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This study proposes a non-formal educational training program focused on improving certain skills required in vocational professions, especially relevant for architects, as identified through a questionnaire methodology.
At the present time, the conventional academic education for vocational professions in Romania strives to cover extensively the development of occupational skills.
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A truly vocational profession which is undermined by constant change, poor funding and moving targets.
Vocational teachers' work is based on a type of dual professionalism that includes the teaching profession and a specific work-life vocational profession.
There are fewer journalists, fewer journalism jobs, and thus less need to fund this "vocational" profession.
A master's degree in health sciences and education is required to teach at schools for vocational health care professions.
The curricular structure of business and economics is very diverse, organized in subjects at commercial high school and in fields geared towards various professions at vocational schools.
As a starting point, vocational teaching as a profession is based on a type of dual professionalism.
This finding suggests that, like STEM tracks in tertiary education, STEM professions in secondary vocational education are designed for men (Etzkowitz et al. 2000).
In contrast, the larger vocational track is geared toward professions within employment systems and is characterized mainly by so-called dual apprenticeships.
In contrast, the vocational track is geared towards professions within employment systems, and it is characterised by the dominance of so-called dual apprenticeships, which involve a combination of company- and school-based training (Maurer and Gonon 2013; SERI 2014).
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