Search Results for
"Vocational education"

Context: Financial literacy is an issue becoming increasingly important internationally. Many countries have already implemented a national strategy to improve the financial literacy of the people. In Austria, a national strategy for financial literacy and financial education was developed in 2021. One target group of this strategy are students of part-time vocational schools. These students work in a company and already earn their own money. They have to attend part-time vocational school alongside their work. The curriculum of these schools includes financial topics. Studies on teachers' views of financial literacy show that they mostly reduce it to personal money management. However, little is known about their underlying principles for teaching topics in the field of financial literacy. Therefore, this paper answers the following research questions: Which didactic principles are relevant for teachers of part-time vocational schools in Austria in financial education? Why are some didactic principles perceived as more relevant and why are others perceived as less relevant by the teachers? Approach: To address this research gap, an interview study was conducted with teachers from part-time vocational schools. Twelve teachers took part in the study. The problem-centred interviews were transcribed and analysed by using qualitative content analysis. Findings: Problem orientation and life-world orientation are seen as relevant didactic principles for teaching financial topics. The teachers interviewed argue that teaching students how to deal with current problems in their lives engages their interest and motivates them. Multiperspectivity is viewed as less important. Students should first learn to act competently as a private individual before they are confronted with the company perspective or the systemic perspective is one reason given. Science orientation is also interpreted by the teachers as less relevant. According to some respondents of the study, students in part-time vocational schools are not significantly affected by the science orientation. Conclusions: The understanding of science orientation should be reflected among teachers. Multiperspectivity is a relevant aspect in financial education even though it is seen as less relevant by the teachers. Offering lesson plans on how these principles are integrated in financial topics could be helpful for teachers. Furthermore, financial didactics should be integrated into teacher education curricula. This study is focused on a small number of interviews among Austrian teachers from part-time vocational schools only. Therefore, it would be interesting to conduct larger quantitative studies among teachers from different types of schools and with different educational and practical backgrounds. © 2025, European Research Network vocational education and Training. All rights reserved.

Transfer of vocational education and training (VET) from Europe to emerging countries seems to be much oriented towards dual apprenticeships, even in countries where the dual apprenticeship itself is not so present. Most European countries, as well as other parts of the world, aim to strengthen dual apprenticeships. Furthermore, the “strong” dual apprenticeship countries like Germany, Austria and Switzerland are today reforming their VET systems in order to keep the dual apprenticeship system as an important provider in relation to academic and general education. The chapter reconsiders the crucial elements needed to make dual apprenticeships flourish in countries with and without a strong tradition. © 2026 selection and editorial matter, Oscar Valiente, Srabani Maitra, Philipp Gonon and Matthias Pilz; individual chapters, the contributors.

The transfer of vocational education and training (VET) between different countries has played a major role for many years. In contrast to the discourse in transfer policy research on general and higher education, the motives and causes for transfer in VET have so far only been partially discussed. This chapter therefore takes up the pull and push factors approach. This approach enables a detailed and at the same time structured analysis of the reasons for transfer activities. Since VET is very inhomogeneous internationally due to its differentiated forms and the high number of different actors, in contrast to general education, an additional structuring is to be achieved by including an actor approach. The motives of the various actors for transfer will be analyzed and discussed using the concept of institutional logic. The research object for the pull factors is focused on countries that belong to the emerging economies. With regard to the push factors, reference is made primarily to the German-speaking countries, where the transfer of vocational education and training is particularly pronounced both quantitatively and institutionally. The results make it possible on the one hand to close a research gap and on the other hand to reflect on international transfer activities in the field of VET in general. © 2026 selection and editorial matter, Oscar Valiente, Srabani Maitra, Philipp Gonon and Matthias Pilz; individual chapters, the contributors.

Purpose: Since 2000, the Philippines has experienced significant growth domestic product (GDP) growth, particularly in the Information Technology Business Process Outsourcing (IT-BPO) sector, highlighting the need for skill development through Technical vocational education and Training (TVET). Although enterprise-based training (EBT) is seen as the optimal strategy for supporting transition to a technology-driven economy, it represents less than 4% of TVET offerings. Research on the challenges and strategies for increasing employer participation in EBT, especially within the information and communication technology (ICT) industry, is currently lacking. This study examines these challenges and explores strategies for expanding EBT in the Philippines. Methods: The study employed a qualitative methodology. Data was collected through 13 semi-structured interviews with TVET public agency representatives, private sector representatives, and international TVET experts who supported TVET development in the Philippines. In addition, an online meeting by the Private Sector Advisory Council Jobs Committee was observed to explore the research question. Analysis occurred concurrently with data collection to identify themes iteratively. Findings: Successful employer engagement in EBT requires EBT to be viewed as both a private and a public good. Findings are organized around these two fundamental concepts. In the Philippines, structural challenges such as wage requirements, insufficient program duration, and inefficient tax benefits currently prevent EBT from effectively functioning as a private good for building company talent pipelines. Additionally, the lack of systematic involvement from social partners, lengthy processes for establishing occupational standards, and insufficient awareness hinder EBT from being recognized as a public good. To enhance its role as a private good, EBT design should include wage increase schedules and longer program durations. To establish EBT as a public good, it is suggested that there be systematic involvement from social partners, flexible regulations, and sector-based strategies. Conclusion: This study enhances the understanding of employer engagement in TVET within the Filipino context and provides policy implications for enhancing EBT in the ICT sector. These insights could potentially be applicable in similar contexts, such as developing countries with a demand for skilled workers in technology-based industries, but lacking employer engagement. It recommends future research to further explore employer engagement with a particular emphasis on strategic collaboration with social partners, given their crucial role in engaging employers. © 2025, European Research Network vocational education and Training. All rights reserved.