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1 – 10 of over 17000This overview of current themes in vocational education and training policies and systems is presented in three parts. PART 1 treats the context of vocational education and…
Abstract
This overview of current themes in vocational education and training policies and systems is presented in three parts. PART 1 treats the context of vocational education and training and discusses the major issues influencing national Governments to change their role in vocational education and training. PART 2 discusses the common themes in how central Governments are changing their role in vocational education and training, particularly concerning the devolution of training responsibility to local bodies. The ways in which vocational education and training systems controlled by these local bodies are reacting to this increased responsibility are pursued in detail. PART 3 discusses the growing realization by central Governments that their responsibility for economic development and productivity can be discharged by a closer focus on vocational education and training, not at the delivery level, but at a policy level which includes both policies for vocational preparation of all citizens — particularly youth — and policies which promote new and existing enterprises which show high returns on investment and productivity.
Discusses the problem of “creating” a vocational education and training profession in Europe. In approaching the problem, national and cultural differences of vocational education…
Abstract
Discusses the problem of “creating” a vocational education and training profession in Europe. In approaching the problem, national and cultural differences of vocational education and training must be recognized. Typical ways of comparing and analysing them may, however, be limited for reflecting on the topic of vocational education and training (VET) profession. Suggests that an analysis on the “education functions” of different categories of vocational educators and trainers in different cultures is needed. To promote further discussion, gives an example from Finland. In the Finnish case, vocational teachers have become the proponents of vocational education.
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Indermit S. Gill, Amit Dar and Fred Fluitman
This article traces the experience of countries reforming their vocational education and training policies and summarizes the lessons learned. It is based on a recent joint World…
Abstract
This article traces the experience of countries reforming their vocational education and training policies and summarizes the lessons learned. It is based on a recent joint World Bank‐ILO study focussing on the obstacles to implementing change in vocational education and training systems in response to changing labor markets and innovative approaches to overcoming these constraints in 19 countries worldwide. It tracks the demand‐side pressures and supply‐side responses and highlights some critical issues, constraints and innovations in the reform of these systems. The main messages from this study are: matching instrument to target group is as important as picking the best delivery mode; the government’s role in facilitating the provision of information about vocational education and training has been relatively neglected; a vigorous private response has refuted claims of the reluctance of private providers to enter the field; and political will, not institutional capacity, is the main obstacle to comprehensive reform.
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The purpose of this paper is to demonstrate that the internationalisation of nearly all spheres of society and the process of European integration will be leading to the…
Abstract
Purpose
The purpose of this paper is to demonstrate that the internationalisation of nearly all spheres of society and the process of European integration will be leading to the development of a European vocational education and training (VET) architecture.
Design/methodology/approach
The analysis of the “Copenhagen process” is based on the EU documents on the realisation of a European Qualifications Framework and a credit transfer system.
Findings
The result of the study shows that the strategy adopted by the European Union for the establishment of a European area of vocational education is confronted with a dilemma. The European Qualifications Framework is highly abstract since any reference to real educational programmes and qualifications and any concrete provision for the transition and for the transferability between educational levels and sectors (vocational and higher education, initial and continuing training) was avoided in order to adhere to the anti‐harmonisation clause. The result is an abstract, hierachically structured one‐dimensional qualifications framework that lacks any reference to existing VET systems and that contradicts all scientific insights from VET research and knowledge research.
Practical implications
The implications for VET policy are far‐reaching. A European area of vocational education can be established only on the basis of European open core occupations and an open VET architecture, which ensures that vocational education becomes an integral part of national educational systems. The qualification of employees for the intermediary sector can be realised only as a European project.
Originality/value
There are only a few contributions available that undertake a conceptual analysis and critique of the European Qualifications Framework.
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An attempt is made to illustrate the multi‐faceted and multifarious nature of human resource development worldwide, following a definition of it and a description of how it…
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An attempt is made to illustrate the multi‐faceted and multifarious nature of human resource development worldwide, following a definition of it and a description of how it operates in a number of countries throughout the world, including the US, the EEC countries, India, Singapore, Japan, Australia and New Zealand. The roles and functions of HRD practitioners are examined, and the competences required listed. A short history of the International Federation of Training and Development Organisations is offered and a list of conferences described.
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In light of university business English pedagogical innovation, this study reports an empirical study with 66 English major participants.
Abstract
Purpose
In light of university business English pedagogical innovation, this study reports an empirical study with 66 English major participants.
Design/methodology/approach
The study uses online survey and participant observation to investigate their practice-oriented motivation and needs, the perceptions of using vocational education and training pedagogy in business English teaching and the learning outcomes in a Chinese university context.
Findings
The study found participants with motivations to learn business and trade knowledge, develop practice-oriented abilities and the preferences of learning flexibly and autonomously. For the perceptions of using vocational education and training pedagogy, simulations of meetings and negotiations were recommended and the job-based competency development model was useful. Workplace simulation was also particularly suggested to bridge the gap between classroom and workplace. For learning outcomes, writing practices and workplace simulation were considered particularly useful. The learning gains were found in international trade correspondence writing. While the intention of continuing learning business English correspondence writing was identified, more opportunities should be created for more practice-oriented activities, such as internship or corporate visit.
Originality/value
Informed by vocational education and training theory, the study has important pedagogical, theoretical and policy implications for business English teaching in both China and worldwide contexts.
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This monograph is on developments and trends in vocationaleducation and training in Europe. An overview is given of what is beingplanned in Western Europe. This is illustrated by…
Abstract
This monograph is on developments and trends in vocational education and training in Europe. An overview is given of what is being planned in Western Europe. This is illustrated by a detailed description of the educational systems of a selection of EC and non‐EC countries (Austria, Denmark, France, Germany, Holland, Sweden and Switzerland), followed by discussion of the current provision for vocational education and training within those systems and also in commerce and industry. Also provided are additional information on the work of CEDEFOP and of the European Commission, further reading, useful addresses and a glossary of some European language vocational education terms.
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The highly organised system of vocational education and training in Germany is often held up to Britain as an example worthy of emulation. In this article, Nadine Dyer, an…
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The highly organised system of vocational education and training in Germany is often held up to Britain as an example worthy of emulation. In this article, Nadine Dyer, an industrial sociologist working for the Training Services Agency, describes the German System, and the way it fits into German society. She points out what could be regarded as some of the shortcomings of this system of vocational education and training and poses the question whether, in view of the fact that Germany and Britain are experiencing similar manpower problems, we in Britain would gain anything by adopting their system. Finally some further questions are asked about the effects and value of the German system.
France has recently redeveloped its system of vocational education and training, introducing more courses and qualifications for young people, and conferring upon all workers the…
Abstract
France has recently redeveloped its system of vocational education and training, introducing more courses and qualifications for young people, and conferring upon all workers the right to paid leave for training or retraining at any point during their working lives. It is sometimes suggested that the introduction of this system of ‘Education Permanente’ into Britain would bring great benefits; however the system has drawbacks as well as advantages. This article aims to describe the system and then to point out some of its advantages and disadvantages.
Abbas Salih Mehdi and Olive Robinson
Iraq with a population of approximately 13 million in 1980 is one of the capital (oil) rich countries of the Arab region, and shares with them the objective of a fast pace of…
Abstract
Iraq with a population of approximately 13 million in 1980 is one of the capital (oil) rich countries of the Arab region, and shares with them the objective of a fast pace of economic development. Such Arab states may be characterised by the existence of a large and expanding government sector, ambitious industrial development programmes and the pursuit of an increasing standard of welfare and income for their inhabitants. Since about 1970 Iraq's economy has been radically transformed and change is continuing. The demand for labour has grown commensurately with the successive national development plans of the decade. Meeting these increased labour requirements presents formidable tasks for policy makers and planners in Iraq as in other Arab countries.