Dropout in vocational education and training
Expanding the implementation of guidance strategies in vocational education and training (VET), as well as improving its visibility and attractiveness, is essential to establish VET as a viable pathway for students and to avoid dropout, which remains a major problem in education. This study presents...
| Autores: | , , , |
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2026 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:326150 |
| Acceso en línea: | https://ddd.uab.cat/record/326150 https://dx.doi.org/urn:doi:10.1007/978-3-032-03284-3_6 |
| Access Level: | acceso embargado |
| Palabra clave: | Dropout Risk factors Vocational Education and Training Vocational guidance Dropout |
| Sumario: | Expanding the implementation of guidance strategies in vocational education and training (VET), as well as improving its visibility and attractiveness, is essential to establish VET as a viable pathway for students and to avoid dropout, which remains a major problem in education. This study presents a qualitative and comprehensive methodology using thematic content analysis within the Orienta4VET project in Germany, Portugal and Spain, exploring the perspectives of school principals and teachers working as guidance counsellors in vocational education and training (VET) centres. Semi-structured interviews and group discussions were conducted to gather contextual information using an open-ended question guide focusing on key dimensions. A Microsoft Word matrix was used for data collection to facilitate collaboration between partners. Thematic analysis using MAXQDA revealed complex coding patterns. The findings led to the development of an interactive guide addressing risk factors and highlighting innovative dropout prevention strategies drawn from best practice and previous projects. |
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