This publication is the sixth in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18).
Based on analysis of developments over the past two decades (1995-2015), the report provides important insights into developments and change processes related to vocationally oriented education and training at higher levels (levels 5 to 8 of the European qualifications framework).
Building on detailed national case studies, the report demonstrates the expansion and diversification of vocationally oriented education and training offered at higher levels in European countries and the variations in how countries use the higher levels: there is evidence for strengthening vocational principles at higher levels in various ways as well as for strengthening academic principles.
It also covers current debates and potential future challenges, including juggling labour market demands and wider societal values, finding the right balance between academic and vocational principles, and achieving parity of esteem between academically oriented and vocationally oriented qualifications at higher levels, by improving awareness and visibility of the latter.
Full text (PDF 162pp)
Showing posts with label vocational_education_and_training. Show all posts
Showing posts with label vocational_education_and_training. Show all posts
Tuesday, 26 March 2019
Thursday, 2 August 2018
The changing nature and role of vocational education and training in Europe
This publication is the third in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18).
Based on analysis of developments during the past two decades (1995-2015), the report provides important insights into the responsiveness of national VET systems, notably in relation to changes in demography, technology and the economy. Building on detailed national case studies, the report demonstrates how ‘big shocks’ (the fall of the Berlin wall, the economic crisis of 2008), national policy reforms and incremental developments over time have changed the character of this crucial part of the European education and training landscape.
Various downloads are available here
Based on analysis of developments during the past two decades (1995-2015), the report provides important insights into the responsiveness of national VET systems, notably in relation to changes in demography, technology and the economy. Building on detailed national case studies, the report demonstrates how ‘big shocks’ (the fall of the Berlin wall, the economic crisis of 2008), national policy reforms and incremental developments over time have changed the character of this crucial part of the European education and training landscape.
Various downloads are available here
Tuesday, 24 July 2018
Brexit, Twitter, public_opinion, machine_learning, nationalism, populism, referendum,
an article by Stan Lester (Stan Lester Developments, Taunton, UK), Anna Koniotaki (Elliniki Etairia Topikis Anaptiksis kai Aftodioikisis, Athens, Greece; VFA, Athens, Greece) and Jolanta Religa (National Research Institute, Radom, Poland) published in Education + Training Volume 60 Issue 4 (2018)
Abstract
Purpose
The purpose of this paper is to describe a revised approach describing occupational competence, with particular reference to its application in two European countries at the level of specific occupational fields and in relation to the models used in national vocational education and training (VET) systems.
Design/methodology/approach
An Erasmus+ project involved partners in five countries developing and trialling competence standards, following principles developed from approaches that have recently emerged in some British self-governing professions.
Findings
The model used in the project avoids the narrowness that was characteristic of earlier British approaches to occupational competence. It provides a template that can be used for articulating the essentials of practice, including in emerging fields and those that cut across professions and occupations. It is also flexible enough to provide underpinnings for different types of VET system without making assumptions about the way that economies, labour markets and education systems are organised.
Practical implications
A number of factors are outlined that improve the applicability of practice-based competence descriptions, including starting from occupational fields rather than job roles, focussing on the ethos and core activities of the field, and using concise and precise descriptions that are not limited to specific roles and contexts.
Originality/value
A tested, practice-based model of competence is put forward that can be applied at the level of broad professional or occupational fields, is neutral in respect of national labour markets and educational systems, and offers a means of developing a common “language” of competence at a European level.
Abstract
Purpose
The purpose of this paper is to describe a revised approach describing occupational competence, with particular reference to its application in two European countries at the level of specific occupational fields and in relation to the models used in national vocational education and training (VET) systems.
Design/methodology/approach
An Erasmus+ project involved partners in five countries developing and trialling competence standards, following principles developed from approaches that have recently emerged in some British self-governing professions.
Findings
The model used in the project avoids the narrowness that was characteristic of earlier British approaches to occupational competence. It provides a template that can be used for articulating the essentials of practice, including in emerging fields and those that cut across professions and occupations. It is also flexible enough to provide underpinnings for different types of VET system without making assumptions about the way that economies, labour markets and education systems are organised.
Practical implications
A number of factors are outlined that improve the applicability of practice-based competence descriptions, including starting from occupational fields rather than job roles, focussing on the ethos and core activities of the field, and using concise and precise descriptions that are not limited to specific roles and contexts.
Originality/value
A tested, practice-based model of competence is put forward that can be applied at the level of broad professional or occupational fields, is neutral in respect of national labour markets and educational systems, and offers a means of developing a common “language” of competence at a European level.
Wednesday, 11 July 2018
Social-economic contribution of vocational education and training: an evidence from OECD countries
an article by Muhammad Ali Asadullah (Emirates College of Technology, Abu Dhabi, United Arab Emirates; The University of Lahore, Pakistan) and Aamir Zafar Ullah (Primary and Secondary Healthcare Department, Lahore, Pakistan) published in Industrial and Commercial Training Volume 50 Issue 4 (2018)
Abstract
Purpose
The purpose of this paper is to examine the impact of national investment in vocational education and training (VET) on the economic growth through the mediating role of social inclusion.
Design/methodology/approach
This study is based on a panel data of 31 Organisation for Economic Co-operation and Development countries for 15 years collected through secondary sources.
Findings
The statistical results of the study have supported the entire hypotheses. Particularly, the results demonstrate that the social inclusion strengthens the contribution of VET in the economic growth.
Practical implications
This study offers various policy implications for the policy makers of developing countries. Particularly, the policy makers of developing countries need to emphasize on social inclusion to enhance the contribution of national investment in VET while following the vocational education models of developed nations.
Originality/value
This study offers its theoretical contribution in the literature of VET by highlighting a mediating mechanism to explain how national investment in VET can contribute in economic growth through social inclusion.
Abstract
Purpose
The purpose of this paper is to examine the impact of national investment in vocational education and training (VET) on the economic growth through the mediating role of social inclusion.
Design/methodology/approach
This study is based on a panel data of 31 Organisation for Economic Co-operation and Development countries for 15 years collected through secondary sources.
Findings
The statistical results of the study have supported the entire hypotheses. Particularly, the results demonstrate that the social inclusion strengthens the contribution of VET in the economic growth.
Practical implications
This study offers various policy implications for the policy makers of developing countries. Particularly, the policy makers of developing countries need to emphasize on social inclusion to enhance the contribution of national investment in VET while following the vocational education models of developed nations.
Originality/value
This study offers its theoretical contribution in the literature of VET by highlighting a mediating mechanism to explain how national investment in VET can contribute in economic growth through social inclusion.
Monday, 23 April 2018
Occupational specificity: A new measurement based on training curricula and its effect on labor market outcomes
an article by Christian Eggenberger and Uschi Backes-Gellner (University of Zurich, Switzerland) and Miriam Rinawi (Swiss National Bank, Zurich, Switzerland) published in Labour Economics Volume 51 (April 2018)
Highlights
Abstract
This paper proposes a new measurement for the specificity of occupations based on a content analysis of training curricula that we link to labor market demands. We apply Lazear's (2009) skill weights approach and test predictions on labor market outcomes derived from his theory.
We find clear evidence of a trade-off between earning higher returns with more specific training and higher occupational mobility with less specific training.
Our measure improves the micro-foundation of human capital specificity and provides an evidence-based approach to evaluate the specificity of training curricula.
JEL Classification: I20, J24, J62
Oh how I wish that I was still involved with classification and specificity of occupations etc. Ah well, I can still read the full article in the British Library and enjoy myself.
Highlights
- We introduce a new empirical measure for the specificity of human capital.
- It uses single skills within occupational training curricula and their bundling.
- We investigate labor market returns of more or less specific training occupations.
- We find a trade-off between occupations with higher returns vs higher flexibility.
Abstract
This paper proposes a new measurement for the specificity of occupations based on a content analysis of training curricula that we link to labor market demands. We apply Lazear's (2009) skill weights approach and test predictions on labor market outcomes derived from his theory.
We find clear evidence of a trade-off between earning higher returns with more specific training and higher occupational mobility with less specific training.
Our measure improves the micro-foundation of human capital specificity and provides an evidence-based approach to evaluate the specificity of training curricula.
JEL Classification: I20, J24, J62
Oh how I wish that I was still involved with classification and specificity of occupations etc. Ah well, I can still read the full article in the British Library and enjoy myself.
Thursday, 15 March 2018
Designing and delivering skills transferability and employment mobility: the challenges of a market-driven vocational education and training system
an article by Victor Gekara and Darryn Snell (RMIT University, Melbourne, Australia; Skills, Training and Industry Research Group (STIRG), Melbourne, Australia) published in Journal of Vocational Education & Training Volume 70 Issue 1 (2018)
Abstract
As job security declines and precarious employment arrangements become more prevalent, transferable skills have become vital for job seeking success. In recognition of this issue, many governments are seeking to redesign their training systems in ways that transferable skills become better emphasised.
This paper examines the challenges of developing transferable skills among a nation’s workforce and the tensions that can emerge between training design intentions and training delivery outcomes when training delivery is marketised.
Australia, where incremental training sector reforms have occurred since the late 1980s, serves as the context for this study.
While training design occurs through a tripartite process involving employer, government and union representatives, training delivery is now determined in an open, deregulated market environment. Our analysis reveals a complex underlying design with an in-built intention of developing widely transferable skills, yet there exists significant concern about the actual training outcomes.
We conclude that in an environment where VET delivery is user-choice driven with the aim of fulfilling specific employer skills needs the quality, depth and breadth of transferable skills are compromised.
Abstract
As job security declines and precarious employment arrangements become more prevalent, transferable skills have become vital for job seeking success. In recognition of this issue, many governments are seeking to redesign their training systems in ways that transferable skills become better emphasised.
This paper examines the challenges of developing transferable skills among a nation’s workforce and the tensions that can emerge between training design intentions and training delivery outcomes when training delivery is marketised.
Australia, where incremental training sector reforms have occurred since the late 1980s, serves as the context for this study.
While training design occurs through a tripartite process involving employer, government and union representatives, training delivery is now determined in an open, deregulated market environment. Our analysis reveals a complex underlying design with an in-built intention of developing widely transferable skills, yet there exists significant concern about the actual training outcomes.
We conclude that in an environment where VET delivery is user-choice driven with the aim of fulfilling specific employer skills needs the quality, depth and breadth of transferable skills are compromised.
Monday, 12 March 2018
Modularisation approaches in Initial Vocational Education: evidence for policy convergence in Europe?
an article by Matthias Pilz and Junmin Li (University of Cologne, Germany), Roy Canning (University of Stirling, UK) and Sarah Minty (University of Edinburgh) published in Journal of Vocational Education & Training Volume 70 Issue 1 (2018)
Abstract
One response to challenges of national vocational training systems has been a move towards greater flexibility within vocational training systems.
This article focuses on an investigation of modularisation as a tool for achieving this flexibility. Many European countries have introduced modular forms into their vocational training system. We investigate whether the global trends set out are producing policy convergence in modularisation in differing countries.
This study selects seven European countries to make a detailed analysis and entailed an analysis of each country’s Initial Vocational Education and Training programmes. The methodology involved both primary and secondary data collection.
The findings demonstrate policy convergence that can be attributed to similar challenges at national level. Modularisation in some countries takes a ‘radical’ form. Other countries have followed a mixed approach. It is clear that no two countries have adopted the same form of modularisation, although some countries have cited common challenges in the modularisation process.
Abstract
One response to challenges of national vocational training systems has been a move towards greater flexibility within vocational training systems.
This article focuses on an investigation of modularisation as a tool for achieving this flexibility. Many European countries have introduced modular forms into their vocational training system. We investigate whether the global trends set out are producing policy convergence in modularisation in differing countries.
This study selects seven European countries to make a detailed analysis and entailed an analysis of each country’s Initial Vocational Education and Training programmes. The methodology involved both primary and secondary data collection.
The findings demonstrate policy convergence that can be attributed to similar challenges at national level. Modularisation in some countries takes a ‘radical’ form. Other countries have followed a mixed approach. It is clear that no two countries have adopted the same form of modularisation, although some countries have cited common challenges in the modularisation process.
Sunday, 11 March 2018
Do media play a role in promoting vocational education and training? The case of MasterChefDo media play a role in promoting vocational education and training? The case of MasterChef
an article by Giorgio Di Pietro (Westminster Business School, London, UK; IZA, Bonn, Germany) published in Policy Studies Volume 39 Issue 1 (January 2018)
Abstract
It is often suggested that vocational education and training (VET) could be key to cut youth unemployment. VET programmes may provide young people with specific professional qualifications that enable them to successfully compete in the labour market.
However, despite the great emphasis placed by governments and other institutions on these programmes, VET appears to be far from reaching its full potential in many countries. One barrier preventing students from pursuing this type of education is the stigma associated with VET.
This paper looks at the role of media in changing the negative social perceptions of VET.
Specifically, it examines whether in Italy the growing popularity of the cooking television reality show MasterChef has led to an increase in the number of students willing to study for a vocational qualification in hospitality and catering. The empirical results show that an increase in the number of MasterChef's viewers is associated with a higher proportion of students willing to attend hospitality and catering schools.
This finding suggests that popular television cooking series like MasterChef may be a vehicle through which the image and the attractiveness of VET can be improved.
Abstract
It is often suggested that vocational education and training (VET) could be key to cut youth unemployment. VET programmes may provide young people with specific professional qualifications that enable them to successfully compete in the labour market.
However, despite the great emphasis placed by governments and other institutions on these programmes, VET appears to be far from reaching its full potential in many countries. One barrier preventing students from pursuing this type of education is the stigma associated with VET.
This paper looks at the role of media in changing the negative social perceptions of VET.
Specifically, it examines whether in Italy the growing popularity of the cooking television reality show MasterChef has led to an increase in the number of students willing to study for a vocational qualification in hospitality and catering. The empirical results show that an increase in the number of MasterChef's viewers is associated with a higher proportion of students willing to attend hospitality and catering schools.
This finding suggests that popular television cooking series like MasterChef may be a vehicle through which the image and the attractiveness of VET can be improved.
Thursday, 8 February 2018
Skillset and match (Cedefop’s magazine promoting learning for work)
The January 2018 issue of Skillset and match, Cedefop’s magazine promoting learning for work, is now available to read and download.
In this issue:
The Member State contribution comes from current EU Presidency holder, Bulgaria.
And, as usual, you can browse through the latest Cedefop publications and upcoming events.
Skillset and match – January 2018 issue 12
In this issue:
- A feature on the Second European vocational skills week and the #CedefopPhotoAward 2017;
- Lifelong guidance in the digital age;
- Hacking big data for better labour market policies;
I have recently seen a VOX item on this topic.
Access it here. https://voxeu.org/article/economic-predictions-big-data-illusion-sparsity - An interview with Martina Dlabajová MEP, who hosted a Cedefop working dinner on digitalisation and new forms of work, their opportunities and challenges;
- Insights on what European citizens think about vocational education and training;
- and Europass passes the 100 million CV milestone!
The Member State contribution comes from current EU Presidency holder, Bulgaria.
And, as usual, you can browse through the latest Cedefop publications and upcoming events.
Skillset and match – January 2018 issue 12
Monday, 11 December 2017
‘Diversion or safety net?’ Institutions and public opinion on vocational education and training
an article by Valentina Di Stasio (Nuffield College, University of Oxford, UK) published in Journal of European Social Policy Volume 27 Issue 4 (October 2017)
Abstract
Vocational education and training (VET) has been described in the sociological literature as a mixed blessing. On one hand, vocational qualifications facilitate the school-to-work transitions of youth (safety net function of VET); on the other hand, placement into vocational tracks dissuades students from attending higher education (diversion function of VET).
In this study, I analyse whether VET is perceived to function as a safety net and/or a diversion route by the public at large. VET systems greatly vary across countries with regard to their perceived prestige, the involvement of social partners in the provision of training and the certification of occupational skills.
Thus, I focus on whether perceptions of VET vary systematically across countries. Using Eurobarometer data from 2011, I show that in countries with occupationally oriented VET systems, which provide work-based training in the form of apprenticeships, both the safety net and diversion functions are recognized as distinctive aspects of VET.
Although public perceptions of the safety net function do not vary across education groups, the analyses show that highly educated individuals are less likely than the other education groups to suggest vocational education as an option, even when they do recognize its role as a safety net. This study contributes to our understanding of the micro-level mechanisms that underlie the formation of educational preferences across social groups.
Abstract
Vocational education and training (VET) has been described in the sociological literature as a mixed blessing. On one hand, vocational qualifications facilitate the school-to-work transitions of youth (safety net function of VET); on the other hand, placement into vocational tracks dissuades students from attending higher education (diversion function of VET).
In this study, I analyse whether VET is perceived to function as a safety net and/or a diversion route by the public at large. VET systems greatly vary across countries with regard to their perceived prestige, the involvement of social partners in the provision of training and the certification of occupational skills.
Thus, I focus on whether perceptions of VET vary systematically across countries. Using Eurobarometer data from 2011, I show that in countries with occupationally oriented VET systems, which provide work-based training in the form of apprenticeships, both the safety net and diversion functions are recognized as distinctive aspects of VET.
Although public perceptions of the safety net function do not vary across education groups, the analyses show that highly educated individuals are less likely than the other education groups to suggest vocational education as an option, even when they do recognize its role as a safety net. This study contributes to our understanding of the micro-level mechanisms that underlie the formation of educational preferences across social groups.
Thursday, 23 March 2017
‘I don’t know where to find the careers adviser … he has disappeared’: the impact of changes to careers advice on 14–16 year olds in University Technical Colleges and schools
an article by Daniel K. Acquah, Hayley Limmer and Debra Malpass (Centre for Education Research and Practice, AQA Education, Manchester, UK) published in Research Papers in Education Volume 32 Issue 2 (2017)
Abstract
Recent policies in England have enacted significant changes to careers information advice and guidance (CIAG) and work-related learning (WRL). This paper offers insight into these changes from the perspective of young people studying engineering at University Technical Colleges (UTCs) as well as ‘comprehensive’ schools.
Face-to-face CIAG was conspicuously absent from the young people’s decision to pursue engineering. Whilst they were studying engineering, the young people at the comprehensive schools had quite variable experiences of receiving CIAG and WRL. Although there were instances of young people receiving careers advice from teachers, careers advisors or employers, many young people had not received this input.
As well as accessing advice from a careers teacher or advisor more frequently, the UTC students were also much more inclined to be explicitly positive about this advice. Many young people had positive work experience placements.
They felt that the experience had given them a greater understanding of ‘what it’s like to be in a workplace’. However, not all students had such positive experiences. They told us that it could be ‘extremely hard’ to find a place, especially one related to the course of study.
We relate the findings to the current policy context and implications for the UTC model.
Abstract
Recent policies in England have enacted significant changes to careers information advice and guidance (CIAG) and work-related learning (WRL). This paper offers insight into these changes from the perspective of young people studying engineering at University Technical Colleges (UTCs) as well as ‘comprehensive’ schools.
Face-to-face CIAG was conspicuously absent from the young people’s decision to pursue engineering. Whilst they were studying engineering, the young people at the comprehensive schools had quite variable experiences of receiving CIAG and WRL. Although there were instances of young people receiving careers advice from teachers, careers advisors or employers, many young people had not received this input.
As well as accessing advice from a careers teacher or advisor more frequently, the UTC students were also much more inclined to be explicitly positive about this advice. Many young people had positive work experience placements.
They felt that the experience had given them a greater understanding of ‘what it’s like to be in a workplace’. However, not all students had such positive experiences. They told us that it could be ‘extremely hard’ to find a place, especially one related to the course of study.
We relate the findings to the current policy context and implications for the UTC model.
Thursday, 22 August 2013
Vocational Education and Training System in the Netherlands
a Briefing Paper by Paul Casey (UK Commission for Employment and Skills) published by UKCES (August 2013)
This Briefing Paper takes a look at vocational education and training (VET) in the Netherlands. The Dutch VET system is of interest for a number of reasons.
Firstly, it enjoys considerable participation by young people, with the majority of all secondary students, from the age of 16, choosing to take a well-established, flexible and clearly structured VET route to complete their education.
Secondly, there are very high completion rates and good prospects for employment. One reason for this is that training in the workplace is mandatory. All students must spend time learning on the job.
Thirdly, in this system VET is driven by employer demand, via sectorally based institutions known as knowledge centres. This ensures that training and qualifications contain both work and theoretical components so that employers receive workers into the labour market with the requisite skills and experience they need.
Finally, the system is underpinned and operates on the basis of consensus with strong working relationships engendered between employers, employees, training providers and government.
These points and more are examined by identifying the key institutional actors involved, then describing the mechanics of the system – the different training levels applicable to school and work-based VET pathways and then illustrating how VET is designed, delivered and quality assured.
How VET is publicly funded is also explored.
Here, the economic recession has had a severe impact on the Dutch economy and its consequences will require a certain degree of re-design to accommodate new budget realities. The financial incentives, available to employers and individuals to engage in workforce training and development, are also identified.
Again, some of these incentives are subject to modification or even closure due to austerity measures and this paper identifies what is likely to change.
Full text (PDF 37pp)
This Briefing Paper takes a look at vocational education and training (VET) in the Netherlands. The Dutch VET system is of interest for a number of reasons.
Firstly, it enjoys considerable participation by young people, with the majority of all secondary students, from the age of 16, choosing to take a well-established, flexible and clearly structured VET route to complete their education.
Secondly, there are very high completion rates and good prospects for employment. One reason for this is that training in the workplace is mandatory. All students must spend time learning on the job.
Thirdly, in this system VET is driven by employer demand, via sectorally based institutions known as knowledge centres. This ensures that training and qualifications contain both work and theoretical components so that employers receive workers into the labour market with the requisite skills and experience they need.
Finally, the system is underpinned and operates on the basis of consensus with strong working relationships engendered between employers, employees, training providers and government.
These points and more are examined by identifying the key institutional actors involved, then describing the mechanics of the system – the different training levels applicable to school and work-based VET pathways and then illustrating how VET is designed, delivered and quality assured.
How VET is publicly funded is also explored.
Here, the economic recession has had a severe impact on the Dutch economy and its consequences will require a certain degree of re-design to accommodate new budget realities. The financial incentives, available to employers and individuals to engage in workforce training and development, are also identified.
Again, some of these incentives are subject to modification or even closure due to austerity measures and this paper identifies what is likely to change.
Full text (PDF 37pp)
Friday, 5 July 2013
A Bourdieusian approach to understanding employability: becoming a ‘fish in water’
an article by Martyn Clark (University of Leeds, UK) and Miriam Zukas (University of London, UK) published in Journal of Vocational Education & Training Volume 65 Issue 2 (June 2013)
Abstract
It is assumed in the current policy environment that higher education should lead to graduate employability, although understandings of employability are generally limited.
In this paper, we discuss issues relating to graduate employability with reference to a case study of an information technology (IT) student progressing to a graduate role in the IT industry. Our analysis uses Bourdieu’s ‘thinking tools’, habitus, field and capital, to discuss the importance to graduate employability of individual positions and dispositions, workplace culture and organisation, and the social contacts developed as part of undergraduate life.
We argue that employability needs to be understood in relational terms.
In particular, the value of skills and knowledge depends on the work and workplace to which a graduate progresses. Similarly, employable graduates need a ‘feel for the game’.
Abstract
It is assumed in the current policy environment that higher education should lead to graduate employability, although understandings of employability are generally limited.
In this paper, we discuss issues relating to graduate employability with reference to a case study of an information technology (IT) student progressing to a graduate role in the IT industry. Our analysis uses Bourdieu’s ‘thinking tools’, habitus, field and capital, to discuss the importance to graduate employability of individual positions and dispositions, workplace culture and organisation, and the social contacts developed as part of undergraduate life.
We argue that employability needs to be understood in relational terms.
In particular, the value of skills and knowledge depends on the work and workplace to which a graduate progresses. Similarly, employable graduates need a ‘feel for the game’.
Tuesday, 25 June 2013
Benefits of vocational education and training in Europe for people, organisation
A cedefop publication in the information series number 4121
This publication summarises Cedefop’s work on benefits of vocational education and training (VET) contrasting, whenever possible, VET outcomes with those from general education.
The research spans how education and training generate their perceived benefits and looks at a wide range of outcomes some related to labour market success (employability and wages) others affecting quality of life and well-being (health, quality of participation in public life and satisfaction with life and leisure).
The analysis is extended to investigate VET’s impact in organisations. It observes that organisations are communities with their own cultures. Consequently, VET’s benefits in developing skills and influencing positively well-being and behaviour in the workplace can interact, directly and indirectly, to improve productivity, notable through greater cooperation. However, certain circumstances need to be in place to create this effect and maximise VET’s benefits.
Interaction between VET’s different benefits should also change the way investment in it is understood, if VET is to be a strategic tool for excellence and competitive advantage.
Full text (PDF 72pp)
The paradox of Scotland: limited credit transfer in a credit-based lifelong learning system
an article by Cathy Howieson and David Raffe (University of Edinburgh, UK) published in Oxford Review of Education Volume 39 Issue 3 (June 2013)
Abstract
On paper, Scotland has a highly permeable, unified system of lifelong learning underpinned by the Scottish Credit and Qualifications Framework. Recent reports suggest that the reality is less positive.
This paper examines credit transfer in Scotland across three interfaces:
But a second explanation highlights the epistemological, institutional and political barriers to a unified system. The paper illustrates the importance of distinguishing among different types of credit system and the limitations of credit and qualifications frameworks as agents of change in the face of the institutional logics of national education and training systems.
The capacity of cross-national credit systems to support mobility between national systems should not be exaggerated.
Abstract
On paper, Scotland has a highly permeable, unified system of lifelong learning underpinned by the Scottish Credit and Qualifications Framework. Recent reports suggest that the reality is less positive.
This paper examines credit transfer in Scotland across three interfaces:
- between general and pre-vocational learning and vocational education and training (VET);
- within VET; and
- between VET and university degrees.
But a second explanation highlights the epistemological, institutional and political barriers to a unified system. The paper illustrates the importance of distinguishing among different types of credit system and the limitations of credit and qualifications frameworks as agents of change in the face of the institutional logics of national education and training systems.
The capacity of cross-national credit systems to support mobility between national systems should not be exaggerated.
Thursday, 18 April 2013
Trainers in continuing VET: emerging competence profile
a publication in Cedefop’s information series (number 4126)
Cedefop has long tracked the changing roles and professional development of teachers and trainers in vocational education and training. In this publication, it analyses nineteen Member State initiatives which aim to set out competence requirements for trainers in adult learning and continuing training. The analysis, which also covers validation of non-formal and informal learning, forms the basis of a proposed emerging competence profile for trainers.
The publication contributes to the work of the thematic working group on the professional development of trainers in vocational education and training, which the European Commission set up in 2012 and jointly coordinates with Cedefop.
Full text (PDF 114pp)
Cedefop has long tracked the changing roles and professional development of teachers and trainers in vocational education and training. In this publication, it analyses nineteen Member State initiatives which aim to set out competence requirements for trainers in adult learning and continuing training. The analysis, which also covers validation of non-formal and informal learning, forms the basis of a proposed emerging competence profile for trainers.
The publication contributes to the work of the thematic working group on the professional development of trainers in vocational education and training, which the European Commission set up in 2012 and jointly coordinates with Cedefop.
Full text (PDF 114pp)
Monday, 11 March 2013
Reclaiming the disengaged: reform of New Zealand’s vocational education and training and social welfare systems
an article by Rob Strathdee (Victoria University of Wellington, New Zealand) published in Research in Post-Compulsory Education Volume 18 Issue 1-2 (2013)
Abstract
This paper uses Habermas’ theory of the state and his idea of legitimation crisis to critically evaluate recent reforms in New Zealand designed to engage young people (16–24 years of age) in paid employment and/or education and training.
The paper identifies three broad strategies adopted by the state to reclaim the disengaged and hence, resolve the crisis of legitimation.
These are motivational, punishing and bridging.
Motivational strategies are designed to reclaim the disengaged by encouraging young people to adopt dispositions favourable to economic conditions of the time. If successful, young people will work hard to build their human capital in ways conducive to the needs of the economy.
Punishing (or work-first) strategies are designed to reduce welfare dependence by making benefits harder to gain in the first instance and reducing entitlement where beneficiaries do not undertake mandated activities (such as looking for work).
Finally, bridging strategies attempt to create links between job-seekers and recruiting employers.
The paper argues that while these strategies will deliver short-term gains (for the state), the fact that they tighten the connection between the current labour market and education, means that over the longer term, crisis tendencies will remain.
Abstract
This paper uses Habermas’ theory of the state and his idea of legitimation crisis to critically evaluate recent reforms in New Zealand designed to engage young people (16–24 years of age) in paid employment and/or education and training.
The paper identifies three broad strategies adopted by the state to reclaim the disengaged and hence, resolve the crisis of legitimation.
These are motivational, punishing and bridging.
Motivational strategies are designed to reclaim the disengaged by encouraging young people to adopt dispositions favourable to economic conditions of the time. If successful, young people will work hard to build their human capital in ways conducive to the needs of the economy.
Punishing (or work-first) strategies are designed to reduce welfare dependence by making benefits harder to gain in the first instance and reducing entitlement where beneficiaries do not undertake mandated activities (such as looking for work).
Finally, bridging strategies attempt to create links between job-seekers and recruiting employers.
The paper argues that while these strategies will deliver short-term gains (for the state), the fact that they tighten the connection between the current labour market and education, means that over the longer term, crisis tendencies will remain.
Wednesday, 6 February 2013
More effective VET and lifelong learning policies: awareness raising, analysis and advice
a Cedefop Briefing Note
Cedefop’s achievements in 2012 and plans for 2013
Reform of vocational education and training (VET) in Europe is complex, especially at a time of economic crisis. Cedefop raises awareness and provides analysis and advice to policy-makers at European level and in Member States to help them decide on policies and actions. Cedefop’s work supports the European policy agenda for VET and lifelong learning.
Cedefop’s medium-term priorities 2012-14 guide its work. They reflect the European Union’s (EU’s) priorities for VET and include tasks that the Council of Ministers, European Commission, Member States and social partners have specifically asked Cedefop to carry out.
Cedefop’s impact depends largely on the value and trust stakeholders place on the authority, reliability and usefulness of its results. This depends on solid analysis and effective communication. Performance indicators show that stakeholders value Cedefop’s work and demand for its expertise is rising.
Full note (PDF 4pp)
Cedefop’s achievements in 2012 and plans for 2013
Reform of vocational education and training (VET) in Europe is complex, especially at a time of economic crisis. Cedefop raises awareness and provides analysis and advice to policy-makers at European level and in Member States to help them decide on policies and actions. Cedefop’s work supports the European policy agenda for VET and lifelong learning.
Cedefop’s medium-term priorities 2012-14 guide its work. They reflect the European Union’s (EU’s) priorities for VET and include tasks that the Council of Ministers, European Commission, Member States and social partners have specifically asked Cedefop to carry out.
Cedefop’s impact depends largely on the value and trust stakeholders place on the authority, reliability and usefulness of its results. This depends on solid analysis and effective communication. Performance indicators show that stakeholders value Cedefop’s work and demand for its expertise is rising.
Full note (PDF 4pp)
Monday, 24 December 2012
Learning and innovation in enterprises
a cedefop research paper (number 27) authorship unknown
Summary
The potential of vocational education and training (VET), including workplace learning, to foster innovation has not yet been fully exploited. There is a need for improvements in synergies between policies for innovation, business development and learning in enterprises.
What are the links between work organisation, workplace learning, training and innovation?
How can workplaces be developed that are conducive to learning and innovation?
In Europe, are there any examples of policy initiatives and publicly funded programmes that combine innovation and skills development being applied in enterprises?
If so, how do they differ and how do they operate?
Which types of programmes are used to foster the innovative ability of enterprises?
This report looks at innovation and learning in enterprises and examines the role that VET and learning-conducive working environments play in fostering enterprises’ innovative capacity. It covers the EU-27 plus Norway and analyses the impacts of learning-intensive forms of work organisation and learning on innovation in enterprises. Furthermore, it provides an overview of programme portfolios in the various European countries and analyses the impacts of publicly funded innovation programmes on the innovative ability of organisations.
Full text (PDF 168pp)
Summary
The potential of vocational education and training (VET), including workplace learning, to foster innovation has not yet been fully exploited. There is a need for improvements in synergies between policies for innovation, business development and learning in enterprises.
What are the links between work organisation, workplace learning, training and innovation?
How can workplaces be developed that are conducive to learning and innovation?
In Europe, are there any examples of policy initiatives and publicly funded programmes that combine innovation and skills development being applied in enterprises?
If so, how do they differ and how do they operate?
Which types of programmes are used to foster the innovative ability of enterprises?
This report looks at innovation and learning in enterprises and examines the role that VET and learning-conducive working environments play in fostering enterprises’ innovative capacity. It covers the EU-27 plus Norway and analyses the impacts of learning-intensive forms of work organisation and learning on innovation in enterprises. Furthermore, it provides an overview of programme portfolios in the various European countries and analyses the impacts of publicly funded innovation programmes on the innovative ability of organisations.
Full text (PDF 168pp)
Subscribe to:
Posts (Atom)
