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1.
Abstract

The mere existence of competency standards for an occupation is not, in itself, enough to tell us whether they will be a help or a hindrance for education and training providers. Instead, that will depend on what sort of competency standards they are and how they are being used by the education and training providers. This paper will describe, firstly, the types of competency standards that would be a hindrance for vocational education and training providers and those that would be a help. Secondly, assuming that competency standards of the helpful type are available, the paper will outline the ways of using them that would still be detrimental to vocational education and training, and contrast this with ways of using them so as to improve the provision of vocational education and training. As against the widely held belief that competency standards require a totally new approach to vocational education and training, this paper argues that this is true only of the type of competency standards that are a hindrance. The type of competency standards that are helpful to vocational education and training provide a powerful means of improving what has always been best practice in the design, delivery and assessment of vocational education and training courses.  相似文献   

2.
Summaries

English

Answers to questions pertaining to general education and basic subjects, as well as to vocational education (general‐technical education in particular) and the principle of integration cannot be reduced to formal speculations or to bare definitions, no matter how elegant and correct. In our era, which is the era of logic and of data‐processing, of automation and computers‐‐the analysis of the question of general and general‐technical education and the corresponding basic subjects of contemporary education must have the qualities of logical and epistemological necessity. The renaissance of formal and mathematical logic in contemporary general education and the inroads made by these subjects into the content and structure of contemporary vocational training‐‐are facts and trends without precedence in the history of education and school. Other developments from which there can be no retreat are the inclusion of data‐processing into the content and structure of the general education school, and the heavy reliance on mathematics in the process of vocational training, combined with elements of cybernetics, formal and mathematical logic, and science of management and control. Also, the time has come for a new principle of teaching, the principle of integration.  相似文献   

3.
Abstract

In this article, factors contributing to the poor perceptions and inferior status of vocational education in Hong Kong are discussed. Critical discourse analysis (CDA) is employed as the methodology in examining the discursive construction of vocational education in the policy context. A total of five policy documents published between 1970 and 2015 are included. Our findings show that the socioeconomic transformation of Hong Kong in recent decades, massification of higher education, and cultural factors such as parental expectations are pertinent to the stigmatization observed in vocational education. This article discusses the implications from the findings and concludes with possible solutions for the future development of vocational education in Hong Kong under the novel vocational and professional education and training (VPET) initiative launched by the government.  相似文献   

4.
Abstract

Many sound innovations in vocational education and training ‘fail’ because they are poorly implemented. This finding has recently prompted some vocational educators and trainers to find more effective methods for monitoring the learning outcomes of their training programmes in the workplace. This paper reports on a case study of innovation implementation in a unit of a large Australian telecommunication organisation. A form of participatory action research enabled the monitoring of the training outcomes to be undertaken by the (17) front‐line managers themselves. The Levels of Use (LoU) of the innovation interview was adapted by the participants to monitor a new telephone repair service called ‘Fix‐it‐First‐Time’. The main findings reported here deal with the success of the action learning process that was integral to measuring the implementation outcomes. These findings are also briefly discussed in the context of some European trends in vocational education and training.  相似文献   

5.
ABSTRACT

This paper explores the relationship between changes in the labour process, recent developments in the vocational curriculum and challenges that these changes present to the preparation of further education lecturers in England and Wales. Firstly it will be argued that the economy is moving from a Fordist to a post‐Fordist phase and that this change is affecting the vocational education curriculum. Previous attempts to relate post‐Fordism to education have tended to analyse the relationships in terms that are too general. When a specific aspect of education and training is examined such as the introduction of National Vocational Qualifications and General National Vocational Qualifications in England and Wales, more light is shed on the question of ‘correspondence’. This in turn reveals issues such as divisions between mental and manual work and issues of conception and execution which tend to be ignored or overlooked in debates about changes in the curriculum and changes in the economy. Secondly it will be argued that the new curriculum demands a new kind of professionalism for vocational teachers and a new kind of teacher preparation and expectation  相似文献   

6.

This analysis of current developments in online learning for vocational education and training uses Ivan Illich's book Deschooling Society as a frame. Illich argued that formal educational institutions are flawed; that a mix of compulsion, indoctrination, certification and education creates an authoritarian atmosphere. Key benefits of online learning include its flexibility and its capacity to support dialogue between learners. On the basis of the capabilities of online technologies, and current developments in education, the authors predict that vocational learning will be profoundly changed. Inevitably, these developments will also challenge established colleges and universities, including their current dominance in major areas of vocational education and training. Education will probably become more pluralistic and more international. This paper calls for an inclusive approach?which makes the elements of an online course available to informal learners and free to people who cannot afford course fees.  相似文献   

7.
《Curriculum Journal》2013,24(2):209-229
ABSTRACT

The role of education and training historically was to prepare men and women for different roles beyond schooling. Despite equality legislation in 1975, designed to secure wider opportunities for women in society and in the workplace, progress towards achieving equality in employment–with the exception of entry into the lower levels of some professions–has been slow and traditional patterns of occu‐ pational segregation remain. Traditional attitudes and expectations have proved diffi‐ cult to change. This is reflected in the participation rates of men and women in vocational education and training programmes currently on offer to young people.

The compulsory education system has seen the removal of structural barriers to equality and access to all subjects has provided girls with the opportunity to achieve well and outperform boys even in non‐traditional subjects such as maths, science and technology. Disappointingly, however, academic gains have not been marked by wider vocational choice within and beyond schooling where stereotyping in option, subject, training and employment decisions is still overt.

In this article, we use the examples of Part 1 GNVQs, further education, Modern Apprenticeships and National Traineeships to illustrate the current extent of stereo‐ typing and segregation in vocational education and training. We argue that it is of par‐ ticular concern that these recent policy initiatives reinforce rather than challenge stereotyping and that 25 years after the Sex Discrimination Act (SDA), vocational education and training provide young people with narrow and segregated routeways while delivering to industry limited and gender‐based pools of talent. We recognize that young people, women particularly, are disadvantaged as a result, and their poten‐ tial for career development and economic independence is reduced.

We argue that gender stereotyping is a barrier to equality which should be addressed in all new education and training policy development, such as the review of the National Curriculum, and should be included in government policy direction to vocational education and training providers. We use the example of TVEI to show how good practice can be promoted in education and training in schools and we identify and recommend the use of good practice strategies in vocational education and training, particularly the positive action provisions of the SDA.  相似文献   

8.
On Marxist Bias     
Abstract

The purpose of this paper is to describe the current process of environmental scanning and how it is used to support strategic planning in a vocational education and training system. It outlines the environmental domains that can impact on the organisation. The paper focuses on how environmental scanning activities can be organised into external and internal analysis. Finally the paper presents a model that is simple to understand and use in order to anticipate changes and to improve the quality of the planning and decision making processes within a vocational education and training system.  相似文献   

9.
The history, function and role of two types of Japanese post-secondary institutions-junior colleges and special training colleges — are examined. The junior colleges which have hitherto been associated with the provision of academic, non-vocational education have begun to diversify into vocational courses in response to the increasingly popular vocational courses provided in the special training colleges (sennon gakko) developed since 1976 in the best of the formerkakushu gakko. The implications of this for the future development of post-secondary education in Japan are considered.  相似文献   

10.
As China transitions from teacher education to teacher training, its vocational teacher development system should focus on vocational and technical teacher education institutions with the participation of other higher education institutions. The advantages and unique functions of vocational and technical teacher education institutions should be fully used and recognized in order to adapt to the transition and build an open development system for vocational teachers.  相似文献   

11.
Abstract

Recruitment and training are key issues for the 1990's, given current demographic changes, skill shortages, new technologies and the advent of 1992 with an emphasis on human resource utilisation. This paper examines current debates on recruitment, training and local economic restructuring, illustrating the complexities of their interconnectedness. Two strands of research are brought together, that of vocational education and training, and that of industrial change and the labour market.  相似文献   

12.
Abstract

Strengthening school-enterprise development is currently a major theme in the development of higher vocational education. The results of our survey study show that school-enterprise cooperation in Chinese higher vocational education is currently characterized by disparities in the interests of different entities, low quality of cooperation, and inadequate extent of cooperation. However, on the level of willingness, both schools and enterprises identify strongly with vocational education school-enterprise cooperation, and are filled with hope for the future of school-enterprise cooperation. The need to improve management systems, strengthen the role of industry organizations, perfect legal systems, strengthen schools’ market consciousness and other systems and factors are the primary causes for the disparity between the vision of school-enterprise cooperation and the reality. The options for new developmental paths for school-enterprise cooperation in vocational education include establishing enterprise-oriented ideas for school administration, firmly placing industry organizations in the leading position, incentivizing enterprise participation in vocational education, strengthening the construction of production internship and practical training bases, and encouraging pioneering local trial efforts.  相似文献   

13.
Abstract

In the following article, the author attempts to provide a skeleton overview of the movement for pre‐vocational education, stressing that present concern regarding such issues as the purpose of education and the extent to which a utilitarian approach is acceptable, school‐to‐work transition, and emphasis on particular work‐related skills have, in fact, formed a recurring debate dating back at least a century. Anxiety regarding Britain's hegemony over Europe, particularly Germany, has always featured in the debate, as has the issue of education versus training. Key educational legislation provides four key stages in the development of the debate, culminating in close examination of the implications of the Education Reform Act of 1988 for the Technical and Vocational Education Initiative (TVEI).  相似文献   

14.
ABSTRACT

The skills base of the workforce in Australia is critical in setting the foundations for micro‐ and macro‐economic resurgence and, consequently, in making the nation internationally competitive. The significance of the quality movement is therefore gaining recognition in vocational education. As with industry, quality is seen as critical and quality assurance is being demanded in skilling the workforce. This paper describes vocational training as a process and depicts how quality can be assured in every aspect of the process. It presents a practical approach to quality assurance in vocational education. In addition, it emphasises the need for a continuous management commitment for the successful implementation of quality assurance in vocational education. The paper describes how the concept of quality assurance can be used to improve the standards of vocational training. It also emphasises that now is the time for meeting the needs of stakeholders and for fostering innovation and improvements in vocational education through quality assurance.  相似文献   

15.
Abstract

This article revisits the unresolved international debate, taking place since the 1960s, on the issue of vocational education. Is the introduction of pre‐vocational programmes at the pre‐university levels of the education systems of the developing nations the answer to the growing problem of unemployment among the educated in these countries? It argues that current inflationary economic conditions and the acute dearth of public sector jobs appear to be causing school graduates to be more willing to receive vocational training in order to earn a more secure living. It is therefore suggested that the nature and practice of vocational education be redefined to suit the current needs of both students and society.  相似文献   

16.
Abstract

In Britain, the National Council for Vocational Qualifications is developing a new framework of vocational qualifications (NVQs). This paper presents an analysis of the place of this emerging system within the broader context of 16‐19 education. The needs for reform of 16‐19 provision are identified, and the potential contribution of NVQs to meeting them is analysed. Firstly, it is suggested that NVQs may not contribute sufficiently to student/trainee empowerment, because of employer control of the system. Secondly, while NVQs may be well suited to the training of adults in employment, it is suggested that they are ill‐equipped to meet the needs of students on full‐time vocational courses. Based on this analysis, three alternative future scenarios for 16‐19 education and training are presented, and the strengths and weaknesses of each identified. It is concluded that the extensive use of NVQs within 16‐19 education and training is likely to be counterproductive.  相似文献   

17.
ABSTRACT

In 1991, shortly after independence, the government of Namibia established a Presidential Commission on Higher Education. The Commission's report contains almost 200 recommendations covering the whole field of post‐school education. The account presented here concentrates on technical and vocational education, access to higher education and inter‐relationships between the various levels of the educational system. Technical and vocational education at the time of independence was fragmented, inappropriate in a number of ways and not well supported. Fundamental change was necessary. Solutions need to be found around a set of baste principles, including: the need for a coherent system of linked qualifications, the importance of a national training policy enunciated by government, strategies which are responsive to employment requirements and which meet the needs of disadvantaged groups, special access routes for students who have missed out on educational opportunities, adequate provision for pre‐service and in‐service instructor training and teacher education.

  相似文献   

18.
ABSTRACT

Existing evidence shows that the higher the level of education the higher the likelihood to participate in workplace training. However, we know little about training participation of individuals educated to the secondary level, and whether this may vary by the type of qualification attained, i.e. vocational or general. Vocational qualification holders are known to find employment sooner after school than those with a general qualification but we do not know whether they are also more likely to participate in workplace training. Using data from the 2012 Programme of International Assessment of Adult Competencies (PIAAC) and logistic regressions, we investigate whether vocational qualification holders are more likely to participate in workplace training than general ones in Germany and England. Germany is a coordinated labour market economy with a large emphasis on the provision of vocational qualifications which facilitate school-to-work transitions whereas England is an example of liberal labour markets where the focus is on general qualifications. Results show that in Germany general qualification holders are more likely to participate in training compared to vocational ones; however, differences reduce when controlling for endogeneity. In contrast, in England there is no difference between types of qualification.  相似文献   

19.
Recent calls for reform of vocational education and training arrangements in Australia have drawn attention to so called competency-based vocational education (CBVE) and self-paced methods of training. Teachers in Technical and Further Education therefore need to know more about these methods and how they operate. The paper outlines the main features of CBVE and reviews and compares three competency-based programs in operation. The programs are offered by vocational colleges in Canada, United States of America and Australia and the review concentrates on processes and products required to implement the competency-based approach successfully. The review makes it apparent that CBVE has a good deal of potential for training in vocational education as well as in industry. The self-pacing aspects appear to develop characteristics of independence and self-reliance. The review makes it apparent that there are inherent problems and potential pitfalls. These include the need for consistently adequate and updated resources and learning materials as well as for the adequate preparation and on going staff development of teachers.  相似文献   

20.
ABSTRACT

This paper suggests that, while there is a wealth of work on the economic benefits of training, relatively little attention is being given to relationships between vocational training and broader social structures and trends. The focus here is on social processes within vocational training. The paper is based on ethnographic research into training for employment in the field of institutional care. This study documented dramatic adjustments in young people's attitudes towards work which occurred in the course of training. The paper explores ways in which training contributed to these adjustments. Two fundamental inter‐related processes are identified, which may also have wider relevance: screening for social and cultural attributes and discipline. The analysis of the discipline of training draws upon the work of Foucault in order to highlight the importance of current trends towards increased ‘surveillance’ and accountability at work. Through such processes, it is suggested, training may both serve to reinforce links between class, gender and occupational destinations and may also reinforce the control of labour within occupations.  相似文献   

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