This study explores the development and implementation of specific rubrics for the assessment of competencies in the practicum of the Master’s Degree in Compulsory Secondary education , Upper Secondary education , vocational Training, and Language Teaching (MCSE). Higher education programs, particularly in teacher training, including the Practicum of the MCSE, have generated a significant amount of written feedback to support competency assessment and professional development. Through an iterative collaborative process, assessment rubrics were developed and refined with twin focuses on the quality of students’ reports and their attitude during their practicums. The result is two rubrics that have better alignment of learning objectives and praxis and that can support more detailed and more objective assessment. Notably, the involvement of the tutoring team in the validation process was crucial in refining the competency of descriptors to provide comprehensive feedback and greater consistency of assessment. The involvement of tutors is essential, as they not only provide external perspectives that enrich the analysis of Practicum activities but also help clarify learning objectives and promote the development of students’ competencies. In this process of guidance and monitoring, rubrics stand out as effective tools for assessing acquired competencies, fostering teacher training that meets the contemporary needs of the educational environment. © 2025 Common Ground Research Networks. All rights reserved.
This study explores the development and implementation of specific rubrics for the assessment of competencies in the practicum of the Master’s Degree in Compulsory Secondary
education , Upper Secondary
education ,
Keywords:
Teacher training
Secondary education
competency assessment
practicum
Assessment Rubrics
0 Citations
10.18848/2327-7955/CGP/v32i02/23-45
Source:
International Journal of Training Research
(2025)
Australia faces significant challenges in securing a skilled workforce. A challenge particularly evident in the hospitality and food trades. This study investigates the workplace training curriculum of food trades apprentices in the state of Victoria. Utilising case studies and semi-structured interviews, the research evaluates the calibre of instruction provided to bakery apprentices in both workplace settings and vocational institutions. The analysis, grounded in Fuller and Unwin’s expansive/restrictive continuum (2003), yields two principal conclusions. First, the study reveals a conflict between operational productivity and on-the-job learning. Employers frequently prioritize business interests over apprentice development, potentially leading to disillusionment and attrition among trainees. Second, the findings demonstrate that a well-crafted training curriculum fosters a sense of vocational identity and belonging, enhancing apprentices’ commitment to their chosen field. This research offers valuable insights into how stakeholders can collaborate to improve apprenticeship completion rates and cultivate a stronger sense of vocation within workplace learners. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
Australia faces significant challenges in securing a skilled workforce. A challenge particularly evident in the hospitality and food trades. This study investigates the workplace training curriculum of food trades apprentices in the state of Victoria. Utilising case studies and semi-structured inter
…
Keywords:
Apprenticeship
workplace learning
curriculum
vocational identity
0 Citations
10.1080/14480220.2025.2483196
Source:
Journal of Psychology in Africa
(2025)
We explored the role of workplace learning and mentoring in the relationship between future work self and career calling among students. The nationwide sample comprised 741 Science and Engineering students from six higher vocational colleges in China (female = 46.56%; mean age = 19.23 years, SD = 1.05 years). The students completed the Future Work Self Scale, the Internship-Related Learning Outcomes Scale, the Mentoring Functions Questionnaire, and the Chinese Calling Scale. The future work self was significantly associated with higher career calling. Workplace learning played a partial mediating role between future work self and career calling among students, resulting in higher career calling. Mentoring played a moderating role in the process of workplace learning on career calling, and the interaction between mentoring and workplace learning strongly influenced career calling, with a higher mentoring making it stronger. These findings suggest a need for mentored workplace learning interventions to support career calling among college students. © 2025 Africa Scholarship Development Enterprize.
We explored the role of workplace learning and mentoring in the relationship between future work self and career calling among students. The nationwide sample comprised 741 Science and Engineering students from six higher vocational colleges in China (female = 4
…
Keywords:
Social cognitive career theory
intervention
higher vocational college students
moderated mediation model
perceiving a calling
1 Citations
10.1080/14330237.2024.2425455
Source:
Frontiers in Education
(2025)
This article explores the implementation and sustainability of innovative educational practices in a joint collaborative research project involving Estonia and Lithuania. Four interventions following the Educational Learning Lab approach were designed to counteract drop-out from vocational education and training for young people at risk of social exclusion. The study investigates the conditions for vocational teachers' knowledge appropriation leading to sustainable innovation in the empowerment of vulnerable students. Through applying the Knowledge Appropriation Model to the design of intervention cases, data collection and analyses, the article discusses how knowledge maturation, scaffolding, and appropriation practices emerged during the Educational Learning Labs. © © 2025 Väljataga, Ümarik, Loogma, Bentsalo, Daukilas, Kaminskiene, Vaitkute, Gedviliene and Tutlys.
This article explores the implementation and sustainability of innovative educational practices in a joint collaborative research project involving Estonia and Lithuania. Four interventions following the Educational Learning Lab approach were designed to counteract drop-out from
Keywords:
VET
intervention
Innovation adoption
educational learning lab
knowledge appropriation model
1 Citations
10.3389/feduc.2025.1422647
Source:
Nordisk Tidsskrift for Utdanning og Praksis
(2025)
In this article, we examine how students’ practice in the subject vocational specialisation is assessed, with a particular focus on the cooperation between teachers and supervisors. The subject was introduced in 2006 to give students in vocational programmes the opportunity for vocational specialisation already during the school-based part of their education , and to provide them with a good basis for choosing a trade for apprenticeship. Particularly in the second year of vocational education and training (VET), vocational specialisation is mainly carried out in working life, and the regulations state that assessment in the subject must be based on cooperation between teacher and supervisor in the company. The study was conducted in the sales and tourism field and is based on qualitative interviews with both vocational teachers and supervisors. Our analysis indicates that teachers’ presence at the workplace and supervisors’ assessment skills are of particular importance for the cooperation between schools and working life on the assessment of students’ practice. We conclude that there is potential to further develop cooperation between school and working life on assessment in vocational specialisation and discusses possible measures and suggestions for further research. ©2025 Ida Kristine Larsen & Evi Schmid.
In this article, we examine how students’ practice in the subject
vocational specialisation is assessed, with a particular focus on the cooperation between teachers and supervisors. The subject was introduced in 2006 to give students in
Keywords:
vocational education and trainingAssessment
cooperation
vocational specialisation
0 Citations
10.23865/up.v19.6696
Despite growing consensus around the need for a more holistic vision of development, realising the human development potential of educational interventions has proven a challenging task. This Forum grapples with how these tensions manifest in the international transfer of dual models of vocational education and Training (dVET) to low- and middle-income countries. While dVET has gained global currency, its developmental potential has been primarily framed in economic terms. Conversely, its alignment with human development remains an abstract possibility and is often not reflected in the policy design of dVET transfer attempts. Each contribution to this Forum probes a different facet of these tensions, exploring how dVET can be calibrated in different contexts to realise its human development potential. Taking a practice-led approach and featuring representatives from cooperation agencies, consultancy groups, and research organisations, this piece contributes to ongoing debates about the possibility of effectively integrating human development thinking into education policy. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Despite growing consensus around the need for a more holistic vision of development, realising the human development potential of educational interventions has proven a challenging task. This Forum grapples with how these tensions manifest in the international transfer of dual models of
Keywords:
dual VET
low- and middle-income countries
human development
international policy transfer
1 Citations
10.1080/03057925.2024.2309240
Source:
Lecture Notes in Networks and Systems
(2025)
Entrepreneurship education in Morocco has evolved beyond the classroom, becoming integral to national education policy. It now focuses on equipping students at all levels with entrepreneurial skills, emphasizing opportunity perception, idea generation, resource organization, and implementation rather than just business creation. The current work highlights the significant impact of non-formal education on entrepreneurial skill development. Given the role of university education in economic development and employment, the paper underscores the potential achievements in entrepreneurship education and the obstacles learners face, such as individual and situational factors and issues related to business ideas. A comprehensive program integrating self-efficacy and adaptive learning models is essential. Non-formal education , with its flexibility and practicality, fosters entrepreneurial skills through direct experience, practical skills, vocational training, internships, and case studies, enabling rapid adaptation to business changes. Additionally, we are using AI in order to offer personalized learning, data-driven insights, enhanced engagement, realistic simulations, predictive analytics, and optimized resource management. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.
Entrepreneurship education in Morocco has evolved beyond the classroom, becoming integral to national education policy. It now focuses on equipping students at all levels with entrepreneurial skills, emphasizing opportunity
…
Keywords:
Entrepreneurship education
Apprentices
'current
Federated learning
Skills development
Learning models
Adaptive learning
Contrastive Learning
Adversarial machine learning
Adaptive learning
education policiesAI
entrepreneurial skills
Entrepreneurial skills
Entrepreneurship education
Idea generation
non-formal education
Generation resources
Non-formal education
0 Citations
10.1007/978-3-031-86698-2_17
Source:
Journal of Hospitality and Tourism Education
(2025)
The COVID-19 pandemic has posed unprecedented challenges, significantly affecting economic development, the hospitality industry, and the educational sector. In Taiwan, internships are a mandatory component of Hospitality Management studies, offering students critical exposure to real-world environments. This study employs a qualitative case study approach to explore the experiences of hospitality students during their internships, particularly under alert level 3 of the pandemic. By integrating coping strategies into the analysis, the research provides insights into how students and organizations navigated through the crisis. Data were collected through online meetings and surveys with 67 undergraduate students, with 62 valid responses from the subsequent questionnaire survey. Content analysis and triangulation techniques were used to enhance research quality. The findings highlight the importance of prioritizing student safety and fostering resilience through internship programs. The study offers practical implications for educators, advocating for robust contingency planning and the integration of resilience-building strategies in hospitality education . © 2025 ICHRIE.
The COVID-19 pandemic has posed unprecedented challenges, significantly affecting economic development, the hospitality industry, and the educational sector. In Taiwan, internships are a mandatory component of Hospitality Management studies, offering students critical exposure to real-world environm
…
Keywords:
Experiential learning
coping strategies
COVID-19
vocational higher education Hospitality internship
0 Citations
10.1080/10963758.2025.2484186
Source:
Journal of Vocational Education and Training
(2025)
Online instructional videos have been presented as an efficient instructional method in workplace learning and vocational education and training (VET). Increasingly, public video-sharing sites like YouTube are used by firms, educators and learners to teach and learn about work practices, new work roles and skills. However, more knowledge is needed about what instructional videos exist and how they facilitate vocational learning. This article draws from online video research to explore vocational learning on YouTube for interactive service work. Focusing on connected service encounters in which transactions and customer service are intertwined through interaction with digital technologies, cashier work was used as the empirical case. With concepts from narrative and multimodal analysis, the theory of practice architectures was the framework for analysing 160 YouTube videos for cashier work. The article proposes a taxonomy of online instructional video types for VET and workplace learning comprising nine video types divided into two main categories: professional instructional videos and peer instructional videos (vlogs). It is found that transactions and customer service are instructed separately. Consequently, YouTube videos do not yet prepare learners for connected service encounters. Overall, the taxonomy can contribute to a more purposeful use of video in VET and workplace learning. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Online instructional videos have been presented as an efficient instructional method in workplace learning and vocational education and training (VET). Increasingly, public video-sharing sites like YouTube are used by firms,
…
Keywords:
vocational learningcashiers
connected service encounters
interactive service work
online instructional video types
YouTube
9 Citations
10.1080/13636820.2023.2180423
Source:
Journal of Vocational Education and Training
(2025)
More than half of the youth in upper-secondary education in Norway choose programmes in vocational education and training. There is a larger risk of marginalisation in VET than in other educational programmes. One challenge facing VET is the mismatch between students’ vocational education and the companies` need for apprenticeships. It is found that a great number of students lack apprenticeship after the second year in school, another matter of concern is the related risk of marginalisation connected to students’ social backgrounds. We explore how a local vocational education and training (VET) system in Norway addresses the risk of marginalisation. With a focus on marginalisation and Luhmann’s system theory lens, we understand that a local VET is divided into several more or less autopoietic subsystems which communicate different meanings regarding the risk of marginalisation. We investigate how marginalisation is addressed within different subsystems in VET, by using a case study that includes interviews with important stakeholders at an upper-secondary school, a training agency, and companies. The results from the case study reveal that different rationalities may lead to difficulties in constructing integration between education and the labour market. However, through communication, ideas can be translated and overbridge system differentiation and mutual communication regarding how marginalisation can be decreased. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
More than half of the youth in upper-secondary education in Norway choose programmes in vocational education and training. There is a larger risk of marginalisation in VET than in other
…
Keywords:
vocational education and trainingmarginalisation
organising
system
5 Citations
10.1080/13636820.2023.2255992
