Improving the Participation of Disadvantaged Students in Post-Compulsory Education and Training: A Continuing Challenge

2007 ◽  
pp. 275-291 ◽  
Author(s):  
Joan Abbott-Chapman
Keyword(s):  
Compulsory Education ◽  
Education And Training ◽  
Disadvantaged Students ◽  
And Training

scholarly journals Educational Utopia? the New Zealand Standards Approach Considered in the Light of the German Experience in Vocational Training

2021 ◽  
Author(s):  
◽  
Peter Kappert
Keyword(s):  
New Zealand ◽  
Continuous Process ◽  
Historical Context ◽  
Compulsory Education ◽  
Education And Training ◽  
Federal Republic Of Germany ◽  
Learning And Teaching ◽  
Early Results ◽  
Role Players ◽  
And Training

<p>This thesis is concerned with both the direction and the appropriateness of the recently adopted standards-based approach in post-compulsory education and training in New Zealand, while particularly focusing on the implications this might have in formal post-school trades training. It evaluates the developments, the tenets, and the early results of the 'standards' movement within a socio-historical context and against the development of relevant policy formations and legislative changes. The central focus in this work is on the National Qualifications Framework, which is currently being developed under the auspices of the New Zealand Qualifications Authority. This outcomes-focussed model, and related government-initiatives, represent a radial shift away from established learning and teaching practices in New Zealand, a move which is not uncontested for both pedagogical and pragmatical reasons. An analysis of these developments is discussed with reference to those in apprenticeship training and policy in the Federal Republic of Germany, which includes the intention, as expressed by the major role players in the Republic, to develop an educational framework model. The principles, scope, and structure, as they relate to these framework models, are analysed from a comparative perspective, and certain points are highlighted. This thesis contends that despite fundamental divergence in training cultures and systems in the two countries, it is recognised that the common aim of the framework approaches is to improve the correspondence between the world of education and work as well as to enhance the educational pathways for students. This, it is argued, are commendable and valuable aims; not in the least because it has also the potential to bridge the 'vocational/academic' divide - an increasingly invalid division in modern-day societies. This is reflected in a strong focus in these framework models on the promotion, and implementation, of an integrated learning and teaching approach which is supported by the notion introduced by Michael Young that qualifying is a continuous process. This concept is now generally endorsed by the major role players in both Germany and New Zealand as being an important one, in that it is supportive of the macro aim of furthering national economic progress. The author, however, contends that educational, progress cannot simply be assumed because a new educational, or qualifications, framework is being introduced. Its foundation needs to be pedagogically sound and based on sufficient research while an (over)reliance on a single assessment strategy for application to all of post-compulsory education and training cannot be accepted as valid from an educational viewpoint. The thesis concludes with advocacy for more critical research into the NQF.</p>

Accreditation and Assessment in Vocational Education and Training

2017 ◽  
Author(s):  
Gordon Stanley
Keyword(s):  
General Education ◽  
Vocational Education ◽  
Compulsory Education ◽  
Education And Training ◽  
Assessment Model ◽  
Vocational Education And Training ◽  
Traditional Assessment ◽  
Assessment Approach ◽  
Competency Based ◽  
And Training

Vocational education and training has emerged from traditional industry and technical training into a vigorous post-compulsory education sector focused on satisfying the ever-changing demands of today’s employers. This chapter considers issues around the accreditation and regulation of providers and the assessment and certification of outcomes. Quality and comparability of outcomes has been a common concern for regulatory regimes. The front-end emphasis of training assessors and the requirement for workplace assessment contexts is designed to align with employer needs. However there are legitimate concerns about the consistency of judgments. Competency based assessment (CBA) has been the dominant assessment model and contrasts with the traditional assessment approach in general education. However the more recent standards-referenced assessment movement in the latter sector suggests ways in which assessment approaches are converging. Employability and 21st century skills reinforce the interest in developing generic skills in all sectors of education.

scholarly journals Training in Companies: Educational Practices at the Heart of the World of Work

2019 ◽  
Vol 45 (3) ◽  
pp. 317-336
Author(s):  
Nadia Lamamra ◽  
Roberta Besozzi
Keyword(s):  
Vocational Education ◽  
Compulsory Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Educational Practices ◽  
The People ◽  
The World ◽  
The Impact ◽  
And Training

Abstract In Switzerland, dual vocational education and training, which is practice- and employment-oriented, is the most frequently chosen path after compulsory education. The analysis of the training provided in the company by the people in charge of the apprentices questions the influences of the world of work on educational practices. The analysis of 80 semi-directive interviews highlights the tension between production and training, the different representations of apprentices, and the impact of these two elements on training practices.

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