Published:Professional and Practice-based Learning
(2022)
Initial vocational education and training (VET) has been intensely reformed in Romania. Elevating its status has been a recent concern, in the context of strong pressure from industry. However, it requires more than an ‘image makeover’ and the persuading of parents and young people. This analysis is…
Published:Professional and Practice-based Learning
(2022)
The low standing of vocational education (VET) and the occupations it serves is emerging as a concern in countries with both advanced and developed industrial economies. This issue manifests itself differently across countries depending on the economic trajectory and where VET sits within their scho…
Published:Professional and Practice-based Learning
(2022)
Compared to other countries, the Swiss vocational education and training (VET) system enjoys a high reputation. The VET system is reformed continuously, including regular revisions of VET programmes and the establishment of VET pathways from initial VET (IVET) to higher vocational or academic educat…
Published:Professional and Practice-based Learning
(2022)
In Germany, while the dual system creepingly seems to lose attractiveness among school leaver, “academisation” in conjunction with “vocationalisation” mark an adaptation of the apprenticeship system to higher education – which may be called “tertiary vocational education” or “dual study programs”. B…
Published:Professional and Practice-based Learning
(2022)
Improving the standing of vocational education and training (VET) has confounded governments globally for decades. Yet, a skilled workforce is the backbone of any society and economy. The pandemic of 2020 and 2021 has highlighted the importance of robust skills formation systems at all levels as wor…
Published:Professional and Practice-based Learning
(2022)
The decisions that young people make about post-school pathways are becoming increasingly important because of implications for: (i) personal educational and employment trajectories and goals, (ii) allocation of educational resources, and (iii) meeting a range of community needs associated with the …
Published:Professional and Practice-based Learning
(2022)
India is a country with a growing population and significant economic expansion. Therefore, skilling young people so they can contribute to this economic expansion is now a crucial goal for educational policy levels and the actions of educational institutions. Yet, apart from general statements conc…
Published:Professional and Practice-based Learning
(2022)
This chapter draws on the contributions of the reviews and country-based studies in this volume to identify the bases for and ways in which the standing of vocational education (VET) and the occupations it serves can be enhanced so it is positioned as a more worthwhile, viable and legitimate post-sc…
Published:Professional and Practice-based Learning
(2022)
The status and quality of vocational education and training (VET) represent a challenge in many countries, including Norway. The political goal in Norway in recent decades has been to ensure that vocational programmes at upper secondary level achieve equal status with academic programmes. Considerab…
Published:Professional and Practice-based Learning
(2022)
Two challenges characterise and weigh heavily on Danish vocational education and training (VET). Too few young people enrol in VET directly after lower secondary education, and only around half of the students who enrol in a VET programme complete their studies. A reform of VET from 2014 proposed a …
Published:Professional and Practice-based Learning
(2022)
The standing of vocational education and training (VET) is often quite low in many countries. This includes those with developing economies as well those with advanced industrial economies. The outcomes of this low standing include a reluctance of young people and their parents to consider VET as a …
Published:Professional and Practice-based Learning
(2022)
During the twentieth century, France progressively set up and generalised a predominantly school-based vocational education system, meaning that most young people were trained in schools and separately from workplaces. This approach did not seem to pose any problems during the period of strong econo…
Published:Professional and Practice-based Learning
(2022)
The school-to-work transition is a critical step in the careers of vocationally educated graduates. Preparing graduates for this transition could help them obtain a permanent high-quality job. Preparation within the school, focusing on the development of personal resources, is considered essential. …
Published:Professional and Practice-based Learning
(2022)
In a changing work landscape, teamwork and team learning often represent strategies to engage ill-structured or sizable projects that require sophisticated solutions, which individual professionals alone may not be able to provide. Creating knowledge in teams implies that team members are acting joi…
Published:Professional and Practice-based Learning
(2020)
Current media is saturated with articles on ‘the future of work’ or, to be more specific, ‘the future with no work’. Reports (exampled by Frey, Osborne, & Holmes, 2016) predict almost half of present occupations will cease to exist in the near future. The challenges to the world of work as presently…
Published:Professional and Practice-based Learning
(2020)
In this first chapter, the conceptualisation of learning a trade as a process of becoming a tradesperson and for the attainment of identity of a tradesperson is introduced, rationalised and explained. These concepts inform the overall approaches proposed and applied through this volume. Learning, as…
Published:Professional and Practice-based Learning
(2020)
In the previous chapter, one perspective on learning as becoming was presented as a phased transformation, whereby learners establish a sense of belonging to their workplace before immersion into occupational practices and eventual recognition as practitioners. In this chapter, the mechanisms of lea…
Published:Professional and Practice-based Learning
(2020)
Feedback to learners is important to improve their development. In the formal school sector, meta-analysis of large numbers of research findings, mainly through quantitative methodologies, reinforces the role of learners’ efficacy as a major contributor to effective learning (see Hattie, 2009). Lear…
Published:Professional and Practice-based Learning
(2020)
This chapter consists of two main parts. Firstly, the support for tradespeople entering VET teaching is presented as in NZ, whereby VET educators are industry experts before they begin employment as trade teachers. As with learning a trade, trades teaching is complex and varied. The roles of trade t…
