A Path Towards a Possible Future – Adult Students’ Choice of Vocational Education

Karlsson, Tobias; Muhrman, Karolina; Nyström, Sofia

doi:10.1007/s12186-021-09280-6

Cited by 3 publications

(3 citation statements)

References 18 publications

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“…These differences favored workers, with volunteering seeming to have greater impact over more traditional skills, such as those related with altruism and the development of social interactions (Czike and Kuti, 2006). Vocation-linked learning, and students' choice of vocation is part of their sense of self and subjugated to it, in relation to social benefits of students is part of their sense of self and is subjugated to it, in relation to the social benefits (Karlsson et al, 2022). Despite the fact that, in the present day, volunteers opt to engage in this activity in order to obtain some type of personal benefit, only when the analysis was broken down to consider individuals skills, were workers and volunteers observed to possess better skill attributions, knowledge about new media and multidisciplinary skills.…”

Section: Discussionmentioning

confidence: 99%

Promoting future work skills in vocational training and baccalaureate setting through engagement in volunteering

2022

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The aim of the present study was to analyze differences in future work skills as a function of participation in volunteering and work. The present study was based on a total sample of 3,101 students enrolled in secondary and baccalaureate education and vocational training in Andalusia (Spain). Once the quality parameters of the instrument were determined, its reliability and validity were confirmed, and data collection was initiated. With regards to data analysis, multivariate analysis (ANOVA) was conducted which interacted the variable describing engagement in volunteering and the variable pertaining to employment, with both variables having two levels (yes–no). From the data obtained, it was concluded that working or having worked at some point in time was particularly related with aspects related to intelligence linked with the society in which work is carried out. Other conclusions were that workers and volunteers possessed better competency attributions, knowledge of new means of communication and multidisciplinary skills. These outcomes were related with a series of motivations such as professional development, personal growth and putting their abilities into practice in order to improve their professional career.

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Section: Discussionmentioning

confidence: 99%

Promoting future work skills in vocational training and baccalaureate setting through engagement in volunteering

2022

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“…Karlsson, T., Muhrman, K. & Nyström, S. (2022). A Path Towards a Possible Future-Adult Students' Choice of Vocational Education.…”

Section: Articlementioning

confidence: 99%

“…Also, students do not begin their education as blank slates or empty vessels, as there are a multitude of motives and reasons that drive individuals to choose to study adult education (e.g. Karlsson et al, 2022;Rothes et al, 2014;van Tuijl & van der Molen, 2016). However, it can be difficult to pinpoint exactly where students' preconceived ideas of their (potential) vocations originate from; that is, what underlies their perceptions of a possible future.…”

Section: Students' Different Perceptions and Their Changesmentioning

confidence: 99%

Something to Do Something to Be : A study of students' vocational identity formation in adult education

Karlsson

2023

Linköping Studies in Behavioural Science

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The aim of this thesis is to understand how vocations are learned in adult education by exploring the vocational identity formation of students in Municipal Adult Education (MAE) in Sweden. By analysing interviews of adult students during different stages in their Vocational Education and Training (VET) through working life, this study contributes to the fields of adult education and VET. The theoretical framework centres on the concept of identity, utilising communities of practice, and is nuanced with the concepts of sense of self and vocational habitus, in order to analyse both social practices and individual aspects of the students' vocational identity formation.The most standout finding is that VET in adult education can provide something beyond forming a vocational identity. In essence, the process of successfully completing an education can improve how students perceive themselves as adults, learners, and active members in society. The findings also show how the intersection between students' perceptions of themselves, their education, and their vocation create barriers that they must overcome in order to progress in their identity formation. Overcoming barriers is an important part of the learning process that is towards a vocational identity, however, while some barriers are surpassed, some persist, and some are substituted by new ones.These processes in turn affect how students identify and dis-identify with educational and vocational practices, which in turn influence how they participate in these practices. To the extent that students progress in their vocational identity depends on a variety of factors, related to their ability to participate in the social practices offered by education, primarily time in school and access to workplace-based training. Furthermore, the process of learning a vocation is a complex social venture and the findings argue that there is a risk in attributing students' struggles solely to issues pertaining to vocational learning as this may overlook underlying structural challenges faced by students.

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Vocational Students’ Perceptions of Self-Regulated Learning in Work-Based VET

Pylväs

Nokelainen

Rintala

2022

Vocations and Learning

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This study’s aim is to examine vocational students’ perceptions of self-regulated learning in work-based settings regarding Finnish vocational education and training (VET). We examined the participants’ self-reported thoughts and experiences of VET learning and vocational development that were reflected against SRL theory. The interview data (N = 33) included apprentices (n = 15) in work-based and students in school-based VET (n = 18) in the fields of social and healthcare, business and administration, and construction. Overall, the results indicated that learning at work promoted vocational students’ cognitive engagement and motivation. The interviews also introduced certain SRL strategies that guided the participants’ efforts to learn. In particular, many of the vocational students had taken the initiative to set goals, done strategic planning, and monitored their own performance jointly with their teachers or co-workers. However, the self-reports also revealed some shortcomings in the students’ SRL behaviour. The importance and availability of social support and positive feedback from VET teachers and workplace trainers/co-workers to vocational students’ learning and self-efficacy were underlined in the self-reports.

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A Path Towards a Possible Future – Adult Students’ Choice of Vocational Education

Cited by 3 publications

References 18 publications

Promoting future work skills in vocational training and baccalaureate setting through engagement in volunteering

Promoting future work skills in vocational training and baccalaureate setting through engagement in volunteering

Something to Do Something to Be : A study of students' vocational identity formation in adult education

Vocational Students’ Perceptions of Self-Regulated Learning in Work-Based VET

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