99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Contributions and Possible Influences of Industrial Education on Current Vocational Education Policy in Portugal
Richelme Da Silva Costa, Carlinda Leite, Angélica Monteiro
CIIE, Porto University, Portugal
Presenting Author: Da Silva Costa, Richelme
Vocational schools in Portugal began their activities in 1989, but other forms of education influenced the impact of the creation of the current configuration to varying degrees. According to Martinho (2006), industrial education made it possible to rethink the education system in Portugal, firstly to bring the country into line with European educational standards and then to enable it to train staff who were essential to an industrial society with an impact on economic development. The industrial schools fulfilled the mission of training technical staff for the industries, also enabling the qualification of some young people who, for economic reasons, had to access the labour market without long academic training. Despite these advantages, they experienced the contradiction of being a less prestigious form of education than high school, which is why, after 25 April 1974, they were challenged and reconfigured (Alves, 2000; Pascoal, 2002; Afecto, 2022). Considering the latest study carried out by Costa, Leite & Monteiro (2023), one of the findings revealed that industrial education had a major influence on the creation of vocational schools, but in a more inclusive, better distributed, and less discriminatory way (Azevedo, 2008). Based on this background, the aim of this research is to understand the contributions that industrial education advocated and transferred to the current vocational education policy and the possible influences that this modality had during the molding of the policy to create vocational schools (Portugal, 1989). The study also aims to investigate other aspects from a historical point of view, namely issues related to the negative social image commonly associated with vocational education, and whether it has its origins in industrial schools. The main theoretical references mobilized for the study arise, as previously highlighted, from the very nature of the problem, the objectives and research questions, as well as the researcher's own epistemological positioning. The context of the investigation, in this case professional schools (PE) and vocational education in other educational institutions, was based on texts by Azevedo (2008; 2017), Doroftei (2020) and Barbosa (2023), which allowed justifying the interest of the study and understand the locus of the research as well as guide the possible theoretical framework. The analysis of this research is based on the perspective of the Whole School Approach (WSA), we use the Reference Framework of Skills for Democratic Culture, volume 3, published by the European Council (2018c), Alves & Varela (2012), Dewey (1976, 1997), Freire (1987), Rosvall & Nylund (2022) and Branco (2014). The theoretical framework defined for the analysis in the study also draws on the conceptual framework of Young (2010) and Baker et al. (2009) on issues of equality, including equity in access to education, considering this as “indispensable for the full exercise of capabilities, choices and freedoms in an information age” and for the “exercise of global citizenship”. The challenge stands out as equal access to educational paths (Lappalainen, Nylund, & Rosvall, 2019), maintenance in these respective paths and possibilities of continuity in the next path (job market; higher education; others). To what refer to Social Justice, the framework mobilises the concepts of Fraser (2002), as it links two dimensions of the social order, the dimension of distribution and the dimension of recognition, a situation reaffirmed by Sampaio & Leite (2016) when refer to teaching and learning in their democratic dimension, with the challenge being fair distribution.
Methodology, Methods, Research Instruments or Sources UsedIn methodological terms, the research design is configured as a case study of a descriptive and interpretative nature (Yin, 2018). To answer the research questions of the present study, we will use a documentary analysis and an exploratory interview. The literature review carried out within the general scope of the doctoral program allowed us to improve the theoretical framework and specify the main areas to explore and helped us identify the main influences of Industrial Education for the current configuration of current vocational education in the Portuguese context. Among the documents analysed are the archives of Portuguese industrial schools, however, the main source of information were archives of industrial schools that are available for public consultation, in this case the northern region of the country. The procedure was complemented with an exploratory interview with a privileged interlocutor. The research was carried out from February to December 2023. The theoretical framework served as a basis for both the design of the research instruments and the analysis of the data collected. The approach used in this study allowed, in general, the identification of contributions and trends of industrial education in current vocational education. The data was analysed using NVivo software.
Conclusions, Expected Outcomes or FindingsThe results of the study are expected to broaden the discussion in the academic community about vocational education, identifying the “baggage” that passed from industrial education to vocational education in Portugal. It is also intended to bring to the debate different points of view regarding the “success” and sustainability of the current policy, giving special focus to issues related to social resistance which, according to Doroftei (2020), remains in educational ecosystems. Considering that the study is ongoing, we highlight the following preliminary results: from a positive point of view, industrial education enabled technological inclusion (currently digital inclusion); the modernization and adaptation of buildings with updated equipment and resources; encouraged the use of spaces dedicated to the acquisition of knowledge (schools) to disseminate skills that went beyond theory (practical component); enabled coordination between schools and local businesses; set a precedent for the recognition of several professions that are currently present in Portugal's National Qualifications Catalogue (CNQ). From a negative point of view: we highlight the fact that Industrial Schools were created only to professionalise, depriving these students of the possibility of pursuing higher education studies, leaving them linked only to operational activities; the majority of industrial education students came from lower social classes, namely males; the courses were mostly exclusive to men and contained sexist terms such as “need for physical strength” in their requirements; exclusively technical and practical curricula; the articulation of companies and factories with industrial schools was focused on profit through the “free” training of qualified labour; lack of subjects for the development of psychosocial skills in the common curriculum; concern with governmental status within European frameworks and not with students' personal development and community involvement/empowerment.
ReferencesAfecto, Maria Carlota Pontes (2022). O contributo das Escolas Industriais no desenvolvimento regional: Um estudo de caso. Dissertação de Mestrado. Escola de Engenharia da Universidade do Minho. https://repositorium.sdum.uminho.pt/bitstream/1822/83349/1/Disserta%C3%A7%C3%A3o_Carlota%20Afecto.pdf
Alves, Luís Alberto Marques (2000). O arranque do ensino industrial no Porto (1884-1910). Revista da Faculdade de Letras, História, 3, v. 1, 67-81.
Azevedo, Joaquim (2018). Relançar o ensino profissional, trinta anos depois. ELO 25 - Revista do Centro de Formação Francisco de Holanda, 25, 125-141. http://hdl.handle.net/10400.14/25674
Costa, Richelme, Leite, Carlinda, & Monteiro, Angélica. (2023). Ensino profissional em Portugal: motivações e desafios da conceção à atualidade. E-book IV Seminário Internacional CAFTE / XIV EIFORPECS, Porto (no prelo).
Doroftei, Alexandra (2020). Cursos de aprendizagem e equidade no campo educativo: um estudo sobre representações, reconhecimento e imagem social do ensino profissionalizante de jovens em Portugal. Tese de Doutoramento. Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto. https://repositorio-aberto.up.pt/bitstream/10216/127812/2/407228.pdf
Lappalainen, Sirpa, Mattias Nylund, and Per-Åke Rosvall. 2019. Imagining Societies through Discourses on Educational Equality. European Educational Research Journal, 18 (3), 335–354. doi:10.1177/1474904118814140
Martinho, António Manuel Matoso (2006). A criação do ensino industrial em Portugal. Máthesis, 15, 53-81.
Pascoal, Augusto (2002). Evolução do ensino profissionalizante: alguns contributos. OBSERVARE - Janus, 2002, 1-7. https://repositorio.ual.pt/handle/11144/1821
Rosvall, Per-Åke & Nylund, Mattia (2022). Civic education in VET: concepts for a professional language in VET teaching and VET teacher education. Journal of Vocational Education & Training, may, 2022. DOI: 10.1080/13636820.2022.2075436
Portugal. (1989). Decreto-Lei n.º 26/1989, de 21 de janeiro - Cria Escolas e Cursos Profissionais. Diário da República, 1.ª série - n.º 18. Ministério da Educação.
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Generic Skills in Relation to Final-Stage Undergraduate Students’ Socioeconomic Background
Kaisa Silvennoinen1, Heidi Hyytinen2, Miika Marttunen1, Kari Nissinen1, Jani Ursin1
1University of Jyväskylä, Finland; 2University of Eastern Finland, Finland
Presenting Author: Silvennoinen, Kaisa
Theoretical framework. Generic skills have attracted widespread interest in research. They have been conceptualized and operationalized in various ways, however, in this study generic skills are understood as a broad set of higher-order thinking skills such as communication, problem-solving, and critical thinking skills needed by citizens of 21st century in all professional fields (Tuononen et al., 2022). In the higher education context, generic skills have been considered as central skills for students, for example, in terms of success in both studies and working life after graduation (e.g., Tuononen et al., 2019). It has also been noted that generic skills are brought up as one of the key learning goals in various policy documents regarding higher education (Strijbos et al., 2015; Tuononen et al., 2022). Thus, assessment of higher education students’ generic skills has been increasingly emphasized internationally, for example by such organizations as the OECD (see e.g., Van Damme, 2022). In summary, it can be stated that alongside domain-specific skills higher education is expected to produce universally needed generic skills for its students.
Despite the above, several studies have found that there is remarkable variation in higher education students’ generic skills (e.g., Evens et al., 2013; Hyytinen, 2015; Ursin et al., 2021). The socioeconomic background of students has been found to be one of the factors explaining this variation among first-year undergraduate students (Kleemola et al., 2022). From the point of view of educational (in)equality, it is worth considering if socioeconomic background is reflected in learning outcomes, such as generic skills, even in higher education. However, there is still relatively little information on the topic at the level of higher education, especially regarding students at the final stage of their undergraduate studies. Previous studies on the generic skills of higher education students have often focused on first-year students (e.g., Evens et al., 2013; Kleemola, 2023; van der Zanden et al., 2019). Additionally, more research is needed on the extent to which socioeconomic background is associated with the generic skills of students in different higher education sectors. In the Finnish context, previous research has, for example, shown that there are differences in the mastery of generic skills between students from universities and universities of applied sciences (UASs). This can partly be explained by the different educational and socioeconomic backgrounds of the students representing these two higher education sectors (Ursin et al., 2021).
Objectives. Since the assumption and universal goal is that students achieve certain generic skills in higher education, it is important to investigate in more detail which factors explain the variation of generic skills between the individual students. The aim of this study is to explore associations of Finnish final-stage undergraduate students’ generic skills with their socioeconomic background. In particular, the study aims to examine the extent to which socioeconomic factors explain the differences in generic skills between students from two higher education sectors. In this study, we focus on specific three generic skills that students are expected to learn during their higher education studies: analysis and problem-solving (i.e., the ability to utilize, analyze, and evaluate the information provided and the ability to reach a conclusion), writing effectiveness (i.e., the ability to elaborate and to provide arguments that are well-constructed and logical), and writing mechanics (i.e., the ability to produce a well-structured text).
Methodology, Methods, Research Instruments or Sources UsedContext
In 2024, the Finnish higher education system consists of 24 universities of applied sciences and 14 universities. They differ in their basic tasks so that universities are focused on conducting scientific research and providing research-based education, while universities of applied sciences in turn provide practical education that aims to meet the needs of working life and regional development. In the Finnish education system, it is possible to enter higher education through several different routes, either through general upper secondary education or vocational upper secondary education.
Instrument
In this study a performance-based assessment called Collegiate Learning Assessment (CLA+) International was used to measure higher education students’ generic skills. The CLA+ is an US-based test instrument that consists of an open-ended performance task (PT), a section of selected-response questions (SRQs), and a background information survey which includes, among other things, questions regarding students’ socioeconomic background (Zahner et al., 2022). The CLA+ measures especially higher education students’ analysis and problem-solving, argumentation, and written communication skills. Both the PT and SRQs were based on different source materials which the students were required to utilize in solving the tasks and to support their responses. Such performance-based assessments as the CLA+ International enable evidence-based way to capture students’ real skills compared to, for example, self-assessments through which information can only be obtained indirectly (Tuononen et al., 2022). The instrument was translated and adapted into Finnish and Swedish which are the two official languages of Finland. International Test Commission’s (ITC) guidelines for translating and adapting test instruments were followed throughout the adaptation process (see Ursin et al., 2021, 2022).
Participants, data collection, and analysis
The participants (n = 800) were final-stage Bachelor-level (third year) students from eleven universities and seven UASs in Finland. The data were collected between 2019 and 2020 as a part of a larger national research project (see Ursin et al., 2021). Testing was administered online, and a single test session lasted about for two hours in total. The participants were asked for a written consent to participate in the study. Participation was voluntary.
In this study, the scores received by the participating students from the CLA+ and self-reported information about socioeconomic background (parental education and the number of books at childhood home) will be used as variables in the analysis. Structural equation models (SEM) will be applied in examining the associations between students’ generic skills and indicators of socioeconomic background.
Conclusions, Expected Outcomes or FindingsSince the research is still in progress, only the expected results can be discussed here. Based on previous studies (e.g., Kleemola et al., 2022; Ursin et al., 2021), it is assumed that associations will be detected between higher education students’ generic skills and their socioeconomic background. This study aims to estimate magnitude of these associations as well as the role which different indicators of socioeconomic background play in explaining variation in generic skills between students. In addition to factors related to socioeconomic background, the effect of students’ prior education needs to be examined (see Kleemola et al., 2022). The results will be discussed in more detail from the perspectives of educational equality and higher education pedagogy. This study invites careful consideration how Finnish higher education could contribute to reducing socioeconomic disparities in generic skills. The need for longitudinal research to examine the associations between socioeconomic background and the development of generic skills will also be discussed.
ReferencesEvens, M., Verburgh, A., & Elen, J. (2013). Critical thinking in college freshmen: The impact of secondary and higher education. International Journal of Higher Education, 2(3), 139–151. http://dx.doi.org/10.5430/ijhe.v2n3p139
Hyytinen, H. (2015). Looking beyond the obvious : Theoretical, empirical and methodological insights into critical thinking [Doctoral dissertation, University of Helsinki]. University of Helsinki, Institute of Behavioural Sciences, Studies in Educational Sciences 260. http://urn.fi/URN:ISBN:978-951-51-0308-6
Kleemola, K. (2023). Variation in novice students’ critical thinking and argumentation : Transition to higher education is not a level playing field [Doctoral dissertation, University of Helsinki]. Helsinki Studies in Education, number 159. http://urn.fi/URN:ISBN:978-951-51-8941-7
Kleemola, K., Hyytinen, H., & Toom, A. (2022). Critical thinking and writing in transition to higher education in Finland: do prior academic performance and socioeconomic background matter? European Journal of Higher Education. https://doi.org/10.1080/21568235.2022.2075417
Strijbos, J., Engels, N., & Struyven, K. (2015). Criteria and standards of generic competences at bachelor degree level: A review study. Educational Research Review, 14, 18–32. https://doi.org/10.1016/j.edurev.2015.01.001
Tuononen, T., Hyytinen, H., Kleemola, K., Hailikari, T., Männikkö, I., & Toom, A. (2022). Systematic review of learning generic skills in higher education – Enhancing and impeding factors. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.885917
Tuononen, T., Parpala, A., & Lindblom-Ylänne, S. (2019). Graduates’ evaluations of usefulness of university education, and early career success – a longitudinal study of the transition to working life. Assessment & Evaluation in Higher Education, 44(4), 581–595. https://doi.org/10.1080/02602938.2018.1524000
Ursin, J., Hyytinen, H., & Silvennoinen, K. (Eds.). (2021). Assessment of undergraduate students' generic skills in Finland : Findings of the Kappas! project. Publications of the Ministry of Education and Culture 2021:31. http://urn.fi/URN:ISBN:978-952-263-901-1
Ursin, J., Hyytinen, H., Silvennoinen, K., & Toom. A. (2022). Linguistic, contextual, and experiential equivalence issues in the adaptation of a performance-based assessment of generic skills in higher education. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.885825
Van Damme, D. (2022). Do higher education students acquire the skills that matter? In D. Van Damme, & D. Zahner (Eds.), Does higher education teach students to think critically? (pp. 18–38). OECD Publishing. https://doi.org/10.1787/a44c9bad-en
van der Zanden, P., Denessen, E., Cillessen, A., & Meijer, P. (2019). Patterns of success: first-year student success in multiple domains. Studies in Higher Education, 44(11), 2081–2095. https://doi.org/10.1080/03075079.2018.1493097
Zahner, D., Dawber, T., & Rotholz, K. (2022). The Collegiate Learning Assessment – a performance-based assessment of generic skills. In D. Van Damme, & D. Zahner (Eds.), Does higher education teach students to think critically? (pp. 39–60). OECD Publishing. https://doi.org./10.1787/6c58ae81-en
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Redefining Internationalization: Reflections on the Transformation of Academic Work at Public Universities in Uzbekistan
Sherzod Khaydarov
The University of Edinburgh, the UK
Presenting Author: Khaydarov, Sherzod
Research in higher education (HE) has become a centre of attention for the creation of new knowledge and its dissemination as well as for its effectiveness for higher education institutions (HEIs) and contribution to societal progress (Altbach, 2013). Nevertheless, in the modern world research development is seen as a complex and multifaceted process. It requires comprehensive understanding of globalisation and internationalization trends, geopolitical circumstances, national and organisational conditions including individual aspects and cultural contexts when policymakers are involved in adopting specific reforms and making transformations in HE. It is especially important for developing countries in which universities are seen traditionally as places of teaching, training, and service (Altbach, 2009). Yet with increasing competition among HEIs globally and regionalally, the emphasis on integrating research development and knowledge production at universities intensified.
In the context of Uzbekistan, national research policies play an instrumental role in shaping the research landscape of the country because HEIs are centrally controlled by the government (Ruziev & Burkhanov, 2018). Yet, over the years the HE sector witnessed the erosion of physical infrastructure and human capital because of decades of neglect and underinvestment after the country gained independence in 1991 (Ruziev & Mamasolieva, 2022). Driven by a common belief that economic growth is highly influenced by a nation’s ability to compete in the global knowledge economy (Lane, 2012), the government of Uzbekistan also started to develop research capacity of HEIs and make investments in research infrastructure with an ambitious plan of establishing an education hub in Central Asia by 2030 and creating the foundation for so-called ‘‘The Third Renaissance Initiative’’ (President Decree No. 5847, 2019). In view of these developments, this research study focuses on the government’s initiatives since 2017, a turning point in the liberalization of many sectors, including HE. These initiatives aim to enhance research productivity, stimulate innovation, and drive economic growth within the country and encourage university academics in their pursuit of research engagement and raising research productivity.
This research project aims to examine the effects of internationalization efforts in Uzbekistan, specifically regarding how academics produce research. The objective is to investigate various internationalization initiatives such as the introduction of research metrics and global rankings, international collaboration, academic mobility, and international publication, and how they influence the research landscape and orientation of HE in Uzbekistan. An important aspect of this study involves the changing boundaries of the academic work and profession in response to national research policies, including influences from the Soviet era, Western norms, and nation-building on academic practices. By exploring these aspects, the research aims to identify any shifts and tensions within the current academic environment, highlighting the challenges that need addressing to enhance research engagement at universities.
Using a qualitative research method, this study aims to gain insights into changes and continuities experienced by academics in Uzbekistan. The research addresses three main questions: 1) What are the main international trends observed in the higher education sector? 2) How are these internationalization agendas translated and adapted to the context of the strong Soviet legacy and current geopolitical tensions? 3) How do Uzbek academics experience the changing research landscape and what strategies do they adopt in planning and conducting their research and publications?
The study will utilize the sociology of quantification and Stephen Ball's (2004) performativity to expand understanding of changes and continuities in the current academic environment and to gain insights into how the quantification of performance (control by numbers) impact the behavior and practices of academics. The theoretical framework will aid in comprehending how internationalization trends are contextualized to accommodate the Soviet legacy and understand the mechanisms through which these changes occur.
Methodology, Methods, Research Instruments or Sources UsedThe research study utilizes a qualitative method to examine how academics participate in research endeavors in accordance with national research policies. The study involves in-depth semi-structured interviews (LeCompte & Preissle, 1993; ) mainly with academic staff as well as vice-rectors and/or deans for scientific and internationalization affairs (as data triangulation) to gain insights into how the Soviet legacy and internationalization efforts shape the research environment and transform the academic work of university staff. The sampling strategy for this study involves two steps: the selection of HEIs as research sites, and the selection of faculty members from the selected universities. The study uses a purposive sampling technique to select the HEIs. Specifically, the primary pool of HEIs consists of those recognized as 'public universities' by the government. This focus is justified by the fact that 'public universities' are research-oriented and have a broader specialization in various fields. The universities are chosen based on several criteria, including their research-intensive nature, their status as flagship or research universities, their diverse range of specializations (social sciences, natural sciences, humanities), and their establishment during the Soviet period.
The participants are recruited from the faculty members of four selected institutions located in two regions applying purposive (maximum variation strategy) and snowball sampling. Purposive sampling enables researchers to carefully select cases based on their judgement of typicality (Cohen, Manion & Morrison, 2017), while snowball sampling facilitates to access additional participants who meet the inclusion criteria through referrals (Cohen, Manion & Morrison, 2017). The maximum variation strategy of purposive sampling involves diverse cases in order to include various types across one or more dimensions in the research (Johnson & Christensen, 2019). Considering different backgrounds of academics, the study aims for variation in terms of gender, age, education background, academic discipline (humanities and social sciences), and institutional rank. This allows for a more comprehensive understanding of the challenges and tensions faced by academics across diverse contexts.
The interviews are conducted with 36 academic and administrative staff working at selected public universities. The study utilizes coding techniques (in the English language) to analyze the transcribed (in the Uzbek language) material employing the NVIVO software. The codes will then be organized into categories, enabling the development of new themes or the reinforcement of existing ones based on the inductive data (Miles and Huberman, 1994). Finally, the themes will be developed based on the interview questions.
Conclusions, Expected Outcomes or FindingsOverall, this research project aims to contribute to academic literature by extensively examining internationalization efforts in HE and the transformations of academic work in Uzbekistan. It provides a qualitative understanding of how Uzbek academics experience changing landscape and the strategies they adopt in planning and conducting their research and highlights the challenges that need to be addressed to enhance research engagement at universities in Uzbekistan. It also sheds light on topics related to quantification, performativity, and academic work that were previously little known or understudied in Uzbekistan. In terms of wider extent of knowledge, the study advances our understanding of higher education in Central Asia, an understudied region of the world that is strategically and geopolitically significant and at the nexus of influences from Europe, China, and Russia. Finally, the study provides valuable insights into how internationalization goals have shaped the current state of higher education in Central Asia as well as in Eastern Europe (the regions which share similar histories) to inform future policy decisions.
ReferencesAltbach, P. G. (2009). Peripheries and centers: Research universities in developing countries. Asia Pacific Education Review, 10, 15-27.
Altbach, P. G. (2013). Advancing the national and global knowledge economy: The role of research universities in developing countries. Studies in Higher Education, 38(3), 316-330.
Ball, S. (2004). Performativities and fabrications in the education economy: Towards the performative society. In The performing school (pp. 210-226). Routledge.
Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education. Routledge.
Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. Sage publications.
Lane, J. E. (2012). Higher education and economic competitiveness. In J. E. Lane & D. B. Johnstone (Eds.), Colleges and universities as economic drivers: Measuring higher education’s role in economic development (pp. 1–30). Albany: State University of New York Press.
LeCompte, M. D., Preissle, J., & Tesch, R. (1993). Ethnography and qualitative design in educational research. Academic Press.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
President Decree of the Republic of Uzbekistan No. 5847. (2019, October 8). On approval of the Concept of developing Higher Education system by 2030. https://lex.uz/docs/-4545884
Ruziev, K., & Burkhanov, U. (2018). Uzbekistan: Higher education reforms and the changing landscape since independence. In 25 Years of Transformations of Higher Education Systems in Post-Soviet Countries: Reform and Continuity, 435-459.
Ruziev, K., & Mamasolieva, M. (2022). Building University Research Capacity in Uzbekistan. In Building Research Capacity at Universities (pp. 285-303). Palgrave Macmillan, Cham.
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