The Journal of Vocational Education and Training is a peer-reviewed international journal which welcomes submissions involving a critical discussion of policy and practice, as well as contributions to conceptual and theoretical developments in the field. It includes articles based on empirical research and analysis (quantitative, qualitative and mixed method) and welcomes papers from a wide range of disciplinary and inter-disciplinary perspectives. The journal embraces the broad range of settings and ways in which vocational and occupational learning takes place and, hence, is not restricted by institutional boundaries or structures in relation to national systems of education and training. It is interested in the study of curriculum, pedagogy, and assessment, as well as economic, cultural and political aspects related to the role of vocational and occupational education and training in society. When submitting papers for consideration, the journal encourages authors to consider and engage with debates concerning issues relevant to the focus of their work that have been previously published in the journal. The journal hosts a biennial international conference to provide a forum for researchers to debate and gain feedback on their work, and to encourage comparative analysis and international collaboration.
From the first issue of Volume 48, 1996, the journal changed its title from The Vocational Aspect of Education to Journal of Vocational Education and Training.
Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.
Journal metrics
Usage
243K annual downloads/views
Citation metrics
1.4 (2023) Impact Factor
Q2 Impact Factor Best Quartile
2.0 (2023) 5 year IF
5.2 (2023) CiteScore (Scopus)
Q1 CiteScore Best Quartile
1.546 (2023) SNIP
0.727 (2023) SJR
Speed/acceptance
15 days avg. from submission to first
decision
64 days avg. from submission to first
post-review decision
8 days avg. from acceptance to online
publication
12% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors
who are deciding where to submit their next manuscript for publication.
However, any one metric only tells a part of the story of a journal’s
quality and impact. Each metric has its limitations which means that it
should never be considered in isolation, and metrics should be used to
support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside
other qualitative factors such as a journal’s aims & scope, its
readership, and a review of past content published in the journal. In
addition, a single article should always be assessed on its own merits and
never based on the metrics of the journal it was published in.
Usage and acceptance rate data above are for the last full calendar year
and are updated annually in February. Speed data is updated every six
months, based on the prior six months. Citation metrics are updated
annually mid-year. Please note that some journals do not display all of
the following metrics
(find out why).
Usage:
the total number of times articles in the journal were viewed by users
of Taylor & Francis Online in the previous calendar year, rounded to the
nearest thousand.
Citation Metrics
Impact Factor*:
the average number of citations received by articles published in the
journal within a two-year window. Only journals in the Clarivate Science
Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI),
Arts and Humanities Citation Index (AHCI) and the Emerging Sources
Citation Index (ESCI) have an Impact Factor.
Impact Factor Best Quartile*:
the journal’s highest subject category ranking in the Journal Citation
Reports. Q1 = 25% of journals with the highest Impact Factors.
5 Year Impact Factor*:
the average number of citations received by articles in the journal
within a five-year window.
CiteScore (Scopus)†:
the average number of citations received by articles in the journal over
a four-year period.
CiteScore Best Quartile†:
the journal’s highest CiteScore ranking in a Scopus subject category. Q1
= 25% of journals with the highest CiteScores.
SNIP
(Source Normalized Impact per Paper):
the number of citations per paper in the journal, divided by citation
potential in the field.
SJR
(Scimago Journal Rank):
Average number of (weighted) citations in one year, divided by the
number of articles published in the journal in the previous three years.
Speed/acceptance
From submission to first decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision. Based on manuscripts receiving a
first decision in the last six months.
From submission to first post-review decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision if it is sent out for peer review.
Based on manuscripts receiving a post-review first decision in the last
six months.
From acceptance to online publication:
the average (median) number of days from acceptance of a manuscript to
online publication of the Version of Record. Based on articles published
in the last six months.
Acceptance rate:
articles accepted for publication by the journal in the previous
calendar year as percentage of all papers receiving a final decision.
Editor: Simon McGrath -University of Glasgow, UK* Associate Editors: Stephanie Allais - University of Witwatersrand, South Africa* Jim Hordern - University of Bath, UK*
Book Reviews Editor:
James Avis -University of Huddersfield, UK*
Editorial Board:
Silvia Annen -University of Bamberg, Germany Liz Atkins - University of Derby, UK
Anne-Marie Bathmaker -University of Birmingham, UK* Michaela Brockmann- University of Southampton, UK
Katherine Marie Caves - ETH Zurich, Switzerland Charlotte Chadderton- University of Derby, UK
Selena Chan - Ara Institute of Canterbury, Christchurch, New Zealand Helen Colley- University of Huddersfield, UK
David Curtis -Flinders University, Australia Thomas Deissinger- University of Konstanz, Germany Jaswinder Dhillon - University of Worcester, UK* Lesley Doyle -University of Glasgow, UK* Bill Esmond -University of Derby, UK* Karen Evans - UCL Institute of Education, UK Alison Fuller- UCLInstitute of Education, UK Jeanne Gamble -University of Cape Town, South Africa Shelley Gillis -University of Melbourne, Australia Philipp Gonon - University of Zurich, Switzerland David Guile - UCL Institute of Education, UK Paul Hager - University of Technology, Australia Ann Harris - University of Huddersfield, UK* Steven Hodge -Griffith University, Brisbane, Australia Jim Hordern - Bath Spa University, UK* Prue Huddleston - University of Warwick, UK Terry Hyland -Free University of Ireland, Ireland Susan James Relly - University of Oxford, UK* Martin Johnson - Cambridge University Press & Assessment, UK Christian Helms Jørgensen - University of Roskilde, Denmark Tom Karmel -University of Adelaide, Australia Ewart Keep- University of Oxford, UK Andrea Laczik- The Edge Foundation, UK Kate Lavender -University of Huddersfield, UK Mary Leahy -University of Melbourne, Australia Junmin Li - University of Cologne, Germany* Jörg Markowitsch - 3s Research & Consulting, Austria Gavin Moodie - University of Toronto, Canada Richard W. Moore - California State University, USA Monika Nerland - University of Oslo, Norway* Jeroen Onstenk - InHolland University of Applied Sciences, The Netherlands Kevin Orr -University of Huddersfield, UK* Joy Papier- University of the Western Cape John Pardy - Monash University, Australia Matthias Pilz - University of Cologne, Germany John Preston -University of Essex, UK Peter Sanderson - University of Huddersfield, UK* Volker Schoer -University of the Witswatersrand, South Africa Alison Taylor - University of Alberta, Canada Rachel Terry -University of Huddersfield, UK Ly Tran -Deakin University, Australia Lorna Unwin- UCL Institute of Education, UK Oscar Valiente- University of Glasgow, UK Anna Vignoles - University of Cambridge, UK Geng Wang - University of Glasgow, UK* Volker Wedekind -University of Nottingham, UK Leesa Wheelahan- University of Toronto, Canada*
* Editorial Management Committee
Abstracting and indexing
Journal of Vocational Education and Training is abstracted/indexed in: ASSIA; Australian Research Council (ARC) Ranked Journal List; British Education Index; Education Journal; Educational Administration Abstracts; Educational Research Abstracts online (ERA); Education Resources Information Center ( ERIC); ERIH (European Reference Index for the Humanities, Pedagogical and Educational Research); ESCI (Emerging Sources Citations Index); IBR (International Bibliography of Book Reviews of Scholarly Literature on the Humanities and Social Sciences); Research into Higher Education Abstracts and SCOPUS®
Open access
Journal of Vocational Education & Training is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
Increase the discoverability and readership of your article
Make an impact and reach new readers, not just those with easy access to a research library
Freely share your work with anyone, anywhere
Comply with funding mandates and meet the requirements of your institution, employer or funder
Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
Journal of Vocational Education & Training
(1996 - current)
Formerly known as
The Vocational Aspect of Education
(1948 - 1995)
The Vocational Aspect of Education Ltd and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, The Vocational Aspect of Education Ltd and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by The Vocational Aspect of Education Ltd and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. The Vocational Aspect of Education Ltd and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions .
Ready to submit?
Start a new submission or continue a submission in progress
![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/110831/Subject-Sample-2021-Education.jpg"})