Second career teachers (SCT) are key role models in vocational education (VE) because they prepare students for the vocational practice they were part of, and they bring up-to-date vocational knowledge and skills into VE schools. Therefore, the early leaving of SCTs in VE is a problem, adding to the worldwide teacher shortages. Induction programs have been developed to support starting teachers to grow into their new profession and to diminish high attrition rates. However, it is argued that current induction programs fail to support SCTs adequately. For instance, induction programs rarely adapt to SCTs’ various needs, such as recognizing and integrating previously developed competencies and specific backgrounds. Further-more, SCTs’ induction programs in the specific context of VE are largely under-studied. This study explores the experiences of SCTs in VE during their induction programs regarding four themes identified in research on SCTs in other education sectors: 1) professional identity development, 2) learning processes, 3) tailor-made coaching, and 4) co-creation of induction programs. Eleven SCTs from eight Dutch VE schools were interviewed. The data show a rich variation of SCTs’ experiences. For example, they experienced the opportunity to develop their professional identity as teachers while preserving and including their former identity as practitioners of the vocation they teach for. Yet, only a few SCTs experienced co-creation of the induction program, which seems to have a positive impact. The insights of this study offer an understanding of what SCTs in VE go through and what might support them during their induction.
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This article presents teachers' adjustments to the CCBE (comprehensive competence-based) model in order to create a valid instrument that assess the 'competentiveness' of study programmes. It shows that the revised model indeed has good content validity and provides a solid instrument to position study programmes.
In this chapter the aim is to introduce the current Dutch vocational education system and discuss how it works. In: Bruijn, E., Billett, S., & Onstenk, J. (Eds.). (2017). Enhancing teaching and learning in the Dutch vocational education system : Reforms enacted (Professional and practice-based learning, volume 18). Cham, Switzerland: Springer. doi:10.1007/978-3-319-50734-7
The European creative visual industry is undergoing rapid technological development, demanding solid initiatives to maintain a competitive position in the marketplace. AVENUE, a pan-European network of Centres of Vocational Excellence, addresses this need through a collaboration of five independent significant ecosystems, each with a smart specialisation. AVENUE will conduct qualified industry-relevant research to assess, analyse, and conclude on the immediate need for professional training and educational development. The primary objective of AVENUE is to present opportunities for immediate professional and vocational training, while innovating teaching and learning methods in formal education, to empower students and professionals in content creation, entrepreneurship, and innovation, while supporting sustainability and healthy working environments. AVENUE will result in a systematised upgrade of workforce to address the demand for new skills arising from rapid technological development. Additionally, it will transform the formal education within the five participating VETs, making them able to transition from traditional artistic education to delivering skills, mindsets and technological competencies demanded by a commercial market. AVENUE facilitates mobility, networking and introduces a wide range of training formats that enable effective training within and across the five ecosystems. A significant portion of the online training is Open Access, allowing professionals from across Europe to upgrade their skills in various processes and disciplines. The result of AVENUE will be a deep-rooted partnership between five strong ecosystems, collaborating to elevate the European industry. More than 2000 professionals, employees, students, and young talents will benefit from relevant and immediate upgrading of competencies and skills, ensuring that the five European ecosystems remain at the forefront of innovation and competitiveness in the creative visual industry.
Studenten in het beroepsonderwijs leren op de werkplek om een goede beroepsuitoefenaar te worden. Beoordeling van het werkplekleren gebeurt vaak op de werkplek en door de werkplek. Dit promotieonderzoek wil in kaart brengen hoe werkplekopleiders de student beoordelen.
Single-Use Plastics (SUPs) are at the centre of European Union Agenda aiming at reducing the plastic soup with the EU Directive 2019/904. SUPs reduction is pivotal also in the Dutch Government Agenda for the transition to a Circular Economy by 2050. Worldwide the data on SUPs use and disposal are impressive: humans use around 1.2 million plastic bottles per minute; approximately 91% of plastic is not recycled (www.earthday.org/fact-sheet-single-use-plastics/). While centralised processes of waste collection, disposal, and recycling strive to cope with such intense use of SUPs, the opportunities and constraints of establishing a networked grid of facilities enacting processes of SUPs collection and recycling with the active involvement of local community has remained unexplored. The hospitality sector is characterised by a widespread capillary network of small hospitality firms nested in neighbourhoods and rural communities. Our research group works with small hospitality firms, different stakeholders, and other research groups to prompt the transition of the hospitality sector towards a Circular Economy embracing not only the environmental and economic dimensions but also the social dimension. Hence, this project explores the knowledge and network needed to build an innovative pilot allowing to close the plastic loop within a hospitality facility by combining a 3D printing process with social inclusiveness. This will mean generating key technical and legal knowledge as well as a network of strategic experts and stakeholders to be involved in an innovative pilot setting a 3D printing process in a hospitality facility and establishing an active involvement of the local community. Such active involvement of the local inhabitants will be explored as SUPs collectors and end-users of upcycled plastics items realised with the 3D printer, as well as through opportunities of vocational training and job opportunities for citizens distant from the job market.
