Modularisation approaches in Initial Vocational Education: evidence for policy convergence in Europe?

One response to challenges of national vocational training systems has been a move towards greater flexibility within vocational training systems. This article focuses on an investigation of modularisation as a tool for achieving this flexibility. Many European countries have introduced modular forms into their vocational training system. We investigate whether the global trends set out are producing policy convergence in modularisation in differing countries. This study selects seven European countries to make a detailed analysis and entailed an analysis of each country’s Initial Vocational Education and Training programmes. The methodology involved both primary and secondary data collection. The findings demonstrate policy convergence that can be attributed to similar challenges at national level. Modularisation in some countries takes a ‘radical’ form. Other countries have followed a mixed approach. It is clear that no two countries have adopted the same form of modularisation, although some countries have cited common challenges in the modularisation process.     

Complementing classroom learning through outdoor adventure education: out-of-school-time experiences that make a difference

Recent research underscores the importance of the skills, beliefs and behaviors that support student achievement in the classroom and beyond. This set of intrapersonal and interpersonal assets (e.g. perseverance, grit, social skills, efficacy beliefs and mind-sets) are often referred to as noncognitive factors, as they are not measured directly by traditional academic assessments. Outdoor adventure education (OAE) is well positioned to deliver these desired outcomes—boosting self-confidence, self-efficacy and social skills while developing leadership and communication competencies. Therefore, the primary aim of this study was to better understand the form, function and delivery of an effective OAE program/school partnership targeting factors that support student success. Findings explain how shared OAE experiences among adolescent girls attending the same school contribute to greater social connectedness, self-efficacy in leadership competencies, and a recalibrated sense of self and personal potential.     

Exploring the impact of high intensity interval training on adolescents’ objectively measured physical activity: Findings from a randomized controlled trial

High Intensity Interval Training (HIIT) may be effective for accumulating VPA. However, the contribution of HIIT to overall physical activity is unknown. Our primary aim was to explore the impact of school-based HIIT on physical activity. The secondary aim was to explore within-individual changes in physical activity after participating in HIIT. Participants [n = 65; 15.8(0.6)years] were randomized to a HIIT or control group. Intervention groups participated in three HIIT sessions/week. GENEActiv accelerometers assessed objective physical activity at baseline and week-one, to detect changes in MPA and VPA. Intervention effects were examined using linear mixed models and evidence of a change in physical activity (i.e., compensation) were examined using multilevel linear regression models. The group-by-time interaction effects for MPA and VPA were small and moderate, respectively. Adjusted difference between groups for VPA was 1.70 min/day, 95%CI –1.96 to 5.36; p = 0.354; d = 0.55). Embedding HIIT within the school-day had a moderate effect on VPA compared to controls. Compensation analyses (i.e., individual level) suggested that adolescents were more active on days when they participated in HIIT. Further studies are needed to test the effects of HIIT on adolescents’ physical activity over extended time periods.     

“It’s like Taking Your Man Card Away”: Male Victims’ Narratives of Male-to-Male Sexual Harassment

Sexual harassment is a serious organizational problem. Despite the burgeoning of research over the past 30 years, there has been less attention provided to male victim voices. The current study qualitatively explores the experiences of two male victims of sexual harassment who were harassed by male perpetrators. The study explores the interplay of uncertainties, threats, and negotiation of masculine, heterosexual identities. We also highlight the differences and similarities between the men’s communication practices during what we call the build up, the realization, and others’ responses to the men’s narratives. Theoretical implications are offered for hegemonic masculinity and liminality in relation to the experiences of male victims.     

The ‘outdoor school’ as a school improvement process: empirical results from the perspective of teachers in Germany

This paper focuses on school improvement processes in the context of weekly curricular-based teaching and learning activities outside the classroom – known as Draußenschule or ‘outdoor school’ – in three German primary schools. Qualitative interviews were conducted with three teachers two years after implementing the ‘outdoor school’. The teachers’ experiences show that the implementation and (ongoing) development of an outdoor school affects (1) teaching as such; (2) the school staff, and (3) the entire school as an organisation. The three areas are interlinked in different ways and the school improvement process cannot be approached from the perspective of any one area alone.     

Everyday teaching and outdoor learning: developing an integrated approach to support school-based provision

In the UK, teachers are increasingly being encouraged to support and undertake outdoor learning. Despite such support there is a paucity of research that has considered how outdoor learning can be implemented and offered on a regular basis by teachers. The lack of empirical research that has centralised the role of the teacher is at odds with the interest in this topic and the need for theory-driven guidance suited to teachers. Research is reported that aimed to support the provision of outdoor learning opportunities for children aged between three and eleven at nine settings (pre- or primary schools) in Scotland and England. A set of flexible guidelines that link theory and practice were used by 14 teachers. This article focuses on teachers’ reports of their activity. The incorporation of outdoor learning within conventional teaching and learning approaches is found to be feasible and the implications for practice and future research are explored.     

The motivation to study: an analysis of undergraduate engineering students at a Caribbean university

The link between motivation and success is well documented; however, there is still room to problematise motivation in regards to the individual and contextual levels. This study looks at motivation in relation to students studying undergraduate engineering courses at a Caribbean university and seeks to discover the factors that motivate them to study and the factors that keep them motivated. An online questionnaire was constructed using 19 Likert-type questions and 5 questions that allowed for open-ended qualitative responses. The findings reveal that participants tended to be motivated by the increased possibility of desired future careers and tended to stay motivated by a combination of goal-orientation and family support. It is recommended that departments, faculties and institutions deliberate on shared and contextually constructed understandings of why students choose to enrol in particular university courses.     

The beast within

Wolves are such ferocious and useless creatures that all other animals detest them, yea they even hate each other, and therefore scarcely ever live together, each one in its separate hole. Perhaps of all other animals, wolves are the most hateful while living and most useless when dead... The continual agitations of this restless animal renders him so furious, that he frequently ends his life in madness.Sarah Greenleaf is a former elementary school librarian who currently reviews and writes articles for Boston University'sAppraisal; Science Books for Young People.