Lifelong Learning and Vocational Education and Training: Values, Social Capital, and Caring in Work-Based Learning Provision

2007 ◽  
pp. 57-69 ◽  
Author(s):  
Terry Hyland
Keyword(s):  
Social Capital ◽  
Vocational Education ◽  
Lifelong Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
And Training

Development of Vocational Education and Training to 2025 in the Context of the European Skills Agenda

2021 ◽  
Vol 23 (4) ◽  
pp. 335-343
Author(s):  
Emiliyana Dimitrova
Keyword(s):  
Vocational Education ◽  
Lifelong Learning ◽  
National Level ◽  
Education And Training ◽  
Learning Culture ◽  
Vocational Education And Training ◽  
International Dimension ◽  
European Education ◽  
And Training ◽  
Training Area

The article presents the requirements for the development of vocational education and training until 2025 in the light of the Osnabruck Declaration. The Declaration describes the objectives to be achieved at European and national level in the following areas of development: resilience and excellence through quality, inclusive, and flexible vocational education and training; establishing a new lifelong learning culture – relevance of CVET and digitalisation; sustainability – a green link in VET European Education and Training Area and international dimension of vocational education and training.

scholarly journals INTEGRATING VULNERABLE AND MARGINALIZED GROUPS INTO VOCATIONAL EDUCATION AND TRAINING THROUGH INNOVATIVE SOLUTIONS

2013 ◽  
Vol 56 (1) ◽  
pp. 42-58
Author(s):  
Alexandra David ◽  
Ileana Hamburg
Keyword(s):  
Social Capital ◽  
Social Networks ◽  
Human Capital ◽  
Vocational Education ◽  
Knowledge Base ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Marginalized Groups ◽  
Highly Skilled ◽  
And Training

There is high (youth) unemployment in several EU countries. These present the latest examples from e.g. Greece, Spain or Italy. Other countries such as Germany or Austria are suffering a brain drain, and consequent depletion of knowledge sources, due to emigration of highly skilled and knowledgeable people. To ensure a broad and productive regional knowledge base, which would enable innovation, regions should develop an integrated human capital agenda. A main pillar of such an agenda is the use of regional untapped potential. To date scholars have only examined the meaning of highly skilled workers as knowledge-holders thereby neglecting the role of vulnerable and marginalized (VAM) groups. This paper focuses on the (re-)integration of vulnerable and marginalized groups to the vocational education and training (VET) system and labour markets using innovative VET solutions such as the approach of mentoring, social media (Web 2.0 and 3.0) as well as social networks. Social networks in particular, contain potential such as the formation of regional social capital through the ability of learners to interact in common learning situations, which may raise regional human capital of vulnerable and marginalized groups. Vice versa, if human capital accumu-lates into a strong regional knowledge base, which can be used for regional (economical) issues, the result will be regional social capital increases. Key words: integration of vulnerable and marginalized groups, vocational education and training, social capital, human capital.

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