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1.
There is a notable difference in occupational injury rates in the two Scandinavian countries, Sweden and Denmark, with the latter having a 40% higher rate of fatal occupational injuries in the construction industry. This study explored differences in the vocational education and training (VET) systems between Sweden and Denmark that may be important for students’ safety learning and practice during VET. In both countries, students participate in full-time education, and the curriculum includes school-based as well as company- based training. However, during company- based training Swedish students retain their student status, whereas Danish students are employed as apprentices. From a perspective of viewing safety as a social practice developed through interactions of different social and institutional bodies, the analysis points to this difference in employment status as important for their safety practices and also for the teachers’ position to influence safety learning and practices during company-based training. An analysis of interview and survey data focusing on how VET students enact safety ‘knowings’ across learning sites, suggest how different forms of connectivity models in VET promote various forms of safety learning among students.  相似文献   

2.
Coherence of national education and training systems is increasingly tabled in European policy debates. Leaning on literature about the emergence and consolidation of national education systems, this article explores the rationale for VET reforms in Norway and Spain by scrutinising attempts to strengthen the coherence of their VET systems. Coherence has been sought through the unification of different strands of vocational education; initial, continuing and active labour market policies (what we call ‘horizontal coherence’) and the mainstreaming of VET curricular elements; plus the systematisation of VET practices across educational levels (‘vertical coherence’). While both countries looked for coherence, their motivations, how they operationalised the term and the emphasis of their actions differed substantially. Spain has experienced a move from the three largely unrelated strands into a more unified system; Norway from a fragile VET system to the availability of more VET courses and apprenticeship arrangements at all educational levels.  相似文献   

3.
This contribution to the symposium on Michael Young’s article ‘Overcoming the crisis in curriculum theory: a knowledge based approach’, supports his contention that curriculum theory has lost sight of its object—‘what is taught and learned in schools’, and argues that this has particularly deleterious consequences for vocational education and training (VET). VET is unproblematically positioned as applied, experiential and work-focused learning, and it is seen as a solution for those who are alienated from or unsuccessful in more traditional forms of academic education. This article argues that rather than being a mechanism for social inclusion, VET is instead a key way in which social inequality is mediated and reproduced because it excludes students from accessing the theoretical knowledge they need to participate in debates and controversies in society and in their occupational field of practice. It presents a social realist analysis to argue why VET students need access to theoretical knowledge, how a focus on experiential and applied learning constitutes a mechanism for social exclusion and what a ‘knowledge rich’ VET curriculum would look like.  相似文献   

4.
Policy debates on employability, lifelong learning and competence‐based approaches suggest a convergence of VET approaches across European countries. Against the background of the creation of a European Qualifications Framework, this paper compares the VET systems of England, Germany and The Netherlands. The analysis reveals the distinct understandings and meanings of outwardly similar terms. These meanings are deeply rooted in the countries’ institutional structures and labour processes and still inform national debates and policies today. The paper identifies a major distinction between a ‘knowledge‐based’ VET model in Germany and The Netherlands and a ‘skills‐based’ model in England. There is a need to develop trans‐national categories that take into account the social construction of terms such as ‘skills’ and ‘qualifications’.  相似文献   

5.
The concept of ‘therapeutic education’ is being increasingly used in contemporary education policy studies to identify learning initiatives which are dominated by objectives linked to personal and social skills, emotional intelligence and building self‐esteem. Contemporary educational goals connected with such strategies have been criticised for encouraging a ‘victim culture’ which marginalises learners and replaces the pursuit of knowledge and understanding with the development of personal values relevant to a life of social, cultural and economic risk and uncertainty. In relation to vocational education and training (VET) and post‐school policy trends in particular, Hayes has argued that preparation for work has abandoned vocational/occupational knowledge and skills in favour of providing learners with personal skills for emotional labour in low‐level service jobs. This paper interrogates such analyses and questions whether the therapeutic role of VET really is incompatible with the traditional objectives of developing knowledge, understanding and values in work environments. Links are made between new emphases on work‐based learning and the ‘caring’ conceptions of learning in post‐school education. It is concluded that—although therapy should not dominate VET—an attention to the important values dimension of learning in the field does involve a therapeutic dimension of some kind.  相似文献   

6.
In this article, we illustrate the creation of the education policy paradigm that constitutes the framework of vocational education and training (VET) programmes, and analyse local school representatives’ perception of VET in upper secondary schools in Sweden. The education policy paradigm, established through three periods of reform during the twentieth century, undervalues VET as being less worthy than general/academic education. This paradigm generates the rhetoric used by interviewed school representatives that encourages school pupils to choose the ‘right’ (academic) programmes in order to foster a specific citizenship competence, even if this competence is not fully compatible with labour market demands. Young people who cannot, or will not, attain the ‘right’ education, and thus the advocated citizenship competence, lose out in a school system where general/academic education and higher education preparatory programmes are consistently prioritised over VET. An educational system that advocates discrimination and suspicion of VET limits career options and restricts entry into the labour market, as well as risk stigmatising pupils undertaking VET; this paradigm is neither justified nor democratic.  相似文献   

7.
What do we expect from Vocational Education and Training (VET) systems? Is it different from 25 years ago? This article argues that the focus has increasingly been placed on strategies for lifelong and life-wide learning that seek to reinforce continuity among the subsystems of learning, but that VET systems are, nevertheless, still expected to address many and sometimes conflicting agendas, needs and priorities. The last 25 years or so have been critical for the development of VET in Europe. Making VET more attractive and increasing its parity of esteem in relation to general secondary education have been major, recurring themes in European countries, as part of, at least conceptually, more comprehensive approaches to lifelong and life-wide learning. From 1989 to 2003, the European Journal of Education (EJE) published a special issue on ‘Trends in Vocational Education and Training’ every two years and has continued to publish on VETrelated topics. This article revisits the major themes and challenges as they were observed and discussed by the authors who wrote in those special issues and in later articles. Many were directly involved in advisory positions to governments; held key decision-making responsibilities; undertook studies and consultancy and brought technical assistance across several countries. Their articles are moments of reflection nourished by experience on the ground. This article explores how the European Journal of Education has contributed to European reflection on VET systems, policies and preoccupations in recent decades – what can we learn that is useful for shaping and formulating our present ideas about new policy from our colleagues writing about the same or similar issues 20 years ago? A key theme concerns the role of the Europe Community (and subsequently EU) as a change agent supporting bottom-up exchange and top-down stimulus for reform through an increasing integration of education and training in the socio-economic strategy of the EU.  相似文献   

8.
A historical tension between a more general and a more specific focus in post-compulsory education is made visible in some educational systems by the division into more academic and more vocational programmes. Embedded in this tension are questions of social justice and the purposes of education. In addition, division into academic and vocational programmes has class dimensions since youth with working class backgrounds are often over-represented in vocational programmes. This study investigates how this tension is handled in the Swedish upper secondary curriculum, which reflects an international neoliberal policy trend in promoting competition, employability and employer influence over the curriculum. By analysing how the educational content of vocational educational and training (VET) programmes and higher educational preparatory (HEP) programmes is contextualised, we found that the two programme types were based on very different logics. In VET programmes, knowledge is strongly context-bound and often related to regulating behaviours. This contrasts sharply with the way knowledge is contextualised in HEP programmes in which less context-bound knowledge and skills such as using concepts, models and critical thinking are dominant. Students in VET programmes are trained to ‘do’ and to ‘adapt’, while the students in HEP programmes are trained to ‘think’ and to ‘imagine possibilities’. Thus, students from different social classes are prepared for very different roles in society.  相似文献   

9.
The commercialisation of education and the massive recruitment of international students across different vocational education and training (VET) systems including the US, UK, Canada and Australia have led to significant changes in the VET teaching and learning landscape. This situation compels the VET sector to design and develop new professional development programs to support the immediate and changing needs of teachers working with the diverse international student cohort. However, to date, teacher professional development in response to the growing population of international students has not been an explicit focus of empirical study and theoretical conceptualisation in VET research. This study responds to this paucity. It draws on a broader three-year research project funded by the Australian Research Council (2014–2017) that involves fieldwork, participation in and observation of staff professional development activities and interviews with 102 VET staff in Australia. It uses positioning theory as a conceptual framework to examine how VET teachers position themselves and their professional development needs in response to international students. The results call for a critical need to re-examine the focus of the current professional development programs offered for VET teachers. The current context requires teacher professional development in international VET to focus on developing teachers’ capabilities to re-examine their pedagogical beliefs and practices and to understand international students’ various needs and cultural backgrounds. The study also stresses the importance of ongoing professional learning to equip teachers with the skills and knowledge to appropriate their pedagogical practices in response to the critical need to prepare all students for the intercultural labour market and to use students’ diversity as a resource for teaching and learning.  相似文献   

10.
It is well-known that the quality of vocational education and training (VET) depends on how well a given programme aligns with the values and interests of its stakeholders, but it is less well-known what these values and interests are and to what extent they are shared across different groups of stakeholders. We use vignettes to quantify the values that four groups of stakeholders assign to nine attributes relating to VET quality. The four stakeholders are students, teachers, workplace training supervisors, and policymakers. The nine attributes are employers’ appreciation of students, graduation rate, obtained language skills of students, mentoring hours in workplace learning, challenge, structure, students’ appreciation of teachers, schooling hours, and attention to civic education. Five hundred thirty-one Dutch respondents were repeatedly asked to rank a set of four hypothetical programmes, each with a specific value on the nine quality indicators. Through conjoint analysis we obtain the values that the stakeholders assigned to the nine attributes when evaluating the quality of VET programmes. The values assigned to the attributes ‘a challenging curriculum’ and ‘employers’ satisfaction’ were similar across the four groups of stakeholders, yet the values assigned to the remaining attributes differed substantially across stakeholders. This illustrates the diversity in values and interests of different stakeholders, and points to a need to quantify these values, for use by both the Dutch government and VET colleges, to improve the overall quality of education and the match between vocational programmes and their stakeholders.  相似文献   

11.
From the perspective of a social theory of learning, this paper explores discourses and practices associated with competency-based training (CBT) in industry. Drawing on data from a national evaluation of competency-based training in Australia, implications for the formation of identities of workers (or trainees) and vocational education and training (VET) practitioners are discussed, particularly in relation to an increasing recognition of the importance of lifelong learning for workers, and knowledge-making and innovation within enterprises. It is argued that discourses surrounding CBT relate particularly to the importance of developing ‘procedural, technical knowers’ rather than ‘reflective problemsolvers’, and ‘standardized, adaptable workers’ rather than ‘innovators’ or ‘initiators’. Thus CBT often seems to precludes the kind of transformative learning that could potentially lead to social and technological innovation in the workplace and enriching personal and cultural change. Moreover, while some discourses surrounding CBT relate to ‘empowered, committed workers’, it appears that the lived experience of working life may sometimes contradict these claims. In relation to training personnel, some VET practitioners do appear able, using CBT as a springboard, to exercise professional judgement and creativity and instigate transformative and, indeed, critical learning programmes. However, for others, identities as ‘deliverers’ of a standardized curriculum seem to have been formed, potentially an experience of deprofessionalization. Some discourses and practices associated with CBT, then, appear to be neither in the best interests of workers, practitioners and the community, nor of individual enterprises and industry as a whole. A rethinking of arrangements for, and conceptualization of, competency-based training in the workplace is discussed.  相似文献   

12.
The adoption of a more ‘open’ national training market in vocational education and training (VET) in Australia has led to considerable changes in VET organizations and considerable challenges for VET managers. Recent research has established the critical role that ‘strategy’ plays in leading and managing these organizations and the significance of strategic management as a field of managerial practice within VET. In this article, I further examine the role of strategy in the management of VET organizations by giving attention to issues of space and spatiality. Deploying concepts from actor-network theory and drawing on case data collected from VET organizations, I address strategy as a spatializing project. The argument is made that strategy is an accomplishment of a network of relations rather than an individual manager or an individual organization and can take radically different forms (‘Big S’ strategy; ‘small s’ strategy) and produce radically different effects (economic, educational). More specifically, spatial relations play a constitutive role in strategy formation in VET. Relations of spatiality and strategy are created and sustained together, and where this complex relationship is understood space can serve as a ground for critique. The paper promotes a theoretical and empirical imperative to look keenly to the spaces filled by frontline managers. Essentially interrogatory, these spaces open up the possibility of the negotiation of managerial and organizational identities across differences of strategic management and operational management and, more broadly, of enterprise and education.  相似文献   

13.
A key assumption of equity policies in Australia, as in many countries, is that pathways from lower-status, vocationally oriented ‘second’ tiers of tertiary education to ‘first’ tier higher education are able to act as an equity mechanism. This is because students from low socio-economic backgrounds are over-represented in former and underrepresented in the latter. The assumption that pathways support equity is tested in this paper through an analysis of the socio-economic profile and institutional destination of student transfers from vocational education and training to higher education in Australia. It finds that educational pathways deepen participation in education by existing social groups but do not effectively widen participation for groups that do not have equitable access. This is as a consequence of the hierarchical structuring of qualifications within VET as well as in higher education.  相似文献   

14.
This article summarises the main conclusions of the ‘Maastricht study’: Achieving the Lisbon Goal: The Contribution of VET ( Leney et al., 2004 ), which the UK Qualifications and Curriculum Authority (QCA), in collaboration with the Institute of Education and other international partners, prepared for the European Commission's DG Education and Culture in 2004. Based on the self‐assessment reports prepared by the Directors‐General for VET (DGVTs) of 31 European countries, and on independent expert reviews of the national and international literature on VET, the report analysed the contribution of VET to achieving the Lisbon goal and influenced the framing of the Maastricht Communiqué which the European education ministers agreed in December 2004. This summary of the findings of the report is organised under the following sections: 1) The potential of VET as an aspect of European cooperation; 2) The current state of play and progress of VET towards achieving the Lisbon goal; 3) Innovation in VET teaching and learning; and 4) Conclusions.  相似文献   

15.
The aim of this paper is to describe changing learner identities and trajectories of identification that take place among vocational education and training (VET) apprentices in Norway. This paper describes 23 young, male VET students’ learner identities in compulsory school (age 7–15) in comparison to their learner identities in VET apprenticeships (age 18–21), based on analyses of a set of biographical interviews about their schooling experiences. More specifically, the analysis describes changes in interviewees’ learner identities in their transition from school to apprenticeship. The analysis reveals that their narratives of being a student in school involved wounding educational experiences, such as negative student-teacher relationships, and feelings of failure and disengagement. At school, the participants’ learner identities were positional identities created in the shadow of the figured world of school, leading the students to individualised withdrawal. The narratives of their apprenticeship was characterised by a sense of belonging, feelings of equality to peers, independence and adulthood. The ‘adult working man’ identity is a disguised learning identity, in that it breaks with the wounded learner identity of the ‘failing student’ and thereby creates opportunities for active learning for apprentices, both as individuals and members of communities of practice.  相似文献   

16.
Abstract

With the future shape of Britain's post‐16 education and training still undecided policy makers are increasingly looking abroad for new models to follow. The educational debate has become internationalized. As in the late 19th century it is the pressure of economic competition from Europe which has galvanized British interest in the relative ‘success’ of training in countries such as France and Germany.

This paper examines the current use and misuse of comparative examples in British debates over reform. It analyses the systems of vocational education and training (VET) in France, Germany, and Sweden and assesses what lessons, if any, we can draw from them for the reform of British VET.  相似文献   

17.
In Europe, the Bologna and Copenhagen Processes in higher education (HE) and vocational education and training (VET) are on the agenda, aiming to create a European educational area. Acknowledging important differences between countries, we compare the evolving relationship between HE and VET. We ask whether and how these two distinct organisational fields in France and Germany have changed in recent decades. Comparing institutional shifts, the article analyses whether long-standing differences in postsecondary education and training systems and the education/economy nexus in these two countries have remained stable. We argue that these countries’ skill formation systems have begun to converge, departing from their original institutionalisation paths. Thus, while the traditional typologies that contrast France and Germany have served as useful heuristic devices, they require revision to adequately represent incremental institutional change in these skill formation systems resulting from endogenous reforms and exogenous pressures due to Europeanisation.  相似文献   

18.
The focus of this article is how to ensure (beginning) teachers’ needs as practitioners are part of the discursive dialogue in physical education teacher education programs. We consider the relationship between ‘structure’ and ‘agency,’ teachers as ‘change agents’ and refer to ‘workplace learning’ as we examine the extent to which the social structure of the school and the teaching profession, and?/?or the capacity of the individual to act independently, ultimately determines a teacher's behaviour in reaction to teaching expectations. We are interested as physical education teacher education faculty in how we (1) strive to help pre-service teachers examine and reframe assumptions about themselves as teachers and change agents, and (2) examine taken-for-granted school practices and processes. We share ways that physical education teacher education programs could encourage pre-service teachers agency and the relationship between initial teacher education and induction.  相似文献   

19.
ABSTRACT

This article contributes to the literature by proposing a methodological approach that scholars in all research fields can use to develop high-quality explanatory typologies. We argue that every typology should be constructed using a systematic, transparent process and must have a strong theoretical foundation to validate its explanatory value. Drawing on Max Weber’s typology theory, we apply our approach to construct three ideal types of vocational education and training (VET) programs. By bypassing heterogeneous context conditions, our typological approach enables us to compare VET programs based on the criteria that are relevant to an explanation of youth labor market outcomes. We build on Niklas Luhmann’s theory of social systems, which helps elucidate the significance of the linkage between actors from the education and employment systems in VET. The first ideal type, with maximal linkage, entails equal power-sharing between both kinds of actors. We expect such a VET program to have the most favorable outcome. The other two ideal types, in which one system has all the power, result in either undesirable youth labor market outcomes, such as unemployment or skills mismatch, or lack of access to further education.  相似文献   

20.
This research arose from our involvements in adults and community education, adult literacy, youth issues, and in researching the new movement in Australia for the inclusion of ‘generic skills’ in education and training curriculum. We recruited twenty-two practitioners in Adult and Community Education (ACE) in a participatory action research approach to assist us in exploring how ‘generic skills and attributes’ are fostered in the context of adult and community education and to theorise pedagogies of ACE in the light of the changed demographic of those who access ACE programs (especially disaffected young people and older unemployed men). A ‘Framework for ACE Pedagogy’ was one outcome of the research. In this paper we describe the five ‘elements’ which we found to constitute ‘The Teacher’ in ACE. The elements include: personal engagement with learners; self-reflection on one's teaching and one's own learning journey; improvisation and risk-taking; awareness of relations of power; and having patience and trust in the learning process.  相似文献   

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