Embedding Employability Skills into Vocational Education and Training: What Works Best for Students' Self-Evaluation and Aspirations?

Autor/in	Romanova, Olga
Titel	Embedding Employability Skills into Vocational Education and Training: What Works Best for Students' Self-Evaluation and Aspirations?
Quelle	In: Journal of Teaching and Learning for Graduate Employability, 13 (2022) 1, S.20-36 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Romanova, Olga)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1838-3815
Schlagwörter	Two Year College Students; Vocational Education; Job Skills; Self Evaluation (Individuals); Occupational Aspiration; Self Concept; Entrepreneurship; Independent Study; Career Readiness; Cooperation; Interpersonal Competence + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Produktive Fertigkeit; Berufsneigung; Berufsziel; Selbstkonzept; Unternehmungsgeist; Selbststudium; Co-operation; Kooperation; Interpersonale Kompetenz
Abstract	This paper investigates how the explicit integration of employability skills into vocational education and training (VET) affects students' perceived skills. While perceived or self-evaluated skills often represent inaccurate perceptions of real skills, they nonetheless play a profound role in graduates' career decisions. Confidence resulting from positive self-evaluation supports efforts and aspirations during the school-to-work transition. It may therefore be considered an important educational outcome supporting employability. The purpose of the present study is to enrich the understanding of the relationship between students' self-evaluation of their employability skills and different teaching practices. Our analysis examines the self-evaluations and entrepreneurial intentions of Russian VET students collected by the Monitoring of Education Markets and Organizations in 2020 (n = 9,178). It focuses on the social, self-learning and entrepreneurial skills that are part of the VET national curriculum. Our findings show that the explicit embedding and integration of employability skills into the curriculum is significantly related to the positive self-evaluation of social and self-learning skills. Moreover, students who are explicitly taught entrepreneurial skills are more likely to want to start their own business after graduation. Despite its effectiveness, the explicit integration approach turns out not to be dominant. Further research on the reasons behind this is needed for the development of properly informed policy. (As Provided).
Anmerkungen	Journal of Teaching and Learning for Graduate Employability. Deakin University, 221 Burwood Highway, Burwood, Melbourne, Victoria, Australia 3125. Web site: https://ojs.deakin.edu.au/index.php/jtlge/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01