cope on their own with various systems in which adults who were meant to protect them did not do so, even violating their rights. The absence of significant adults to believe in them has caused them to feel frustration, despair, and voicelessness, which have been described as key characteristics of life under exclusion (Michael et al., 2015)
Another term of exclusion, insufficiently discussed in the research literature, is "working students." Of the 30 interviewees, 25 were engaged in an intensive work schedule (more than 20 weekly hours) to support themselves or help their family financially. The findings reveal that students are exploited and their rights violated due to their being minors and lacking the protection of adults.
Another key research finding identified the coping strategies of youth under exclusion, including framing these experiences as opportunities to learn about the real world and focus on the present to establish a sense of success and competence. Though the transition to vocational education was characterized as a space of exclusion, the youths reported disengaging from the negative images that were part of their experience in academic education and working to build a positive, successful self.
ReferencesAvis, J., Orr, K., & Warmington, P. (2017). Race and vocational education and training in England. Journal of Vocational Education & Training, 69(3), 292-310.
Bartlett, W., Gordon, C., Cino-Pagliarello, M. and Milio, S. (2014). South Eastern Europe, Israel and Turkey: Trends, Perspectives and Challenges in Strengthening Vocational Education for Social Inclusion and Social Cohesion. Torino: European Training Foundation.
Chong, T. (2014). Vocational education in Singapore: Meritocracy and hidden narratives. Discourse: Studies in the Cultural Politics of Education, 35(5), 637-648.
Down, B., Smyth, J., & Robinson, J. (2019). Problematising vocational education and training in schools: using student narratives to interrupt neoliberal ideology. Critical Studies Education, 60(4), 443-461.
Eini, N., Strier R., & Shoshana A. (2022): "Design my everyday life, my tomorrow, my future, on my own, without anyone helping me”: Future Orientation Among Vocational Education Students in Israel, Journal of Vocational Education & Training.
DOI:10.1080/13636820.2022.2156914
Juul, I., & Byskov, L. H. (2020). To be or not to be a hairdresser type? Journal of Vocational Education & Training, 72(3), 315-332.
Larkin, M., Shaw, R., & Flowers, P. (2019). Multiperspectival designs and processes in interpretative phenomenological analysis research. Qualitative Research in Psychology, 16(2), 182-198.
Ling, M. (2015). "Bad students go to vocational schools!": Education, social reproduction and migrant youth in urban China. The China Journal, 73, 108-131.
Michael, K., Solenko, L., and Karnieli-Miller, A. (2015). The perspective of at-risk youth on significant events in their lives. Society and Welfare, LH (4), 562-537. [Hebrew]
Miller, A. (2020). Development through vocational education. The lived experiences of young people at a vocational education training restaurant in Siem Reap, Cambodia. Heliyon, 6(12).
Pantea, M. C. (2020) Perceived reasons for pursuing vocational education and training among young people in Romania. Journal of Vocational Education &Training, 72(1), 136-156.
Pun, N., & Koo, A. (2019). Double contradiction of schooling: Class reproduction and working-class agency at vocational schools in China. British Journal of Sociology of Education, 40(1), 50-64.
Rönnlund, M., & Rosvall, P. Å. (2021). Vocational students' experiences of power relations during periods of workplace learning–a means for citizenship learning. Journal of Education and Work, 34(4), 558-571.
Spruyt, B., Van Droogenbroeck, F., & Kavadias, D. (2015). Educational tracking and sense of futility: A matter of stigma consciousness? Oxford Review of Education, 41(6), 747-765.
Tanggaard, L. (2013). An exploration of students' own explanations about dropout in vocational education in a Danish context. Journal of Vocational Education & Training, 65(3), 422-439.
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