Complementing the rich literature on Content and Language Integrated Learning (CLIL) classroom discourse, this study is one of the first to focus on teachers and students topicalizing language in ...technical education at upper secondary level. By using an extended conceptualization of the “language-related episode” (LRE) to incorporate all interactional sequences dealing with linguistic topics (e.g., lexis or pronunciation) as well as suggestions or comments on language use or choice, this multi-case study analyzed 17.5 h of IT and economic lessons observed in five cases set in four different upper-secondary technical colleges in Austria. The quantitative and qualitative findings reveal an overall high frequency of LREs of both types, although individual cases display a surprising diversity in using LREs, ranging from one per lesson to one per minute. Furthermore, certain LRE topics, such as lexis and language choice, are highly dominant, and individual cases show their own ways of developing LREs and thus integrating language (learning) in CLIL. When combined with insights gained from the reflection interviews undertaken with all teachers, these findings reveal both language-related teaching aims and how the participating teachers put them into practice in the form of LREs.
•LRE is adapted to analyse language being topicalized in technical CLIL.•The new conceptualisation of LRE includes linguistic and language-use topics.•Language (use) is topicalized in technical CLIL discourse to differing degrees.•Differences in LRE use reflect learner-group and subject-related factors.•Reflecting content teachers’ language (learning) aims, LREs instantiate CLIL.
PurposeThere is no consensus on the most effective way to foster entrepreneurship in educational institutions, and educational policies on entrepreneurial activity differ significantly amidst ...organizations and contexts. Thus, the objective of this research is to analyze influence of the college environment and entrepreneurial characteristics on the entrepreneurial intention of Brazilian high school/technical students.Design/methodology/approachThe empirical research used partial least squares structural equation modeling (PLS-SEM) and a sample of 384 students of technical courses, such as Administration, Systems Development, Chemistry, Secretariat, among others.FindingsThe proposed model was validated, and the hypotheses were confirmed, proving suitable for high school/technical education. Assessing the high school environment with this model can help determine each organization's strengths and weaknesses and, indeed, the impacts on the ecosystems in which it operates. The results of the multi-group analysis indicate differences concerning the courses as well.Research limitations/implicationsThe main limitations involve non-probabilistic sampling procedures and the collection having been carried out with a single cross-section.Practical implicationsFor managers and teachers, this article presents indicators to qualify the activities of the educational environment, considering teaching activities, extracurricular activities, fairs, actions of teachers and students, among other initiatives.Social implicationsThe article contributes to high school managers, particularly in technical schools, so that they understand the factors that influence the profile and entrepreneurial intention of students; in other words, something that can impact the lives of thousands of students, teachers and the community itself.Originality/valueThis research presents a novel analysis of the antecedents that drive student entrepreneurship in an underexplored educational context in a developing country. The results show the necessary conditions for technical schools to foster entrepreneurial activity, feeding innovation ecosystems with entrepreneurial talent.
This study examines the influence of the colonial experience (1945-1997) on the planning of secondary technical education in Hong Kong. Specifically, the origins of secondary technical institutions ...and their positioning in secondary education are examined. Primary source materials are used as the basis of investigation and analysis, supplemented by secondary sources. The study finds that the origins and form of secondary technical education in Hong Kong mirrored those of secondary technical education in the British tripartite school system (grammar, technical, and modern). The breakdown of the tripartite school system in Britain might have led the colonial government not to adopt the full British model of secondary technical education. Nevertheless, the British tripartite school system had a long-term impact on the development of secondary technical schools in Hong Kong. Following the end of colonial rule, the Hong Kong Special Administrative Region government initiated education reform, which brought an end to curriculum differentiation by school types (grammar, technical, and prevocational) and replaced it with comprehensive education.
The paper presents the results of the analysis of the assessment of the acquisition of digital competencies of students of secondary vocational schools with a focus on the field of engineering in ...terms of: their importance for meeting the profile of the graduate; employability of graduates in the field; requirements of Industry 4.0; the difficulty of their acquisition at a secondary vocational school. The research team performed analysis of the implementation of the Framework Educational Program for the field of education 23-41-M / 01 Mechanical engineering in the conditions of secondary vocational school. The main tool of the quantitative research survey was an online questionnaire distributed to the principals of secondary vocational schools with a focus on the field of engineering. The research survey took place in February and March 2021, the respondents were school principals and other persons responsible for the implementation of the school curriculum. The ICT competence of students is given very strong attention by teachers of secondary schools of engineering They consider the acquisition of this competence to be the third most demanding in terms of its complexity. They consider ICT competence to be the most connected of all the requirements of Industry 4.0. ICT competence of graduates may be the second most important for employers and it is the second competence contributing to fulfilling the profile of a school graduate. ICT education is the fourth most important educational area in terms of engineering practice. And it is the most popular area for students. Two thirds of secondary schools rate the equipment with digital technologies as favorable and fully compliant. Analysis will enable us to provide FEP publishers, FEP implementing schools, graduate customers and the general professional public with supporting documents for negotiations leading to the optimization of educational documents in new and increasingly changing production and socio-economic conditions.
