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1.
Kaja Reegård 《Journal of Vocational Education & Training》2017,69(4):558-575
This article calls attention to the difficulty of institutionalising vocational education and training (VET) in the service sector in Norway, despite the growing importance of this sector for national economic performance. Drawing on interviews with apprentices, employers, stakeholders, representatives of trade unions and employer organisations, the article investigates the contrasting foundation for institutionalising the Sales trade and the Office and Administration trade. The article advocates an institutional-theoretical framework and a labour market lens in order to understand the differences observed. The findings indicate more promising prospects for the Sales trade, because the skilled sales assistant receives great responsibility among young unskilled co-workers in a rapidly expanding labour market sector, whereas lower level office tasks are being rationalised and transferred to employees with higher academic education. These contrasting features of the institutional environment have profound implications for the learning opportunities provided, and the institutionalisation prospects of VET for retail and office work. 相似文献
2.
J. Manuel Galvin Arribas 《European Journal of Education》2016,51(4):495-512
This article analyses moves towards good multilevel governance approaches in Vocational Education and Training (VET) as an effective way to improve VET policy making in transition and developing countries, focusing on the Southern Neighbourhood of the EU (ENPI South). The centralised approaches in public administration and to VET governance still prevail in this region. The new modes of governance applied by the EU in the policy area of education and training are based on the Open Method of Coordination (OMC). They are a source of inspiration to improve VET governance, taking into account the complexity of VET policies and systems. According to current European and international experiences, the most effective, relevant and attractive VET models and systems are demand‐driven. They rely on the effective and accountable participation of both state (national/local public actors) and non‐state VET stakeholders (e.g. employers, sectoral actors, unions) in decision‐making and policy implementation processes. This could also pave the way towards self‐governed and performance‐based VET provider institutions which would give quicker responses to rapidly changing labour market skills, competences and qualification needs. Thus, this means putting in practice more and better inclusion and effective cooperation and coordination of regional and local voices of VET actors and developing stronger social partnerships to engage employers, unions and civil society in shaping and investing in skills development. Furthermore, the role of methodological tools for VET governance is not only to provide an analytical ground to capture data and structure further policy advice. These tools can also be used as ice‐breakers to improve collaboration, inclusiveness, multi‐participation and trust‐building among policy makers as they work together on very sensitive issues such as reviewing country VET governance models, modes and institutional arrangements, and/or planning policy thinking and/or learning for implementing coordination mechanisms for VET policy making. The European Training Foundation (ETF) has implemented a methodology to map, analyse and self‐assess good multilevel governance in VET, inspired by how EU governance soft tools in education and training are being used. This methodology has been applied to the Governance for Employability in the Mediterranean (GEMM) project in the ENPI South region, which is a regional project implemented by the ETF and financed by the European Commission's Directorate General for Neighbourhood and Enlargements Negotiations (NEAR). 相似文献
3.
Jane Salisbury 《教育政策杂志》2013,28(1):81-104
This paper explores the ‘joined‐up thinking’ and attempts at ‘joined‐up working’ that policy architects recommend for the successful operationalization of the New Deal for 18–24 year olds. In particular, it examines the difficulties arising around the full‐time education and training option. The research project reports upon the ‘implementation gaps’, in particular the workings of Employment Service Personnel and College staff who strive to interpret and work within the relevant policy guidance for the New Deal for Young People (NDYP). The paper draws upon semi‐structured interviews and documentary analysis from a qualitative case study in South Wales to describe the interaction and articulation of the ‘main players’ who facilitate New Deal education and training options. Centralized and mandatory programmes like the New Deal for Young People which aims to be integrative and ameliorative, but which are framed within a strong sanctioning policy, have created tensions between those professionals trying to work in a ‘joined‐up’ manner. The guidance, educative, and social work elements which contribute to a positive learner/trainee identity are at odds with the surveillance and policing roles involved in monitoring claimant participation. FE staff who facilitate and manage the ‘New Deal’ full time education and training option emerge as a seriously challenged group, which has to forge workable and practical applications of a policy which somewhat undermines notions of a learning society and lifelong learning. 相似文献
4.
Tonic Maruatona 《International Journal of Lifelong Education》2013,32(6):476-491
The paper examines the potential role of adult education in the empowerment of civil society in Botswana. It shows that adult education can be instrumental in the empowerment of trade unions as organs of civil society in a liberal democracy. It argues that the country's democratic tradition can be sustained by a strong civil society. The paper traces the history of trade unions in Botswana showing that the state has mostly weakened them through legislation. It is contended that individuals participate in trade unions as their mouthpiece when they are in trouble with capital. Most trade union members reported not being aware of adult education activities in Botswana. The paper explores some of the weaknesses of the unions and suggests how adult education provision from adult basic education to adult and continuing education at the university could help to redress the workers' problems. It concludes by mapping out some practical ways in which adult education could empower the unions in Botswana as it has done elsewhere. 相似文献
5.
2006年，芬兰政府决定在高等教育系统内实施一种新的薪资制度，这一制度改变了传统的以工作年限为基础的工资支付制度，而将大学职员的工资与职业等级和个人业绩表现紧密联系。新的薪资制度在教育部、工会以及其他各方代表间历经漫长的谈判，最终付诸实施，成为21世纪提升芬兰高等教育系统竞争力的主要工具。 相似文献
6.
Keith Forrester John Payne Kevin Ward 《International Journal of Lifelong Education》2013,32(4):292-305
This paper contains an analysis of policy formulations which underlie the work of the ‘Leeds Adult Learners at Work’ project (1991‐93). The overall aim of the project was to assess the contribution that broadly based Employee Development training schemes organized through the workplace can make towards achieving the internationally recognized goal of ‘lifelong learning’. The paper follows Ball (1990) in seeing policy as a contested arena in which different actors struggle to impose their views. This involves an analysis of competing discourses. However, the discourse interfaces with a socio‐economic system in which individual adults find their day‐today lives increasingly constrained. First, an analysis is made of the economic context of education and training policy in terms of the international division of labour, the apparently contradictory processes of deskilling and reskilling, and mass unemployment. A critical analysis follows of the rhetoric which identifies education and training as a panacea for economic crisis, extending into the field of adult education and training for employed people some of the insights gained by policy analysts in the school and further education arenas. It is argued that there are indeed a number of significant interventions in the field (e.g. by educational institutions, employers, trades unions, TECs) but that there is a distinct lack of overarching policy direction. It is concluded that there is a need to develop a policy discourse which locates paid work as an important arena in which lifelong learning can be developed, while recognizing the complex divisions of labour within society and the learning needs of people largely excluded from paid work. 相似文献
7.
John Payne 《International Journal of Lifelong Education》2013,32(5):378-392
The paper considers the role of trade unions in lifelong learning, their strategic approach to lifelong learning, and the opportunities and limitations set by the current stage of globalized capitalist development. The paper has four sections, the first of which considers the relationship between ‘modernization’ as a trade union project and concepts such as reflexive modernity and risk society which have structured much debate in the social sciences in recent years. Secondly, there is a discussion of the exact nature of the role of trade unions in education and training. While it will be suggested that recent developments have greatly increased the scope of trade union involvement in education and training, the third section of the paper will argue that these developments do not represent a coherent strategy on the part of unions, but more a series of responses to the complexity of the contemporary workplace. Based on a theoretical interrogation of data from a number of empirical and policy document sources,1 the paper will argue that there is a need for conceptual clarity in this field. In the final section, the context of globalization will move to the foreground, in the context of a discussion on the relationship between national trade union policies and global capitalist development. 相似文献
8.
Transitions from education into work, or as part of career change and development, are increasingly central to policy debate and academic inquiry. However, the role that employers play in shaping transition is often overlooked. In this paper, we examine this issue through the experiences of a graduating cohort of ‘degree apprentices’. We present original analysis of new empirical data from what we believe to be the first substantive qualitative longitudinal research conducted with those experiencing this new vocational pathway in the English Apprenticeships system. Through analysis of repeat semi-structured interviews with 22 degree apprenticeship graduates (44 interviews in total), we provide early empirical insights into experiences of this new pathway and add to existing theoretical conceptualisations of transition within the educational literature and the employer's role within it. We show that the degree apprentice to graduate transition can be broken down into three key stages: ‘getting in’, ‘getting on’ and ‘going further’, and that employers—at both strategic and relational levels—shape experiences at each stage. 相似文献
9.
Jeanette Findlay Patricia Findlay Chris Warhurst 《British Educational Research Journal》2012,38(3):515-532
In order to boost learning, recent UK governments have invested in trade union‐led workplace learning. Investing in the supply of learning is useful but ignores the demand for learning by workers, about which there is little research. This paper addresses this lacunae by analysing worker demand for learning, which workers want learning, what learning is demanded and why, and what factors might best lever learning. Data come from two surveys of potential learners and union learning representatives. Findings reveal a large demand for learning and that unions can lever this learning. Findings also suggest further policy development to address problems associated with union‐led learning. 相似文献
10.
2010年,在深圳富士康短短不到半年的时间里,发生了青年员工"十三跳"事件,造成了严重的社会后果。它以血的代价和教训为整个社会敲响了警钟。必须高度关注中国日益恶化的收入分配问题。但目前我国私营企业劳资关系普遍紧张,究其原因主要有劳资双方力量悬殊,工会软弱,地方政府职能错位或失职等,应转变经营观念,加强工会组织建设,加大劳动督管力度,完善劳动法规。 相似文献
11.
Social capital theory, recent developments in the theory of identity and a small econometric literature all suggest positive attainment effects from faith schooling. To test this hypothesis, the authors use a unique data set on Flemish secondary school students from the 1999 repeat of the Third International Mathematics and Science Study to estimate an education production function. The results suggest modest attainment benefits in mathematics when schools are influenced by faith communities but not when they are influenced by trade unions or business groups. The authors estimate models with exogenous and endogenous switching to investigate the robustness of this result to school selection policy and parental/student self‐selection. These additional results not only suggest that the positive attainment effects of faith schooling do not reflect selection bias but also provide evidence suggesting that such attainment effects reflect forms of social capital that are more readily available in faith schools than in non‐faith schools. However, the limitations of social capital theory and evidence caution against radical policy conclusions. 相似文献
12.
通过问卷调查、面谈等方法,对顺德地区应用英语专业（外贸英语方向）的毕业生及其用人单位进行调查,分析用人单位对毕业生的知识、能力、职业素养等方面的要求,预测未来外贸人才的需求趋势,并对如何培养适应未来社会需求的应用英语人才提出相应的建议。 相似文献
13.
14.
Alain Michel 《European Journal of Education》2016,51(4):513-521
The theories and approaches of steering/monitoring a process of change within education systems have evolved over the last 20 years or so as a result of many factors such as globalisation and decentralisation, a faster pace of change, increasing expectations and demands from various stakeholders (parents, employers, teacher unions, etc.) and the growing influence of OECD and of the EU in the field of education because of some more or less explicit standards and policy recommendations. All these evolutions contributed to increase the complexity of the education systems and of the instruments and procedures required to establish some coherence between the initiatives of a large number of more autonomous stakeholders. Our main objective here is to describe how the previous notions and concepts used in analysing the conditions for steering education systems have been gradually integrated within a larger paradigm: the ‘governance of multi‐level complex education systems’. 相似文献
15.
林春波 《大连教育学院学报》2014,30(4):41-42
基层工会要以十八大"三个倡导"为指导,带领全体职工积极培育和践行社会主义价值观。履行好教育职能,深化宣传增强认知认同;履行好维护职能,促进单位和社会的和谐;履行好参与职能,形成广泛参与的民主氛围;履行好建设职能,体现培育和践行的成果。 相似文献
16.
Language and literacy on the ground: disconnects between government policy and employer perspectives
Judy Hunter 《Discourse: Studies in the Cultural Politics of Education》2012,33(2):299-311
Education to meet labour market demands and employer needs is a key priority in New Zealand's education policy. Government agendas for language and literacy education align with global discourses that link economic productivity to quality control, standardisation and proceduralisation through close regulation and funding. Yet, the interviews reported on here, involving employers of migrants, show that employers accept a range of linguistic diversity and judge migrant employees in subjective, complex ways. These employers tend to see effective communication as embedded in the cultures and relationships of their workplaces. Yet, they also tend to form negative judgments about employees based on dominant policy discourses and popular images of migrants as Others. The implications challenge government policy but at the same time point to spaces for critical work on change. 相似文献
17.
新时代以来,新形势下的“三全育人”工作对高校提出新的要求。工会作为助力高校全面完成育人工作中的一环,要充分发挥组织管理优势、教育引导优势与宣传动员优势,通过采取相应的实践措施,发挥自己独特的地位与作用,助力高校“三全育人”工作的顺利推行。 相似文献
18.
Hannah Durrant 《Journal of Education & Work》2016,29(4):373-401
The post-compulsory education and training system in the UK has long been defined as an archetypical voluntarist model. Yet, with the election of a New Labour government in 1997, the relationship between the state as supply-side provider of skills and employers as the demanders of skills began to subtly change. An additional rhetoric emerged in skills policy that suggested a role for the state to shape higher skills demands. This instigated a move towards what is here defined by the oxymoron ‘state-steered voluntarism’; an approach to the governance of skills which aimed to deliver both a demand-led skills system and a system to lead demand. Drawing on policy documents and interviews with key policy-makers, this article offers an interpretive analysis of New Labour’s ideas about the nature of workplaces, and the role of the state and skills providers in response, that explains the existence of policy paradox. We find that New Labour articulated three distinct strategies for governing skills, depending on whether workplaces were perceived to have ‘good’, ‘bad’, or frankly ‘ugly’ skills aspirations. However, whilst this threefold skills strategy seemingly served the purpose of containing multiple policy objectives and creating a graded role for state action, it was also prone to being used selectively by those with vested interests in UK skills policy (i.e. the representatives of businesses and employers and the representatives of employees and learners). 相似文献
19.
澳大利亚集体谈判具有受劳动者强烈支持、集体劳动关系与个人劳动关系相区分、政府密切监管的特征。我国集体协商制度与其相比,存在着制度推广的时间接近、都强调政府作用、工会职能都受到限制的共同点,同时也存在制度推广的方式不同、集体合同质量要求不同、集体劳动关系对集体合同依赖程度不同的区别。借鉴澳大利亚集体谈判制度,具体可从规范政府角色定住、适当提高集体合同的审核标准、以集体合同维系集体劳动关系几个方面进行,从而完善我国集体协商制度。 相似文献
20.
D. Kevin O'Neill Mahboubeh Asgari Yi Ran Dong 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):45-48
What does it mean for a mentoring program to succeed? Most evaluations focus on participants' perceptions of success. Few studies employ an independent measure of the intended outcomes of the program, and fewer still examine both participant satisfaction and achievement. This article presents an example of how comparing data on perceived and achieved success can foster new insights into the trade‐offs inherent in program design and improvement. Based on an analysis of survey and interview data from an online mentoring program in which 17 history experts supported 108 high school students in historical research, it was found that mentees' satisfaction did not correlate with their achievement of intended program outcomes. Further analysis illuminated design trade‐offs between the aspects of the online mentoring program that supported perceived success and those that supported intended outcomes. The authors argue that examining such trade‐offs in other mentoring programs may facilitate their improvement over time. 相似文献