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Autor/inn/en | Hämäläinen, Raija; Cincinnato, Sebastiano; Malin, Antero; De Wever, Bram |
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Titel | VET Workers' Problem-Solving Skills in Technology-Rich Environments: European Approach |
Quelle | 1 (2014) 1, S.57-80 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2197--8646 |
Schlagwörter | Foreign Countries; Vocational Education; Problem Solving; Educational Technology; Technology Uses in Education; Adults; Skill Development; At Risk Persons; Competence; Evaluation; Educational Background; Surveys; Statistical Analysis; Austria; Belgium; Czech Republic; Denmark; Finland; Germany; Ireland; Netherlands; Norway; Poland; Slovakia Ausland; Ausbildung; Berufsbildung; Problemlösen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Risikogruppe; Kompetenz; Evaluierung; Vorbildung; Survey; Umfrage; Befragung; Statistische Analyse; Österreich; Belgien; Tschechische Republik; Dänemark; Finnland; Deutschland; Irland; Niederlande; Norwegen; Polen; Slowakei |
Abstract | The European workplace is challenging VET adults' problem-solving skills in technology-rich environments (TREs). So far, no international large-scale assessment data has been available for VET. The PIAAC data comprise the most comprehensive source of information on adults' skills to date. The present study (N = 50 369) focuses on gaining insight into the problem-solving skills in TREs of adults with a VET background. When examining the similarities and differences in VET adults' problem-solving skills in TREs across 11 European countries, two main trends can be observed. First, our results show that only a minority of VET adults perform at a high level. Second, there seems to be substantial variation between countries with respect to the proportion of VET adults that can be identified as "at-risk" or "weak" performers. For the future, our findings indicate the variations that can be used as a starting point to identify beneficial VET approaches. An appendix contains 1 figure and 3 tables. (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |