The Europeanisation of Vocational Education and Training

Ante, Christine

doi:10.1007/978-3-319-41570-3

Cited by 23 publications

(13 citation statements)

References 58 publications

(199 reference statements)

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“…OECD (2020) calls for recognition of prior learning acquired through online activity clearly support Europeanisation policies centred on qualifications frameworks and comparability of qualifications. Looking to the future, the crisis appears likely to intensify such tensions in VET, not least the conflict between national VET systems, constructed around varying and contested forms of social partnership, and the liberalising forces associated with Europeanisation (Ante 2016). It is perhaps significant that ideas of 'social partnership' which feature far more strongly in European VET appear to have experienced erosion during emergency legislation, as EU sources note:…”

Section: Emerging Policy Directions: a Restoration Of Liberalisation?mentioning

confidence: 99%

Re-conceptualising VET: responses to covid-19

Avis

Atkins

Esmond

et al. 2020

Journal of Vocational Education & Training

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Section: Emerging Policy Directions: a Restoration Of Liberalisation?mentioning

confidence: 99%

Re-conceptualising VET: responses to covid-19

Avis

Atkins

Esmond

et al. 2020

Journal of Vocational Education & Training

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“…In countries with long traditions of dual training, both developments were seen as a threat to the existing systems. Easier access to skilled workers from other countries was seen to weaken the incentives for employers to train their future workforce locally, and modularisation was understood to be inimical to the 'occupational principle' (Berufsprinzip) of dual training that ensured that each apprentice acquired a standardised, comprehensive knowledge of their occupation instead of being trained in a narrow set of skills (Ante, 2016;Powell and Trampusch, 2012;Trampusch, 2009). The 2010s brought a new twist to the European-level policy discourse about vocational training.…”

Section: Dual Vet In the Eu Policy: The Unlikely Bedfellowsmentioning

confidence: 99%

“…While the EU has a long track record of trying to influence vocational training in its Member States, its policy objectives have above all focused on making the content of training more general and transferable and less occupation-specific, in order to encourage the mobility of students in and out of vocational training and across the borders. It does not help its current cause that these same features have been blamed for undermining the integrity of vocational training and discouraging employer participation in countries with long-established dual VET traditions (Ante, 2016;Powell and Trampusch, 2012).…”

Section: Introductionmentioning

confidence: 98%

Dual training in Europe: a policy fad or a policy turn?

Šćepanović

Artiles

2020

Transfer: European Review of Labour and Research

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Since the start of the global financial crisis Europe has experienced a new enthusiasm for dual vocational education and training (VET). The EU itself has actively promoted the benefits of dual VET to its members, offering financial and organisational support for the introduction of apprenticeships into the formal educational systems. However, while dual VET is widely considered to be a valuable tool for easing the transition into the labour market for young people, it is also a form of skill formation that requires a lot of coordination not only between the schools and firms that carry out the training, but also among the firms themselves and between employer and employee organisations. In this introduction we argue that whereas the EU has been successful in encouraging establishment of dual VET in all its member countries, its implementation has been very uneven. This is due in part to the pre-existing differences in the underlying organisational structures, but also to the ongoing demographic, technological, and institutional changes – some caused by European integration itself – which weaken firms’ incentives to train.

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“…On the other side, the content of learning should be synchronized between learning outcome and stakeholders. Ante stated that political scientists are concerned about education and make a consequence of skills that is influenced by a regime through industrial relations, vocational training and education, corporate governance, inter-firm relations, and the workforce [24]. So many courses have to be learned by students and it will not be effective to obtain a good learning outcome.…”

Section: Curriculamentioning

confidence: 99%

The Challenge of Vocational High School Teachers in Indonesia

Subarno¹,

Dewi²

2019

Proceedings of the 1st International Conference on Economics, Business, Entrepreneurship, and Finance (ICEBEF 2018)

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Vocational high secondary school teachers need to update their knowledge to support their teaching and learning. This article aims to investigate the challenge of vocational secondary high school teacher in responding the development of information and communication technology (ICT) and the globalization era. A total of 51 teachers and novice teachers in Soloraya were enrolled in this study. The data were collected using questionnaire Likert scale that was downloaded and translated from a survey for measuring 21st century teaching and learning, West Virginia Department of Education. Regression analysis was used to analyze the significance of correlation between student's learning and teacher's statement. The finding indicated that there was no statistically significant correlation between student's learning and teacher's statement (F = .16, p > .05), there was no statistically significant the correlation between student's learning and teacher's statement on global connection (F = .16, p > .05), there was no statistically significant correlation between student's learning and teacher's statement on local connection (F = .65, p > .05), and there was no statistically significant correlation between student's learning and teacher's statement on using technology as a tool for learning (F = 1.36, p > .05). In addition, teachers are the major factor in learning process. They must update their knowledge of global connection, local connection and technology as a tool for learning. Teachers must have many designs of teaching. Students need practical experience in real work environment of global connection, local connection, and technology as a tool for learning. Learning by doing in the real work environment is more impression/ effective than just theoretical learning only.

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The Europeanisation of Vocational Education and Training

Cited by 23 publications

References 58 publications

Re-conceptualising VET: responses to covid-19

Re-conceptualising VET: responses to covid-19

Dual training in Europe: a policy fad or a policy turn?

The Challenge of Vocational High School Teachers in Indonesia

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