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This article focuses on the assessment of entrepreneurship competence by selected vocational teachers in Italy. The exploratory research question addresses the extent to which entrepreneurship assessments are competence based, and the research seeks to identify fully fledged assessment programmes with both a formative and summative component, and the use of assessment rubrics. It also explores the extent to which entrepreneurship competence is referred to in school documentation and later assessed, and the tools and strategies used for such assessment.

This case study is part of a larger European research project promoted by Cedefop; in Italy it focused on six selected vocational IVET and CVET programmes and apprenticeship schemes. It used a wide range of instruments to ensure triangulation and multiple perspectives: analysed policy documents and undertook online interviews with experts and policy makers. At VET providers' premises it deployed: analysis of school documents; observations of learning environments; interviews and focus groups with (in schools) teachers, directors and vice directors, learners and alumni (in companies) instructors, company tutors and employers, apprentices and alumni.

Assessment tasks were rarely embedded within fully fledged assessment programmes involving both formative and summative tasks, and assessment rubric for grading. Most of the time, entrepreneurship programmes lacked self-assessment, peer assessment and structured feedback and did not involve learners in the assessment process. Some instructors coached the students, but undertook no clear formative assessment. These findings suggest institutions have a testing culture with regard to assessment, at the level of both policy and practice. In most cases, entrepreneurship competence was not directly assessed, and learning outcomes were only loosely related to entrepreneurship.

One limitation concerned the selection of the VET providers: these were chosen not on a casual basis, but because they ran programmes that were relevant to the development of entrepreneurship competence.

At the policy level, there is a need for new guidelines on competence development and assessment in VET, guidelines that are more aligned with educational research on competence development. To ensure the development of entrepreneurship competence, educators need in-service training and a community of practice.

So far, the literature has concentrated on entrepreneurship education at the tertiary level. Little is known about how VET instructors assess entrepreneurship competence. This study updates the picture of policy and practice in Italy, illustrating how entrepreneurship competence is developed in selected IVET and CVET programmes and apprenticeships.

This chapter delves into sustainability-related competences in innovation management for further education as part of the European lifelong learning initiative. Despite extensive research in primary and secondary education, adult education often remains overlooked. Competence-based learning is a favored approach to integrating knowledge, skills, and attitudes across various domains. Through thematic analysis and deductive coding, the study examines 72 innovation management-related further education programs conducted in Baden-Württemberg, Germany, between June and December 2022. The findings unequivocally demonstrate the inclusion of sustainability competences in innovation-related further education. Notably, Strategic Competence emerges as the most prevalent, while Normative Competence appears least frequently. This research significantly advances the convergence of further education in innovation management, responsible management education, and competence-based learning, emphasizing the importance of sustainability competences in adult learning contexts. By shedding light on this underexplored domain, the study prompts further exploration and development of sustainable educational practices for lifelong learning.

The current structure and content of higher pedagogical education in Russia is a unique interweaving of the traditions of the historical past with post-Soviet and modern reforms of the last 30 years. They reflect the complex process of development of the national teacher training system, each stage of which not only built on the previous one, but also brought something new and more perfect, without denying the previous experience. The current situation in teacher education in Russia is quite diverse and original. Teachers have the opportunity to study in specialised secondary, higher and professionally oriented postgraduate education programmes.

This chapter presents modern higher pedagogical education in Russia as a rather complex and multilevel system. This required a rather in-depth coverage of state policy, structure and content of Federal State Educational Standards. On this basis, the authors planned to achieve a full understanding of the phenomenon of the combination of centralisation and decentralisation of the teacher training process in Russia, where the existing legal and content frameworks nevertheless leave ample opportunities for variability and autonomy in the formation of educational programmes at universities and institutes.

This research aims to explore stakeholder perspectives on Ethiopia’s occupational competency assessment and certification systems.

The study utilized a mixed-methods strategy within a concurrent embedded design and adopted a pragmatic perspective. Data collection involved questionnaires, interviews, and focus group discussions, selecting respondents via purposive sampling for their significant experience and deep understanding of competency assessment. Analytical methods included descriptive and inferential statistics, as well as narrative techniques.

There is a generally positive perception of the value of competency assessments. However, the study finds several major limitations: inadequate candidate competency assessment, lack of skill gap analysis in TVET institutions for improved training, failure to maintain assessment standards, a high candidate-to-assessor ratio, and assessment tools that do not meet occupational standards. These issues show that the existing method misjudges TVET candidates' skills. To increase employer acceptance of competency assessments, the Center of Competence (CoC) agencies should integrate industry expertise, highlight their benefits, and emphasize the importance of training quality and career goals for candidates and trainers.

A study reveals that African nations like Ethiopia, Ghana, South Africa, Rwanda, Morocco, Benin, and Senegal have been implementing competency-based training (CBT) for around two decades, with support from countries like Canada, France, Belgium, Germany, Switzerland, Australia, Luxembourg, and Japan. However, the programs are often inconsistent and disorganized, with little private sector participation. There is a significant difference between the goals of quality assurance entities and the resources allocated. Although competency assessment is a fundamental part of CBT, there is a lack of research demonstrating its practice. Therefore, we conducted this research in Ethiopia, the second most densely populated nation in Africa. The results apply to other comparable nations implementing CBT programs (IIEP-UNESCO, 2021).

The research on stakeholders' perceptions of competency assessment is still in its early stages, with most studies focusing on training quality-related issues. This study expands on our knowledge of occupational competency assessment by analyzing perspectives from a comprehensive stakeholder perspective, considering contextualized assessment practices, addressing stakeholder needs, providing practical implications, and identifying future research directions. Furthermore, it offers valuable perspectives on developing competency-based education in Africa and other regions.

The purpose of this study is to evaluate an in-service training (INSET) programme for improving the quality of English language teaching in Zanzibar’s secondary schools. Specifically, there were two objectives: i) to explore the teachers’ views on the zanzibar improvement students prospect (ZISP) training programme in improving the English language teaching techniques in secondary schools in Zanzibar and ii) to find out the organisational support provided to teachers when they are using the skills and knowledge acquired from the ZISP teaching programme.

The study used a qualitative research approach, particularly the case-study design. It used interviews to collect qualitative data that was analysed thematically. Twelve English language teachers from seven secondary schools who had benefited from the ZISP teaching programme and five headmasters from five schools participated in the study as respondents.

The study found that the ZISP training programme equipped teachers with pedagogical skills useful for preparing lessons and materials, using technology in teaching and providing timely feedback to students. In terms of support, teachers receive materials and motivation from various organisations.

This study focused on ordinary teachers and headmasters. Nevertheless, other studies could use classroom observation, focus group discussion, document review or survey questionnaire to evaluate the impact of the programme and look at how the skills obtained are used in the teaching and learning of the English language. In addition, this study involved 12 participants who were teachers and headmasters, respectively. Other studies could include students, their families, employers and non-teaching staff. This would provide a holistic view of how the stakeholders perceive the INSET programme.

The study contributes to the body of knowledge regarding the benefits and organisational support teachers receive after participating in the INSET training programme in Zanzibar. Thus, teachers need regular exposure to INSET so that they improve the quality of their teaching.

American Community colleges are vital to the country's economic mobility and are leaders in developing and facilitating career, technical, and workforce education. This study explored employer perspectives on employees' common and specialized skills across industries in the United States.

Employers were profiled for one year using a case study and content analysis method. They submitted performance records for at least three employees who graduated from community college career, technical, or workforce programs.

Data revealed that overall, employees were successful at work, but employers focused on employability skills across disciplines (common skills); specialized skills employers focused on were associated with business operations and processes and seemed to be something other than industry-specific technical knowledge.

This article and the research it refers to constitute original work that has not been reproduced or published. The value of this article is premised on new longitudinal data, which could be used to improve and progress institutional CTE and WD programs.

The purpose of this study was to determine the extent to which students' industrial work experience scheme (SIWES) students in higher education institutions experienced a high level of engagement in workplace activities and a strong sense of affiliation with their workplace environment. The additional purpose encompassed the identification of factors that both facilitated and hindered their engagement and self-efficacy.

The data for this study were collected via a cross-sectional survey of 243 students who were undertaking the SIWES as a mandatory component of their graduation requirements. The survey was conducted at selected tertiary institutions in Nigeria.

The qualitative replies yielded valuable insights on the factors that motivated and supported participation, with self-efficacy emerging as a significant facilitator as well as a potential barrier. There is a positive association between more interactions, a professional atmosphere and self-efficacy.

The study may not comprehensively include all contextual variables that might potentially impact students' perception of belongingness and self-efficacy during the SIWES program, including the distinct industry or workplace setting.

This exploratory study analyzes SIWES students' cultural and personal affiliation. The study suggests these changes improve student performance. Engagement and belonging techniques for students, supervisors, coworkers and professionals are classified by the study. The study found that supervisors and coworkers help students at work. It underlines academics' responsibility in creating SIWES curricula that increase student confidence and active learning. According to this study, students should receive self-confidence therapy before SIWES. Self-confidence and student success and well-being need additional investigation, the report says.

This study takes a unique approach by examining belongingness and self-efficacy in the SIWES course. It examines the interdependence of these notions and the curriculum's various challenges and opportunities. By addressing these important issues, study adds to existing knowledge and lays the groundwork for future research.

The objective of this study is to analyse the integration of technology in Human Resources Management (HRM) with a special focus on Artificial Intelligence (AI), Machine Learning (ML), Internet of Things (IoT) and Big Data.

This study aims to contribute to the understanding of these trends by conducting a thorough bibliometric analysis using the Scopus database, encompassing research on HRM and Technology from 1991 to 2022. By employing citation analysis, co-citation analysis and co-word analysis, the study uncovers key patterns and trends in the field.

The findings indicate that AI, Big Data and ML are the focal points of research when exploring the intersection of Technology and HRM. These technologies offer promising prospects for enhancing Human Resource processes, such as Talent Acquisition, Performance Management and Employee Engagement.

In our study, we showcase the practical implications that offer guidance for HR researchers and professionals, enabling them to make informed decisions regarding the adoption and implementation of Information Technology.

This research can provide valuable insights to HR managers on the use of cutting-edge technology in HRM. It aims to enhance the manager’s awareness of how technology-enabled HRM can improve HR performance.

This study adds to the existing body of knowledge on how Modern Technology empowers HRM. It also proposes a conceptual framework for the use of Modern Technology along with Strategic Management and Knowledge Management to improve Human Resource Performance.

This study aims to reveal the triggering mechanism and boundary conditions of tourists’ cross-border travel anxiety (CBTA) from different crisis information sources.

Drawing on the heuristic-systematic model (HSM), this study constructs a theoretical formation path of tourists’ CBTA. Based on competence-based and moral-based crises, hypotheses were examined through three situational experiments, targeting Chinese and Malaysian potential tourists.

Organization-released crisis information triggers higher tourists’ CBTA than government ones, with perceived uncertainty mediating it. Crisis communication message appeals (CCMAs) (rational vs emotional) negatively moderate the above relationships. Rational CCMAs work for governmental crisis communication, while emotional CCMAs work for organizational ones.

This study proposes a heuristic cross-border tourism crisis information dissemination strategy for destination management organizations and highlights the advantages of CCMAs in preventing secondary crises.

This study reexamines the cause-and-effect and the intervention mechanisms of tourists’ reactions to crisis information, which expands the cross-border tourism crisis management research and the application of the HSM in such a context.

本研究旨在从不同的危机信息源中揭示游客跨境旅行焦虑的触发机制和边界条件。

本研究借鉴启发式-系统式模型（HSM）, 构建了游客跨境旅游焦虑的理论形成路径。基于能力型和道德型目的地危机事件, 以中国及马来西亚潜在游客为例, 通过三组情境实验验证所提出的假设。

与政府发布的危机信息相比, 组织发布的危机信息会引发更高的游客跨境旅游焦虑, 而感知不确定性会对该路径起到中介作用。危机沟通信息诉求（理性vs.感性）对上述关系起负向调节作用。理性的信息诉求适用于政府危机沟通, 而感性的信息诉求适用于组织危机沟通。

本研究为目的地管理组织提出了启发式跨境旅游危机信息传播策略, 并强调了危机沟通信息诉求在预防二次危机方面的优势。

本研究重新审视了游客对危机信息反应的因果关系和干预机制, 拓展了跨境旅游危机管理研究和HSM在此背景下的应用。

Este estudio pretende revelar el mecanismo desencadenante y las condiciones límite de la ansiedad de los turistas ante los viajes transfronterizos (CBTA) a partir de diferentes fuentes de información sobre crisis (CIS).

Basándose en el modelo heurístico-sistemático (HSM), este estudio construye una vía teórica de formación de la CBTA de los turistas. A partir de las crisis basadas en la competencia y en la moral, se examinaron las hipótesis mediante tres experimentos situacionales, dirigidos a turistas potenciales chinos y malayos.

La información sobre crisis difundida por organizaciones desencadena una mayor CBTA de los turistas que la gubernamental, con la incertidumbre percibida como mediadora. Los recursos de los mensajes de comunicación de crisis (CCMA) (racionales frente a emocionales) moderan negativamente las relaciones anteriores. Los CCMA racionales funcionan para la comunicación de crisis gubernamental, mientras que los CCMA emocionales para las organizativas.

Los resultados proponen que las organizaciones de gestión de destinos (OGD) deberían considerar estrategias heurísticas a la hora de difundir información sobre crisis turísticas transfronterizas. Prestar atención al efecto diferencial de las CCMA ayuda a prevenir crisis secundarias.

Este estudio reexamina la causa-efecto y los mecanismos de intervención de las reacciones de los turistas a la información sobre crisis, lo que amplía la investigación sobre la gestión de crisis turísticas transfronterizas y la aplicación de la HSM en dicho contexto.