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Open Access
Article
Publication date: 21 August 2021

Giuseppe Tacconi, Vidmantas Tūtlys, Marco Perini and Genute Gedvilienė

The present study aims to reveal common and diverging trends in the development of pedagogical competences of vocational education and training (VET) teachers and trainers in…

1759

Abstract

Purpose

The present study aims to reveal common and diverging trends in the development of pedagogical competences of vocational education and training (VET) teachers and trainers in Italy and Lithuania.

Design/methodology/approach

A structured survey was administered to Italian and Lithuanian teachers. The collected data were analysed and compared.

Findings

Results show that there are many common challenges and problems in the development of pedagogical competencies of the VET teachers in both countries; e.g.: the marginalisation of the VET teacher's work and working conditions, especially the dissatisfying wages and poor career opportunities, and the absent or weak institutionalisation of the VET teacher's qualifications and training.

Originality/value

The emerged results can be useful for directors of VET-centres and VET-schools to manage training and pedagogical growth of teachers both in Italy and in Lithuania. Moreover, the outputs can be considered as a set of suggestions also by the policymakers both at national and European level.

Details

European Journal of Training and Development, vol. 45 no. 6/7
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 1 August 1997

Graham Attwell

Provides an overview of the research undertaken through the EU Leonardo EUROPROF project. Describes the aims of the project and outlines the methodologies undertaken in the work…

2032

Abstract

Provides an overview of the research undertaken through the EU Leonardo EUROPROF project. Describes the aims of the project and outlines the methodologies undertaken in the work. Surveys the development of vocational education and training (VET) in Europe over the past two decades in relation to changing forms of work organization and the development of the economies of Europe. First looks at the changing role of VET, second examines the corresponding changes in the roles and occupational profiles of vocational teachers and trainers drawing on empirical studies undertaken by researchers in different countries as part of the EUROPROF project. Finally proposes a new framework for the education of VET professionals in response to the changing roles and responsibilities.

Details

Journal of European Industrial Training, vol. 21 no. 6/7
Type: Research Article
ISSN: 0309-0590

Keywords

Article
Publication date: 6 February 2024

Christina Donovan and Hannes Hautz

This paper seeks to illustrate how interventionist education reforms shape dis/trust-building processes and their impact on teacher professionalism in vocational education and…

Abstract

Purpose

This paper seeks to illustrate how interventionist education reforms shape dis/trust-building processes and their impact on teacher professionalism in vocational education and training (VET) across national contexts. Using trust as the object of analysis, we discuss the affective mechanisms of becoming a professional in a standards-based neoliberal environment.

Design/methodology/approach

Through an analysis of VET teacher narratives in England and Austria, the paper draws attention to the ways in which policy instrumentalism has created a culture of distrust in VET. Drawing upon foundational work on system trust developed by Niklas Luhmann, we illustrate how conditions for trust sit at symbolic thresholds, which set the conditions for professional recognition within VET.

Findings

Our analysis revealed that attempts to standardise VET strategy are fuelled by the need for existential security and predictability, leading to tensions in the cultivation of system trust. Conditions for professional recognition across both contexts were based on practices of documentation and subordination, narrowly defining modes of legitimate self-expression in organisations. This constitutes a crisis of trust in VET teacher professionalism, which undermines pedagogical autonomy and integrity.

Practical implications

We seek to highlight the impact that reduced trust in the governance of VET can have on issues associated with teacher motivation, well-being and retention. The consideration of trust is therefore essential both for policy design and implementation in VET organisations.

Originality/value

The application of trust theory offers a distinctive lens through which to understand the impact of accountability, performativity and governance processes upon teacher subjectivity within VET across national contexts.

Details

Education + Training, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 3 August 2015

Eduardo Tomé and Apoorva Goyal

This paper aims to analyze the role of human capital (HC), human resource development (HRD) and vocational educational and training (VET) in the emerging Indian economy. How may…

Abstract

Purpose

This paper aims to analyze the role of human capital (HC), human resource development (HRD) and vocational educational and training (VET) in the emerging Indian economy. How may we define the HC, HRD and VET in India? To what extent and how as HRD investments in India contributed to India’s recent economic development? What were the investments and what were the returns? Who invested and who obtained the returns? Is India really different from other countries?

Design/methodology/approach

To achieve that goal, the authors use a model of the HC, HRD and VET national market. Specifically, they divide the analysis in four broad stages: stocks, investments and outcomes; supply, demand, price and quantity; needs; and private and public forces.

Findings

The authors conclude that the India’s HC, HRD and VET have been growing and will have to grow even more, for India to become developed. Currently, the urgency is even greater in the HRD and VET side than in the education side. The government goals for 2022 are immense, and the raise in the HRD and VET in India that is aimed will effectively change India’s economy and society.

Research limitations/implications

The authors only use secondary data. They believe that a deeper and very detailed study on all the States of India could be made, following this paper. Also, the analysis could be replicated for the other BRICS.

Practical implications

India HRD and VET market is described as being one of the major India’s problems of today and promises of tomorrow.

Social implications

Today, only around ten million of India’s citizens receive HRD and VET annually. This number is to be multiplied between 20 and 50 times. This change will change India’s economy and society.

Originality/value

Also, the authors believe that the paper is original because it analyzes India’s HC, HRD and VET with a new conceptual model.

Details

European Journal of Training and Development, vol. 39 no. 7
Type: Research Article
ISSN: 2046-9012

Keywords

Book part
Publication date: 8 August 2016

Edgar Pereira, Mary Kyriazopoulou and Harald Weber

Vocational Education and Training (VET) prepares citizens to participate in the labour market, but requires continuous development to adapt to the impacts of global trends, to…

Abstract

Vocational Education and Training (VET) prepares citizens to participate in the labour market, but requires continuous development to adapt to the impacts of global trends, to become more attractive and relevant, to support lifelong learning, to encourage creativity, innovation and entrepreneurship, and to become more inclusive. European legislation and structural funds improved VET for people with SEN and/or disabilities, for example in the case of the European qualifications framework (EQF) and the national qualifications frameworks (NQFs). NQFs often lead to the development of a national qualifications catalogue, specifying training standards for all, including people with SEN/disabilities, yet with the challenge to achieve the right balance between the flexibility and the standardisation requirements of programmes and procedures. A recent European Agency project investigated the key aspects of VET programmes for learners with SEN and/or disabilities in 26 European countries and identified success factors that contributed to auspicious VET and transition to employment for learners with SEN and/or disabilities. These factors will finalise this chapter showing, in an inclusive design perspective, that they benefit all learners.

Details

Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap
Type: Book
ISBN: 978-1-78635-388-7

Keywords

Article
Publication date: 11 June 2018

Moira Rose Kairys

Leaders in education face diverse challenges in an increasingly competitive and changing environment. Although women numerically dominate the workforce, senior managers are…

2767

Abstract

Purpose

Leaders in education face diverse challenges in an increasingly competitive and changing environment. Although women numerically dominate the workforce, senior managers are predominately men. The purpose of this paper is to examine leadership skills required for senior management roles in vocational education training (VET); determine if the ranking of importance of skills differs by gender and if the ranking contributes to women not advancing to senior management roles. As skills are abilities that can be developed and learned focusing on leadership skills will provide further insight into leadership and influence leadership development programs in VET to re-orientate women into senior management roles.

Design/methodology/approach

The methodology was based on the theoretical framework of the Leadership Skills Strataplex Model (LSSM). The model categorises leadership skills into cognitive, interpersonal, business and strategic skills and determines skill requirement based on management level. A quantitative study with data collected from an online survey completed by 100 senior managers employed in Australian VET, with an even distribution of men and women, identified leadership skills and ranked the importance of the skills. Analysis of the data was conducted using correlation test and principal factor analysis.

Findings

Both men and women identified that cognitive, interpersonal, business and strategic skills were required for senior management roles in VET; however, they ranked the importance of these skills differently. Men ranked business and strategic skills as the most important whilst women ranked cognitive and interpersonal skills. The findings provide insight into how gender influences leadership with men focused on task-orientated leadership skills whilst and women focused on relationship development leadership skills.

Research limitations/implications

The major limitation of this study was that the results were derived from the employees’ perspective and not that of the employer. However, the limitation does not detract from the overall contribution, this study makes to leadership, leadership skills and VET. The findings of this study suggest that further education leadership research is warranted as most studies are predominately focused on leadership theory with limited reference to leadership skills.

Practical implications

The findings of this study provide practical implications to inform VET leadership professional development programs for teachers and managers to focus on leadership skills. The difference in ranking of importance of leadership skills by men and women highlights that focusing on specific leadership skill development of cognitive, interpersonal, business and strategic skills for aspiring managers may help re-orientate women into senior management roles.

Originality/value

The use of the LSSM, previously used in government and higher education to identify leadership skills, the online survey as the data collection tool and quantitative analysis provides originality in the methodology rarely seen in VET education. The study adds value to education management, VET, leadership, and gender research by providing insight into leadership skills.

Details

International Journal of Educational Management, vol. 32 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 1 October 2006

Janice Jones

The purpose of this paper is to compare and contrast the extent and nature of Vocational Education and Training (VET) vis‐à‐vis other forms of training in three size categories of…

720

Abstract

Purpose

The purpose of this paper is to compare and contrast the extent and nature of Vocational Education and Training (VET) vis‐à‐vis other forms of training in three size categories of small‐to‐medium‐sized enterprises (SMEs) from two industry sectors.

Design/methodology/approach

The longitudinal panel data employed in this paper are drawn from the Business Longitudinal Survey (BLS) conducted by the Australian Bureau of Statistics (ABS) over the four financial years 1994‐1995 to 1997‐1998.

Findings

The results indicate that less than half of the enterprises in the three‐size categories provide apprenticeship training and traineeships – and in the case of micro‐ and small business, VET in any other field for that matter ‐ or used any of the widely recognised providers of accredited VET. While there is a positive association between enterprise size and the implementation of VET, nonetheless, the results demonstrate that small business investment in structured VET is minimal. The results also show that significant size‐related and industry differences exist in training provision, methods, fields and providers in small business, with substantive differences occurring between small and medium‐sized firms.

Research limitations/implications

This paper relied upon a secondary data source, and is limited by the VET variables available in the BLS.

Practical implications

The findings in the paper indicate that, at the micro‐end of firm size, only the minority of firms provide training, suggesting that no matter what definition of VET is adopted, the majority of micro‐businesses do not provide training.

Originality/value

The paper focused exclusively on VET in SMEs in Australia, adding to the very few longitudinal inter‐industry studies conducted to date that have explicitly examined the nature and extent of VET relative to other forms of training in small business.

Details

Education + Training, vol. 48 no. 8/9
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 11 April 2021

Vidmantas Tūtlys and Georg Spöttl

This paper aims to disclose the implications of the 4th Industrial Revolution for vocational and professional qualifications and their systems. It also seeks to enhance more…

Abstract

Purpose

This paper aims to disclose the implications of the 4th Industrial Revolution for vocational and professional qualifications and their systems. It also seeks to enhance more active discussion of experts and researchers about the change of vocational and professional qualifications created by the advent of the 4th Industrial Revolution.

Design/methodology/approach

Research is based on the case studies of the design and development of vocational and professional qualifications focused on the skills requirements of the 4th Industrial Revolution. There are analyzed and compared two cases of the international (EU) projects aiming to design and implement new qualifications in the metalworking industry and the case of introduction of additional qualifications in Germany. The main research methods include content analysis of the qualifications descriptors and vocational education and training (VET) curricula, a meta-analysis of the research on the implications of Industry 4.0 for VET.

Findings

The choices of the structure and contents of qualifications and VET curricula in the context of the 4th Industrial Revolution are defined by the specific state of technologies and work organizations in the enterprises, limitations of VET providers, individual skills needs of learners, national and sectoral policies in the field of qualifications and curricula. It requires compromises between the concept of solid qualifications based on the holistic orientation to work processes and the trends toward flexible curriculum; between the design of new qualifications and adjustment of the existing ones, as well as between the individualistic and collective approaches to qualifications.

Research limitations/implications

The research is focused on the development of qualifications in the manufacturing sector (metalworking and engineering industry). The paper contributes to the theoretical discussions and research of qualifications, competence, VET and human resource development by suggesting a theoretical framework for the analysis of the development of qualifications in the context of the 4th Industrial Revolution, as well as by stressing the importance of holistic view to this development which should comprise both policies and practices of the design of qualifications, curriculum design, education and training and assessment of learning outcomes.

Originality/value

The paper provides insight into the implications of the 4th Industrial Revolution to the key processes of the national systems of qualifications by referring to the cases of current efforts to adjust qualifications in the metalworking sector and engineering industry. It also suggests possible scenarios for the future development of vocational and professional qualifications in the context of the 4th Industrial Revolution.

Details

European Journal of Training and Development, vol. 46 no. 5/6
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 11 July 2016

Thomas Deissinger and Philipp Gonon

The purpose of this paper is to compare stakeholders’ roles in Germany and Switzerland when it comes to promoting innovation in the dual apprenticeship model. In both countries…

1368

Abstract

Purpose

The purpose of this paper is to compare stakeholders’ roles in Germany and Switzerland when it comes to promoting innovation in the dual apprenticeship model. In both countries, the relevant stakeholders who represent the various occupations and, in a more narrow sense, the social partners, actively shape vocational education and training (VET) reforms. They represent the area of public educational policy, besides governments, political parties and the public, who, in both countries, appreciate the decisive role of apprenticeships for youth education, employment and social stability. Thus, the broad consensus of the relevant stakeholders is crucial in order to keep apprenticeship systems alive. Both countries face challenges related to academisation, which means, that the Gymnasium (high school) and higher education now are even more the first option for parents than in former times. On several levels German and Swiss policy makers try to strengthen VET paying tribute to and trying to cope with these developments.

Design/methodology/approach

The paper is situated in the field of comparative VET research. Based on policy documents and findings from research the paper analyses the discourse and perspectives related to VET reforms. The authors deliberately focus on two countries, Germany and Switzerland, which share a great deal of common features in relation to VET, nevertheless developed different measures in order to cope with the pressure of increasing the ratio of students in higher education. The comparative paper looks at the topical reform discourse and taken measures and the specific culture of apprenticeships in the two countries by focusing on those stakeholders, which, besides governments, are crucially involved in the system. The paper draws its insights from the VET policy debate and from both national policy documents and national and international expert publications in the field of VET. A strong focus is given to the emerging new environment of the VET system. Methodologically, the paper draws from an institutional view on VET, which is being discussed broadly in comparative research, since VET systems with a “dual system”, such as the two discussed here, may be categorized as “state-steered market models”, “occupation-based qualifications styles”, “collective skill formation systems” or specific realizations of “transition systems”. All these categories refer to the observation that in these societies it is not the state alone, who defines the structure of the respective VET system, but non-state stakeholders are capable of influencing VET policy and VET reform in a substantial and visible way.

Findings

In both countries, Germany and Switzerland, the importance and value of VET is based on an overall consensus, shared by all relevant actors. The basis of this consensus is that the dual system so far successfully opened and should continue to open career paths in industry. Apprenticeships undoubtedly are cornerstones of economic welfare in these countries and can be associated with low youth unemployment rates. A supplementary aspect in the last years however is the political will that VET should also have some kind of link with higher education. Despite some interesting reform measures ambivalences cannot be ignored: against what could be called “academic fallacy” the importance of a highly qualified workforce, trained in non-academic fields, and the future of this kind of skill formation have become major topics and concerns in both societies.

Originality/value

This paper is comparing two similar cases, Switzerland and Germany, in VET in order to profile reform alternatives. Furthermore the actors beyond state are highlighted as important element for reform in VET education.

Details

Education + Training, vol. 58 no. 6
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 1 August 1997

Nikitas Patiniotis and Dimitris Stavroulakis

Vocational education in Greece has been developed only recently, mainly through foreign influences. Delay is largely attributed to idiomorphic employment patterns, favouring…

1383

Abstract

Vocational education in Greece has been developed only recently, mainly through foreign influences. Delay is largely attributed to idiomorphic employment patterns, favouring low‐skilled labour, and to culture, prompting youths to university education. Traditional lack of continuity of the national education policy, as well as persistent low financing of vocational education by the state, has resulted in the accumulation of long‐standing problems. This situation has added up to a sluggish vocational education organization, more or less incapable of effectively tackling crucial social issues like unemployment and the challenge of new technologies.

Details

Journal of European Industrial Training, vol. 21 no. 6/7
Type: Research Article
ISSN: 0309-0590

Keywords

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