Making skills transparent

Kis, Viktória; Windisch, Hendrickje Catriona

doi:10.1787/5830c400-en

Cited by 4 publications

(1 citation statement)

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“…Patterns of transition to employment and adulthood are shifting across Europe, as countries and regions seek to increase the role of early experiences of work in professional, technical and vocational programmes of study. Interest in such activity now extends from Vocational Education and Training (VET) at tertiary level, with half of all EU jobs expected to require higher qualifications, to the recognition of informal learning (Kis & Windisch, 2018;European Commission, 2016). Learning in the workplace has long been associated with favourable transitions into productive, stable and rewarding employment, as well as social inclusion for disadvantaged groups, with the workplace seen as offering opportunities to develop conceptual and "soft" skills alongside technical expertise (Nilsson, 2010;Employment and Social Developments in Europe, 2015).…”

Section: Introductionmentioning

confidence: 99%

VET Realignment and the Development of Technical Elites: Learning at Work in England

Esmond

Atkins

2020

IJRVET

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Context: An enhanced role for work-based learning is advocated increasingly widely across industrialised countries and by international Vocational Education and Training (VET) policies. However, this is framed differently in each country by long-term policy orientations that reflect VET’s relationship with wider economic and social formations. These national differences reflect path dependency but also distinctive responses to contemporary challenges such as globalisation. In England, recent reforms strengthening workplace learning are constrained by existing patterns of skill formation and may be shaped by further market liberalisation and divergence from social and economic policies in Europe. Approach: The study examined the relationship between greater emphasis on workplace learning in England and societal change, addressing the research question: how are early experiences of work in England, as part of young people’s full-time education programmes, positioning them for future employment? Case studies were organised around apparently distinctive placement types that had emerged from earlier studies. Using the constant comparative method, the team identified a series of categories to distinguish the way each type of work-based learning positioned students in a particular type of labour market transition.Findings: Evidence emerged of divergence in England’s "further education" system, across mainly male "technical" routes, young people on vocational courses preparing them for routine, low-skilled, precarious employment, and an area of greater uncertainty preparing young people for digital routes linked to the "new economy". Key dimensions of difference included study locations, discourses of occupational status, types of valued learning content, approaches to socialisation, sources of expertise and processes of credentialisation. In each case, learning at work served to position students for a particular type of labour market transition, which we characterise as technical elite formation, welfare VET and new economy precarity.Conclusion: Approaches to workplace learning in England already reflect social distinctions but entail the possibility of reinforcing these, supporting a more hierarchical pattern of labour market transition. Whilst the upper strata of VET shift their purpose to support the formation of new "technical elites", others face the possibility of further marginalisation. Such new inequalities could become central to a further fragmented society in a post-Brexit, post-COVID-19 Britain. Other European states facing challenges of globalisation and the transition to services are also likely to experience pressures for VET stratification, although they may seek less divisive solutions.

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Section: Introductionmentioning

confidence: 99%

VET Realignment and the Development of Technical Elites: Learning at Work in England

Esmond

Atkins

2020

IJRVET

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Interdisciplinary Approach in the Formation of "Third Generation" Innovative and Entrepreneurship Universities

Verhun

Pryiatelchuk

Stupnytskyy

2020

APIR

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The article considers the problems of introduction and use of interdisciplinary approach in the formation of innovative and entrepreneurial universities of the third generation. Interdisciplinary connections, which provide an interdisciplinary approach in the field of education, scientific base, as well as the system of education as a complex of fundamental and taxonomic disciplines are studied in the article. The use of an interdisciplinary approach in the training of future professionals is seen as part of the process of forming their professional competence through the implementation of links with the disciplines of humanities, socio-economic and scientific training. In a competency-based approach, interdisciplinary connections allow knowledge, skills and abilities to be transferred from one area of science and professional activity to another. The interdisciplinary approach is aimed at the connection of disciplines, when the contradictions in the mastery of ideas, methods and techniques of research between sciences are smoothed out and there is a complex use in professional activity of theory and practice obtained on the basis of studied disciplines. Both significant advantages and problems that arise when using an interdisciplinary approach are considered. It is proved that the demand for specialists with universal skills and abilities, formed under the influence of the study and interconnection of disciplines of different fields, is relevant. The necessity of strengthening the role of the interdisciplinary approach in the formation of "third generation" universities as innovative forms of entrepreneurial activity is substantiated. Key words: interdisciplinary approach, competence, integration, innovation, information technology revolution, entrepreneurship.

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The Implementation of the Forward Chaining Method to Enhance the Vocational Skill of Students With Mild Intellectual Disabilities

Sartinah¹,

Oktavian²,

Ashar³

2020

Proceedings of the International Joint Conference on Arts and Humanities (IJCAH 2020)

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Making skills transparent

Abstract: A small correction has been made to the text in Box 3. The text now reads as follows: The findings, including policy messages and promising country practices will be summarised in reports, expected to be published in early 2019.

Cited by 4 publications

References 27 publications

VET Realignment and the Development of Technical Elites: Learning at Work in England

VET Realignment and the Development of Technical Elites: Learning at Work in England

Interdisciplinary Approach in the Formation of "Third Generation" Innovative and Entrepreneurship Universities

The Implementation of the Forward Chaining Method to Enhance the Vocational Skill of Students With Mild Intellectual Disabilities

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