Participation and learning in Vocational education and training - a cross-national analysis of the perspectives of youth at risk for social exclusion

Bruin, Marieke; Tutlys, Vidmantas; Ümarik, Meril; Loogma, Krista; Kaminskiené, Lina; Bentsalo, Inna; Väljataga, Terje; Sloka, Biruta; Buligina, Ilze

doi:10.1080/13636820.2023.2283745

Cited by 3 publications

(1 citation statement)

References 27 publications

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“…In this sense, the school and its professionals should ensure the students' psychosocial well-being [8], considering aspects such as their personal and social characteristics and the sociocultural and economic context [21,38,42]. The results of the study by Bruin et al indicated that "building social capital for youth at risk through developing relationships that generate motivation, trust, and confidence enhances students' opportunities for participation and subsequent learning" [75]. Although many positive school experiences are listed, the many mentions of negative experiences and obstacles should not be ignored.…”

Section: Discussionmentioning

confidence: 99%

The Influence of Psychosocial Factors on the Successful Formal Education Trajectories of Young Spanish People in Vulnerable Situations

Campos,

Fonseca,

Fernández-Simo

et al. 2024

Behavioral Sciences

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Young people in vulnerable situations tend to have more difficulties realizing successful formal education trajectories. It is extremely important to conduct studies that explore the key dimensions that can help young people overcome the conditioning of vulnerable situations, assisting in the achievement of academic success. According to the existing literature, one of these key dimensions is psychosocial well-being. Thus, this qualitative research aims to identify and analyze psychosocial factors that favor successful school pathways among young people in vulnerable situations. Through a case study approach, 12 in-depth interviews were carried out with 12 young Spanish people who not only have a vulnerable background but also successful formal education trajectories. The data were explored through qualitative content analysis—NVivo11. The results revealed that young people generally associate their successful educational trajectory with the positive impact of psychosocial factors, such as the following: positive caregivers’ valuation of formal education and positive school experiences and support networks. Young people also point to many negative school experiences that have been overcome via positive attitudes and individual protective factors. The youngsters suggest changes in the educational system and teachers’ skills in order to improve the levels of psychosocial support in formal education contexts. The study’s implications and limitations and recommendations for future research are discussed.

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Section: Discussionmentioning

confidence: 99%

The Influence of Psychosocial Factors on the Successful Formal Education Trajectories of Young Spanish People in Vulnerable Situations

Campos,

Fonseca,

Fernández-Simo

et al. 2024

Behavioral Sciences

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Building Social Capital in University Students: A Physical Education Intervention Program

Novak,

Petrušič,

Čule

et al. 2024

Journal of Physical Activity and Health

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Background: This study examines the effects of physical education on the social capital of university students, focusing on improving family, neighborhood, and academic relationships through group exercise. Methods: In Zagreb, Croatia, 976 participants aged 19–20 years participated in a randomized controlled trial. The intervention group (n = 472) engaged in teamwork exercises, and the control group (n = 504) completed individual exercises. The social capital measured in 6 areas was analyzed using linear regression and variance modeling. Results: Significant improvements in trust and collaboration within the university environment were found in the intervention group. Adjusted analyses showed positive correlations between the physical education intervention and increased trust between teachers and students (β = 0.118, P = .01), among students (β = 0.246, P = .01), and in total social capital (β = 0.617, P = .01). Residence in the parental home was associated with higher social capital. Notably, male and older students reported lower levels of trust and cooperation. Conclusions: Physical activity significantly improves the social capital of university students, suggesting the inclusion of group-based physical activities in higher education curricula to promote social inclusion and well-being. This underscores the importance of such interventions for educational policy and program development.

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Cultural Education Sustainability and Development of Vocational Business Education in Nigeria

George,

Chidinma,

Nchelem

2024

SJEDU

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Culture and art is a significant aspect of human life, and the aim has been to create ideas relevant to the new interdisciplinary education as no society survives without cultural values. Culture is one of the phenomenon that shape individuals toward moral integrity and human development. Culture therefore helps to engender development and sustainability in the society. Without culture no society can make progress into the sustainability of its future civilization. Thus this paper is designed to evaluate the contributions of cultural education sustainability towards the achievement of developing vocational business education in Nigeria. The paper adopted explanatory descriptive approach which is content analysis. The paper discourse is centred on: concept of culture and cultural education, value/importance of cultural education, overall impact of cultural education and contributions of cultural education to the development of vocational business education in Nigeria. The paper concluded that sustainable Culture and vocational business education are connected phenomenal that collaborates to build a society with human and sustainable civilization. The development of culture influences the development of vocational business education and Nigeria can only leverage on the values of culture to shape a better curriculum of vocational business education. Thus, vocational business education cannot achieve its laudable objectives in Nigeria without embracing the norms and caprices of the culture of the society. Consequently, the paper recommended among others that educational institutions should develop curriculum guidelines and resources that incorporate cultural education components into vocational business programs at all levels of education, from secondary schools to tertiary institutions. Ensure that cultural education is integrated across relevant subjects, such as entrepreneurship, marketing, tourism, and international business.

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Participation and learning in Vocational education and training - a cross-national analysis of the perspectives of youth at risk for social exclusion

Cited by 3 publications

References 27 publications

The Influence of Psychosocial Factors on the Successful Formal Education Trajectories of Young Spanish People in Vulnerable Situations

The Influence of Psychosocial Factors on the Successful Formal Education Trajectories of Young Spanish People in Vulnerable Situations

Building Social Capital in University Students: A Physical Education Intervention Program

Cultural Education Sustainability and Development of Vocational Business Education in Nigeria

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