Vocational Education and Training (VET) and the Transition of Young Women and Men to the Labour Market in Middle-Income Countries: A Comparative Analysis Based on International Labour Organization (ILO) Surveys in Jamaica, Jordan, Peru, Tunisia, Ukraine, Vietnam and Zambia

2016 ◽  
pp. 59-81
Author(s):  
Valentina Barcucci ◽  
Lea Zanola ◽  
Michael Axmann
Keyword(s):  
Comparative Analysis ◽  
Vocational Education ◽  
Labour Market ◽  
Young Women ◽  
Education And Training ◽  
Vocational Education And Training ◽  
International Labour Organization ◽  
Middle Income ◽  
Middle Income Countries ◽  
And Training

scholarly journals The ‘recognition of prior learning’ in vocational education and training systems of lower and middle income countries: An analysis of the role of development cooperation in the diffusion of the concept

2021 ◽  
pp. 174549992110612
Author(s):  
Markus Maurer
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Development Cooperation ◽  
Vocational Education And Training ◽  
Prior Learning ◽  
Middle Income ◽  
Middle Income Countries ◽  
Training Systems ◽  
Recognition Of Prior Learning ◽  
And Training

‘Recognition of prior learning’ (RPL) has developed into an important instrument to support the permeability of education and training systems. Based on an extensive review of documents, this article analyses the global diffusion of RPL in vocational education and training systems (VET), with a specific focus on its diffusion through development cooperation between multi- and bilateral donors and lower and middle income countries (LMIC). This article argues that RPL became a core component of development cooperation when VET came to be seen as a means to foster equitable access to employment and income for the poorest. At the same time, it shows that the model of RPL transferred to LMICs is derived from the specific relations between labour markets and education and training systems in donor countries, where VET qualifications are often critical to accessing positions in the labour market, which is often not the case in LMICs.

scholarly journals Meet the need – the role of vocational education and training for the youth labour market

Kyklos ◽  
2021 ◽  
Vol 74 (3) ◽  
pp. 321-348
Author(s):  
Thomas Bolli ◽  
Maria Esther Oswald‐Egg ◽  
Ladina Rageth
Keyword(s):  
Vocational Education ◽  
Labour Market ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Youth Labour Market ◽  
And Training ◽  
Youth Labour

COMPARATIVE ANALYSIS ON GENERAL NEEDS BY VOCATIONAL EDUCATION AND TRAINING TOWARDS KEY ENABLING TECHNOLOGIES

2020 ◽  
Author(s):  
David DeVallance ◽  
Anamarija Farkaš ◽  
Ioannis Giavasis ◽  
Karolina Horvatinčić ◽  
Almudena Muñoz ◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Enabling Technologies ◽  
Key Enabling Technologies ◽  
And Training

Economic competencies and situation-specific commercial competencies: Reflections on conceptualization and measurement

2016 ◽  
Vol 15 (3) ◽  
pp. 162-182 ◽  
Author(s):  
Susan Seeber
Keyword(s):  
Young Adults ◽  
Vocational Education ◽  
Labour Market ◽  
Supply And Demand ◽  
Youth Unemployment ◽  
Critical Issue ◽  
Education And Training ◽  
Private Life ◽  
Vocational Education And Training ◽  
And Training

From a societal perspective, vocational education and training must enable young adults to meet the challenges of the labour market in a globalized world, reduce the mismatch of supply and demand of qualifications (e.g. youth unemployment leading to disadvantages for individuals, society and national economies) and improve social cohesion. From an individual perspective, vocational education and training should develop young adults’ vocational competencies, support their individual personality development and their integration into the labour market and society, help secure their livelihood and enable them to lead self-determined lives as citizens. Therefore, the assessment of competencies obtained in vocational education and training programmes has emerged as a critical issue to develop workforces and the capacity for life-long learning and to foster civic participation as a responsible citizen. This article provides some insights into the modelling and measurement of competencies in vocational education and training, where occupational and cross-occupational competencies are necessary to cope with the requirements of workplaces, as a responsible citizen and in private life. In this article, cross-occupational economic competencies and occupation-specific commercial competencies in the area of business and administration are discussed. Both constructs are based on economic theories, concepts and central terms; nevertheless, the situation-specific context and requirements may vary substantially. Thus, different approaches to define and measure both constructs seem to be necessary.

scholarly journals Fixed-Term Jobs after Vocational Education and Training in Switzerland: Stepping Stone or Impediment?

2017 ◽  
Vol 43 (1) ◽  
pp. 89-113
Author(s):  
Laura A. Helbling
Keyword(s):  
Vocational Education ◽  
Labour Market ◽  
Occupational Status ◽  
Work Force ◽  
Education And Training ◽  
Longitudinal Survey ◽  
Work Life ◽  
Vocational Education And Training ◽  
Stepping Stone ◽  
And Training

Abstract Competing assumptions about whether entering the labour market via fixed-term jobs is a good or bad start into work life persist in the literature. Based on the longitudinal survey TREE, this article sheds light on (1) who enters the Swiss labour market via fixed-term jobs after graduating from initial vocational education and on (2) the consequences regarding their future returns. Results indicate that vocational education graduates entering the work force via fixed-term jobs of low occupational status must expect lower future wages.

Sign in / Sign up

Export Citation Format

Share Document