Vocational Training and the Demands of Work: A Convention-Based Analysis

Abstract

Vocational training is a matter of considerable importance in developed countries. Attempts to evaluate the influence of this type of training on individuals' ability to enter the world of work have formed the basis of a number of largely empirical and quantitative studies in the economics of education and training. For all that, few analyses have sought to understand the decisions taken by economic agents, which are what is really at work behind the statistics. Thus the aim of the present article is to reveal the role recruiters' attitudes play in determining individuals' entry into the world of work. We emphasise the importance of recruiters' beliefs about to the origins of the qualities people display at work. We compare those recruiters who believe that these qualities can be acquired through training and education with those who believe that they cannot be so acquired and are an almost innate part of individuals' make-up.

The business of teaching: Vocational educators’ experiences of marketization reforms

“…The field has been described as fragmented due to the wide variety of areas taught, and correspondingly the diverse backgrounds and experiences of the teachers working within it (Grollmann, 2008;Köpsén, 2014;Tyler & Dymock, 2017). Due to teachers in the sector 'facing both ways' towards their pedagogic skill and occupational expertise, teachers are argued to draw on the values and experiences of their specific industry to inform their understanding of education (Bailly, 2012;Barnett, 2006;Colley, James, Diment, & Tedder, 2003). For example, the values, behaviours and ways of working of teachers in service industries and those teaching industrial trades have been demonstrated to contrast substantially (E. Smith & Teicher, 2017).…”

Das Potenzial der Soziologie der Konventionen für die Bildungsforschung

“…Ihre empirischen Studien zeigen, wie eine unterschiedliche Qualität im Sinne von Spezifika von Kompetenzen über Lehr-Lernprozesse sowie die Formate der Evaluation des Gelernten sozial konstruiert werden. Frank Bailly und Elisabeth Chatel haben im Weiteren aufgezeigt, dass die Wertigkeit von Bildungstiteln nicht losgelöst und unabhängig von den Praxisfeldern bestimmt werden kann, in denen sie zum Einsatz kommen (Bailly 2012;Bailly und Chatel 2006, Chatel 2006. In Kritik an der Reproduktionstheorie von Bourdieu wird Bildung in diesen Zugängen nicht auf die Funktion eines Transmissionsriemens, der soziale Ungleichheit von einer Generation zur nächsten weiterreicht, reduziert.…”

Recruitment Process Optimization: Chosen Findings From Practice In Poland

“…Th e basic recruitment tools used in the internal recruitment include interviews with potential candidates, obtaining references from the candidate's direct superior, and using the results of competence measurement, provided that the organization has implemented human resources management system based on competence (Amstrong, 2011, Baran, Klos, 2014, Sirková, et al 2016. Th e advanced recruitment tools used in the internal recruitment include assessment centre (a multidimensional process of competency assessment conducted by a team of judges) which may be carried out either with the support of a third party or by a dedicated unit from inside the organization (Bailly, 2012). An organization which decides to recruit a new employee though the process of external recruitment has at its disposal two basic methods: passive recruitment and active recruitment.…”