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1.
Judith T. M. Gulikers Piety Runhaar Martin Mulder 《Journal of Vocational Education & Training》2018,70(2):212-231
This contribution shows an example of how an assessment innovation can serve as a flywheel for changing teaching and learning. This article first explains the development of an authentic, competence-based performance assessment in pre-vocational secondary education (pre-VET). Using these assessments in pre-VET, that is preparatory to VET, is important for motivating students for a future in VET. Second, in an action research 34 teacher teams of 11 pre-VET institutions implement the new assessment, supported by researchers and teacher coaches, to illuminate how it motivates students, prepares them for VET, and influences teaching and learning. Data from 76 teachers, 68 students, 24 teacher coaches and 3 researchers showed how implementing these assessments raised questions about changing educational content and pedagogy to fit a competence-based approach. Increasing teachers’ expectations of students, changing student-teacher interaction patterns, and developing teachers’ practical understanding of competencies and how they can be observed and discussed in assessments are some of the intriguing challenges that require further support for proper implementation of competence-based assessments and developing an aligned competence-based teaching and learning process. 相似文献
2.
Recent developments in competence-based education have motivated institutions of vocational education and training (VET) to
improve the links or connectivity between learning in school and learning in the workplace, which has been a problem for decades.
In previous research, a theoretical framework describing the underlying aspects of competence-based education was developed.
In this study, three aspects of this framework were used to analyse connectivity between learning in school and learning in
the workplace. These aspects were: i) authenticity, ii) selfresponsibility, and iii) the role of the teacher as expert and
coach. Three stakeholder groups (i.e., students, teachers, and workplace training supervisors) involved in secondary VET programs
in the field of life sciences in the Netherlands were questioned on these aspects. Based on their interviews, it is concluded
that these aspects provide information about the process of connectivity. Because stakeholder groups hold different conceptions
of workplace learning and often do not communicate adequately about mutual responsibilities, the implementation of these aspects
of competence-based education has not significantly improved the connectivity situation. Nevertheless, these aspects of competence-based
education can guide stakeholder groups in making clearer agreements about mutual responsibilities, which may improve connectivity
in the future. 相似文献
3.
The orientation of vocational education towards competence-based education has led to fundamental changes in the work of vocational education teachers. This article pictures teaching in innovative, competence-based vocational education in the Netherlands. In a multiple case study, the teaching practices of 10 teachers from five vocational schools were thoroughly studied. By examining not only the actual behaviour of teachers but also their related personal ideas and professional attitudes, we learn about the ways teachers implement new educational concepts and their experienced uncertainties, dilemmas and practical tensions. These insights lead to a better understanding and specification of the concept of competence-based vocational education at the micro level of educational processes, that is, the interaction between teachers and students. Implications are described in terms of new repertoires of teaching behaviour and teaching methods – all in the context of vocational education. 相似文献
4.
Educating for Uncertainty in a Changing World: Issues within an Australian remote indigenous context
Following the theme of 'educating for uncertainty in a changing world', this article delves into some of the issues that emerge for remote area indigenous Australians when change, cultural maintenance and an uncertain future collide. As a minority culture living alongside a Western colonizing culture, indigenous Australians confront a range of issues. This is particularly the case, as this paper argues, in the field of vocational education and training (VET). By discussing the establishment of the current VET system developed for a 'mainstream' context, and contrasting this to the remote area context, the article highlights the differences between the two and provides a basis for understanding the issues that arise. A discussion of the current social and political milieu furthers an understanding of these issues, which coalesce around the notions of control and access. It is apparent that these key notions remain pivotal if remote indigenous Australians are to educate for uncertainty in a changing world. 相似文献
5.
Sonal Nakar Richard G. Bagnall Steven Hodge 《The Australian Educational Researcher》2018,45(3):383-400
This paper reviews the nature and implementation of the Australian VET FEE-HELP (VFH) policy initiative: a scheme introduced in 2008 to extend income-contingent loans to the vocational education and training (VET) sector in Australia. We argue that the implementation of the scheme has been seriously flawed, leading to a range of counter-educational and unethical practices on the part of some VET providers. An ongoing research project into the impact of the changing contemporary cultural context of VET on the creation of moral dilemmas facing VET teachers in their work has identified four dilemmas that were seen by teachers to be significantly driven by the VFH scheme. Those dilemmas arose from (1) unethical student recruitment and enrolment practices, (2) overlooking traditional educational standards, (3) constraining teacher responsiveness and (4) manipulating learning assessment. The identifying teachers saw themselves as being professionally unprepared to handle such moral dilemmas, leading to discomfort and inappropriate handling of the dilemmas. 相似文献
6.
Ian Falk 《Community College Journal of Research & Practice》2013,37(8):697-703
Every so often, it is important to stand back and look at the whole context of our field of research and practice. In this article, I do this by shedding light on the ways we view the term vocations and the consequences of those views for education and training in community colleges and adult and community education providers of all kinds. I ask the question: What is Vocational Education and Training (VET) for? I ask this particular question because I know the answers are contested, staking out claims for territory in research and practice. The answer to the question that this article explores is that vocational education and training ''serve industry.'' Using Australia as a specific example of such a Western country, the article argues that the entrenched meanings for VET as serving industry have disenfranchised a large proportion of the population - especially small business and the rural sector. The article is pointing out that the resulting version of VET is gendered, classed, and urban-specific. This structurally entrenched position is then contrasted with data reported from empirical studies currently examining (among other things) the nature of vocations and work at a community level and the manner in which they are created there. The article raises three important implications: the convergence of Adult and Community Education with VET, learning pathways, and the effects on small business. 相似文献
7.
Pam Hanley 《Journal of Education & Work》2019,32(2):103-114
England’s further education (FE) sector has been characterised by instability and policy churn for at least three decades during which time reform of vocational education and training (VET) has been piled on top of reform, with few resulting in lasting change. In the context of another ambitious new reform of VET in England, this article reports on a study that examined the chronic difficulties in recruiting teachers of vocational science, engineering and technology (SET) to FE colleges. We argue that these difficulties in recruiting SET teachers reveal persistent weaknesses in policy planning for the English VET sector and help to explain the serial failure of VET policy in England. 相似文献
8.
Terry Hyland 《Educational studies》2006,32(3):299-306
The concept of ‘therapeutic education’ is being increasingly used in contemporary education policy studies to identify learning initiatives which are dominated by objectives linked to personal and social skills, emotional intelligence and building self‐esteem. Contemporary educational goals connected with such strategies have been criticised for encouraging a ‘victim culture’ which marginalises learners and replaces the pursuit of knowledge and understanding with the development of personal values relevant to a life of social, cultural and economic risk and uncertainty. In relation to vocational education and training (VET) and post‐school policy trends in particular, Hayes has argued that preparation for work has abandoned vocational/occupational knowledge and skills in favour of providing learners with personal skills for emotional labour in low‐level service jobs. This paper interrogates such analyses and questions whether the therapeutic role of VET really is incompatible with the traditional objectives of developing knowledge, understanding and values in work environments. Links are made between new emphases on work‐based learning and the ‘caring’ conceptions of learning in post‐school education. It is concluded that—although therapy should not dominate VET—an attention to the important values dimension of learning in the field does involve a therapeutic dimension of some kind. 相似文献
9.
Growing beans with Thoreau: rescuing skills and vocational education from the UK's deficit approach 总被引：1，自引：1，他引：0
Lorna Unwin 《牛津教育评论》2013,39(1):147-160
This paper argues for a broader‐based approach to vocational education (VET) and the concept of skill, one that is capable of extending responsibility for improvement to society as a whole, rather than expecting change to come from a single constituency, that of employers. By reclaiming the important roles which vocational education and practical skills play in the everyday lives of people and communities, it might be possible to rescue the concept of VET from its current manifestation as a deficit activity, reluctantly funded by government. 相似文献
10.
ABSTRACT This article contributes to the literature by proposing a methodological approach that scholars in all research fields can use to develop high-quality explanatory typologies. We argue that every typology should be constructed using a systematic, transparent process and must have a strong theoretical foundation to validate its explanatory value. Drawing on Max Weber’s typology theory, we apply our approach to construct three ideal types of vocational education and training (VET) programs. By bypassing heterogeneous context conditions, our typological approach enables us to compare VET programs based on the criteria that are relevant to an explanation of youth labor market outcomes. We build on Niklas Luhmann’s theory of social systems, which helps elucidate the significance of the linkage between actors from the education and employment systems in VET. The first ideal type, with maximal linkage, entails equal power-sharing between both kinds of actors. We expect such a VET program to have the most favorable outcome. The other two ideal types, in which one system has all the power, result in either undesirable youth labor market outcomes, such as unemployment or skills mismatch, or lack of access to further education. 相似文献
11.
从历史和比较的视角,通过对欧美和澳大利亚等国家的案例分析,对能力本位教育的起源和变化发展进行深入的研究;梳理了能力本位教育的相关概念,总结了有关能力本位教育的两大模式及其特点;具体阐述了高等教育阶段能力本位教育的概念、制度以及构成能力本位教育的内容在不同历史阶段和不同国家的具体表现。 相似文献
12.
13.
Manuel Souto-Otero 《Compare》2012,42(1):91-111
Coherence of national education and training systems is increasingly tabled in European policy debates. Leaning on literature about the emergence and consolidation of national education systems, this article explores the rationale for VET reforms in Norway and Spain by scrutinising attempts to strengthen the coherence of their VET systems. Coherence has been sought through the unification of different strands of vocational education; initial, continuing and active labour market policies (what we call ‘horizontal coherence’) and the mainstreaming of VET curricular elements; plus the systematisation of VET practices across educational levels (‘vertical coherence’). While both countries looked for coherence, their motivations, how they operationalised the term and the emphasis of their actions differed substantially. Spain has experienced a move from the three largely unrelated strands into a more unified system; Norway from a fragile VET system to the availability of more VET courses and apprenticeship arrangements at all educational levels. 相似文献
14.
This article explores the possibilities and limitations of attempts to improve economic and human development of marginalised groups Women and Youth, within the overall political and economic context of the Occupied Palestinian Territories (oPt). This is carried through the particular cases of two successful models of Vocational Education and Training (VET) provided by Non-Governmental Organisations (NGO), both of which come from explicitly Christian traditions of thinking about social justice and the role of a holistic approach to VET placing human well-being at its heart. The article draws on human development approaches, from a rights based approach and a capability approach. This article draws attention to the challenges related to the overall economic and political context, and its limitations at overcoming marginalisation, reducing poverty and enhancing wellbeing. It illustrates the effect of the human development approach on expanding the effects of VET within such context, increasing labour force participation rates, employment and income generation of youth and women. It highlights the programmes’ efforts to enable marginalised youth to develop their capabilities in order to achieve their choices, illustrating that VET and the efforts of NGOs provide an important mechanism to respond to the overall challenge. Finally, the article draws attention to gender-related challenges and suggests employment-enabling policies. 相似文献
15.
Antje Barabasch 《Compare》2013,43(2):155-183
Germany's vocational education and training (VET) and corresponding teacher-education programmes are known worldwide for their integrated framework. Government legislation unifies companies, unions and vocational schools, and specifies the education and training required for students as well as vocational teachers. Changing from the Diplom programme model to the Anglophone Bachelor and Masters degree model has raised concerns for VET teacher preparation. It is within this context that we explore Germany's VET teacher-education system and current academic debates. We further investigate challenges in the development of Canada's VET teacher-education programmes and suggest some policy borrowing from the German model. 相似文献
16.
Steven Hodge 《Critical Studies in Education》2016,57(2):143-159
Competency-based training (CBT) is a curriculum model employed in educational sectors, professions and industries around the world. A significant feature of the model is its permeability to control by interests outside education. In this article, a ‘Neoliberal’ version of CBT is described and analysed in the context of Australian Vocational Education and Training (VET). In this version of the model, a division of curriculum labour is instituted that, from the perspective of Neoliberal theory, allows the interests of educators to be limited in accordance with the belief that they will neglect the interests of students and other stakeholders if they have control over the whole curriculum construction process. But this version of CBT denigrates the expertise of educators by forcing them to set aside their own judgement about what is important to teach and implement a pre-existing picture of an occupation that may or may not be an effective representation. Empirical evidence is reviewed that suggests curriculum work in VET is indeed alienating for educators. Existing critiques of CBT are considered and found to have overlooked the specifically Neoliberal form of CBT in VET analysed in the article. 相似文献
17.
The commercialisation of education and the massive recruitment of international students across different vocational education and training (VET) systems including the US, UK, Canada and Australia have led to significant changes in the VET teaching and learning landscape. This situation compels the VET sector to design and develop new professional development programs to support the immediate and changing needs of teachers working with the diverse international student cohort. However, to date, teacher professional development in response to the growing population of international students has not been an explicit focus of empirical study and theoretical conceptualisation in VET research. This study responds to this paucity. It draws on a broader three-year research project funded by the Australian Research Council (2014–2017) that involves fieldwork, participation in and observation of staff professional development activities and interviews with 102 VET staff in Australia. It uses positioning theory as a conceptual framework to examine how VET teachers position themselves and their professional development needs in response to international students. The results call for a critical need to re-examine the focus of the current professional development programs offered for VET teachers. The current context requires teacher professional development in international VET to focus on developing teachers’ capabilities to re-examine their pedagogical beliefs and practices and to understand international students’ various needs and cultural backgrounds. The study also stresses the importance of ongoing professional learning to equip teachers with the skills and knowledge to appropriate their pedagogical practices in response to the critical need to prepare all students for the intercultural labour market and to use students’ diversity as a resource for teaching and learning. 相似文献
18.
Barbara Schulte 《比较教育学》2013,49(2):226-241
Both in China and internationally, educators and policy makers claim that vocational education and training (VET) is essential for the sound economic development of a country and the physical and social well-being of its population. However, China looks back upon a century-long history of rejection when it comes to popularising VET, despite attempts, both in the present and in the past, to invest in its implementation. Much of the literature attributes this lack of success to the failed, or distorted, transfer of Western educational models or simply to policy drift.
The article approaches this history of rejection by tracing back the original Chinese encounters with Western-style vocational education. After an introductory discussion of different scholarly attempts at explaining failed transfers of VET, I look at how this transfer actually took place when VET was first introduced to China. Therefore, the focus will be on the first decades of the twentieth century and a group of Chinese actors who were pivotal in importing VET models from abroad and building up a nationwide vocational education programme (primarily members of the Chinese Association of Vocational Education). I will argue that vocational education, when introduced to China from abroad, was embedded in an existing framework of systematic and widely practised discrimination and segregation of the population. Therefore, it was less the Westernness of VET that made it undesirable to many Chinese, but its specific – and specifically Chinese – integration into existing practices of allocating cultural capital. 相似文献
19.
Researchers and policy makers agree that the relation between school and work is an important characteristic of vocational education and training (VET) and needs attention. The relation itself poses several challenges for research to be successful and useful for policy makers. In this article, we outline these challenges and answer the following question: What needs to be considered when researching the relation between school and work? Our central claim is that research on the relation between school and work needs to (1) take into account contextual conditions of the VET system, including identifying the central actors and their responsibilities within a VET system, (2) take into account the characteristics of VET itself, (3) define the quality of the relation between school and work (depending on the context, characteristics of the VET system and VET itself), and (4) be consistent with respect to chosen research aims and paradigms. To illustrate how these aspects can be taken into account an example of empirical research conducted in the German dual apprenticeship system is described. The readers are provided with guidelines for researchers and policy makers to carry out high quality research on the relation between school and work in VET systems that enables policy makers to make use of the results to improve the relation between school and work in VET systems. 相似文献
20.
Aurora Lopez-Fogues 《Journal of Vocational Education & Training》2016,68(2):161-177
The article provides an alternative theoretical framework for evaluating contemporary issues facing education, specifically vocational education and training (VET) in Europe. In order to accomplish this, it draws on the theoretical insights of the capability approach in the work of Amartya Sen; the concept of vulnerability as intrinsic to every human being, established by Fineman and Grear; and the concept of oppression advanced by Iris Marion Young. By developing the core concepts of each of these theories, the paper presents a human-based evaluative tool for education and argues that a fundamental misconception has arisen as to the purpose of post-compulsory education, a misconception generated by the wholesale application of the language of skills and productivity to the field of education, thus relinquishing its role to purely economic interests. The social justice framework presented herein aims to present a possible alternative approach to discuss and evaluate VET, in which humanistic concepts such as the recognition of human vulnerability and agency are central to the debate. 相似文献