Vocational Education and Training—A European Perspective

Rauner, Felix

doi:10.1007/978-1-4020-4989-7_5

Cited by 25 publications

(18 citation statements)

References 5 publications

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“…By linking career-oriented education and training to apprenticeship slots provided by employers, the approach does better in responding to the labor market than having career-oriented offerings tied to available teachers or to historical programs. Evidence from other countries show that the model helps students develop an occupational identity, a professional ethic, and self-esteem based on accomplishment (Rauner 2007). A common argument against a career-oriented approach is that the mix of jobs changes so frequently that occupational skills easily become outmoded while academic skills are said to apply broadly and make future workers more adaptable.…”

Section: Other Career-focused Programsmentioning

confidence: 99%

Are employability skills learned in U.S. youth education and training programs?

Lerman

2013

IZA J Labor Policy

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Skills are a central source of high productivity and economic well-being. But what do we mean by productive skills? Both with regard to measurement and policy, the primary focus in the U.S. has been on academic skills, as measured by tests of reading, writing and math abilities and by educational attainment, including degrees completed. However, a new consensus is emerging that an array of non-academic skills and occupational skills may be at least as important for labor market success. After reviewing the evidence on respective roles of various types of skills required by employers, this paper examines the skill-enhancing effects of several youth programs and demonstrations, with an emphasis on how well these efforts raise non-academic skills directly through purposeful activities or indirectly as a result of other employment-enhancing services.

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Section: Other Career-focused Programsmentioning

confidence: 99%

Are employability skills learned in U.S. youth education and training programs?

Lerman

2013

IZA J Labor Policy

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“…The intended results at the output and outcome stages of systematic learningteaching process in technical and vocational education and training (TVET) are workplace-relevant qualification and competences, work-related social competences and general individual characteristics of learners (e.g. Rauner et al, 2007;KMK, 2007;Bader, 2004;Ott, 1998, w.r.t Lempert, 1986. Therefore, TVET curricula objectives are set to provide the trainees/students with the expertise in techniques or technologies (the domain-specific competences) relevant to an occupation, including other constituents of occupational competences (Boreham and Fischer, 2009;Tippelt and Amoros, 2003;Ellström, 1997).…”

Section: Introductionmentioning

confidence: 99%

The Taxonomy for Learning, Teaching and Assessing: Current Practices at Polytechnics in Bangladesh and its Effects in Developing Students' Competences

Haolader

Ali²,

Foysol³

2015

IJRVET

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Polytechnics in Bangladesh endeavour to produce quality graduates for national and international job markets. The quality of graduates depends on several factors. This study examines the implementation process of the polytechnic curriculum with the objectives of determining the current level of practices in learning/teaching material design, in delivering curriculum content, in assessing students and its effect on students' competence development. Data was collected through observation, opinion survey and competence test. Qualitative and quantitative methodologies were used for data interpretation and analysis in this descriptive type of research study. Findings revealed that the learning materials are mainly theory oriented and mostly cover those contents usually common in exams. About half of teachers are aware of the taxonomy for learning, teaching and assessing, but they rarely put importance on it. In the classroom, teachers spend only a little time for delivering content at the level of apply/analyse. However, a significant number of tasks performed in labs are practical and occupation relevant and can be classified at higher levels of the taxonomy. In student assessment, the test-items assess mainly theoretical knowledge at the level of remember. The effect of these practices is reflected in demonstrating student performance in a competence test. The study concludes with some recommendations.

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“…Handlungskompetenz encompasses occupational, personal and social dimensions and is underpinned by a broad knowledge base (see also Brockmann, Clarke, and Winch 2008). A learner's competence development and the formation of occupational identity are closely intertwined (Rauner 2007) and programmes are designed in a way as to enable identification (e.g. Paulini-Schlottau 2006 for the retail occupations).…”

Section: Beruf and Identity In Germanymentioning

confidence: 99%

Learning cultures in retail: apprenticeship, identity and emotional work in England and Germany

Brockmann

2013

Journal of Education and Work

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Vocational Education and Training—A European Perspective

Cited by 25 publications

References 5 publications

Are employability skills learned in U.S. youth education and training programs?

Are employability skills learned in U.S. youth education and training programs?

The Taxonomy for Learning, Teaching and Assessing: Current Practices at Polytechnics in Bangladesh and its Effects in Developing Students' Competences

Learning cultures in retail: apprenticeship, identity and emotional work in England and Germany

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