The reasons for the interruption of vocational training in Estonian vocational schools

Beilmann, Mai; Espenberg, Kerly

doi:10.1080/13636820.2015.1117520

Cited by 13 publications

(14 citation statements)

References 27 publications

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“…Because many factors and experiences of the students contribute to dropping out over a long period (Lee & Burkam, 2003), it is hard to demonstrate a connection between any single factor and students' definitive decision to leave school. There are some studies related to dropping out from VET which are focused on engagement in studies (e.g., Nielsen, 2016;Niittylahti et al, 2019), reasons for interrupting the vocational education (Beilmann & Espenberg, 2016) or VET students' decision-making processes in relation to dropping out (Wahlgren, Aarkrog, Mariager-Anderson, Gottlieb & Larsen, 2018). However, there is a lack of qualitative studies on the different motivational sources behind low motivation that represent students' different ways of describing their commitment to their studies and factors decreasing or strengthening their motivation.…”

Section: Introductionmentioning

confidence: 99%

Motivational sources of practical nursing students at risk of dropping out from vocational education and training

Salmi

Vehkakoski

Aunola

et al. 2019

NJVET

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The aim of this study was to contribute to the understanding of the reasons for low or high academic motivation among practical nursing students at risk of dropping out from vocational education and training. The research data consisted of semi-structured interviews with 14 Finnish students, which were analysed by qualitative content analysis. The analysis identified six motivational sources. Two of these sources -Responsible agency and Completing out of necessity -were related to engagement in studying, whereas two other sources -Exhaustion from learning challenges and Tight-roping between competing responsibilities -were related to disengagement from studying. Emotional drive and Social orientation were ambivalent motivation sources, partly pushing towards engagement as well as to disengagement, depending on the circumstances. Overall, the complicated reasons for low or high motivation were found to be heterogeneous and, consequently, the ways to support students may also vary.

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Section: Introductionmentioning

confidence: 99%

Motivational sources of practical nursing students at risk of dropping out from vocational education and training

Salmi

Vehkakoski

Aunola

et al. 2019

NJVET

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“…The term is not much different from that of in Indonesia. Generally, VHS is education emphasizing the acquisition of knowledge, skills, and attitudes (Al-Ali, 2016;Beilmann & Espenberg, 2016;Billett, 2011;Lillis & Hogan, 1983).…”

Section: Vocational Educationmentioning

confidence: 99%

Development and Validation of an Instrument to Measure a Performance of Vocational High School

Kholis¹,

Kartowagiran²,

Mardapi³

2020

EUROPEAN J ED RES

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Some evaluation has been carried out in Vocational High Schools (VHSs), but most of it focuses on the documents or passive data rather than the processes happening in VHSs. Thus, this research focuses on the evaluation of VHS performances where the process is initiated with identifying the constructs and developing the instruments of performance evaluation for VHSs with Technology and Engineering expertise programs. Based on the problems found in the field, before conducting the evaluation, the researcher needs to, at first, develop the instrument of evaluation through three stages of development. The first stage is analyzing the concepts related to the evaluation by examining the factors affecting VHS performances. In the second stage, instrument development and instrument analysis (content validation) are conducted with the help of experts. The third stage is performance evaluation in VHSs located in Yogyakarta. The evaluation employs a set of instruments developed by the researchers. This research has produced a set of instruments for performance evaluation, which can be used extensively in VHSs. Based on the evaluation, it is found that the aspects of general management and academic management of the VHSs being studied are considered "Good".

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“…Es importante destacar el papel de los docentes y estudiantes que trabajan en la iniciación pro fesional. Calvo, Rodríguez y García (2012) afir man que la participación de los estudiantes en el gobierno del centro y la implicación del pro fesorado en el proyecto son dos elementos clave para conseguir el éxito de estos programas. Un problema tan complejo como la inserción social y laboral también reclama una red comunitaria de cooperación entre instituciones educativas, económicas y sociales (Beilmann y Espenberg, 2016).…”

Section: La Organización De Los Programas De Iniciación Profesionalunclassified

“…Calvo, Rodríguez y García (2012) afir man que la participación de los estudiantes en el gobierno del centro y la implicación del pro fesorado en el proyecto son dos elementos clave para conseguir el éxito de estos programas. Un problema tan complejo como la inserción social y laboral también reclama una red comunitaria de cooperación entre instituciones educativas, económicas y sociales (Beilmann y Espenberg, 2016). Es lo que subrayan González, Vallejo y González (2012), después de realizar un análi sis sobre las modalidades y perfiles profesionales de la Región de Murcia.…”

Section: La Organización De Los Programas De Iniciación Profesionalunclassified

Organización Y Funcionamiento De Los Centros Educativos De Formación Profesional Básica

Jáuregui

Hernández

Mújika

2018

Bordón

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The reasons for the interruption of vocational training in Estonian vocational schools

Cited by 13 publications

References 27 publications

Motivational sources of practical nursing students at risk of dropping out from vocational education and training

Motivational sources of practical nursing students at risk of dropping out from vocational education and training

Development and Validation of an Instrument to Measure a Performance of Vocational High School

Organización Y Funcionamiento De Los Centros Educativos De Formación Profesional Básica

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