Rethinking Skills Development

2017 ◽  
Author(s):  
Leesa Wheelahan
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Capabilities Approach ◽  
Vocational Education And Training ◽  
Skills Development ◽  
Conceptual Basis ◽  
Generic Skills ◽  
Competency Based ◽  
And Training

This article critiques models of competency-based training in vocational education and training in Anglophone countries and contrasts it to ‘kompetenz’ in Germanic countries. It identifies six key problems with Competency-Based Training (CBT): first, CBT is tied to specific ensembles of workplace roles and requirements; second, the outcomes of learning are tied to descriptions of work as it currently exists; third, CBT does not provide adequate access to underpinning knowledge; fourth, CBT is based on the simplistic and behaviourist notion that processes of learning are identical with the skills that are to be learnt; fifth, the credibility of a qualification is based on trust, not what it says a person can do; and sixth, CBT is based on a notion of the human actor as the supervised worker. The article argues generic skills are not the alternative, and it uses a ‘modified’ version of the capabilities approach as the conceptual basis for qualifications.

Technical and vocational education and training and marginalised youths in post-conflict Sierra Leone: Trainees’ experiences and capacity to aspire

2018 ◽  
Vol 13 (4) ◽  
pp. 534-550
Author(s):  
Mitsuko Matsumoto
Keyword(s):  
Young People ◽  
Vocational Education ◽  
Sierra Leone ◽  
Education And Training ◽  
Capabilities Approach ◽  
Vocational Education And Training ◽  
Post Conflict ◽  
Technical And Vocational Education ◽  
And Training ◽  
Capacity To Aspire

The article aims to build on current understandings of the experiences and aspirations of technical and vocational education and training (TVET) trainees in conflict-affected countries, focussing on the case study of Sierra Leone. Employing the capabilities approach pioneered by Amartya Sen, it casts light on the different benefits beyond employability which young people acquire through TVET. This includes the development of their ‘capacity to aspire’. At the same time, the article shows the poor conditions and social stigma that continue to surround TVET and the profession of ‘skilled man’ in the country of Sierra Leone. By doing so, the article shows the potential of capabilities approach and the concept of ‘capacity to aspire’ to more systematically look at the wider benefits of TVET to young people. It also reveals the simplistic nature of the international community’s expectations with regards to TVET’s role in post-conflict societies.

Reformed and reduced: Vocational education and structural oppression

2020 ◽  
Vol 12 (3) ◽  
pp. 276-291
Author(s):  
Teressa Schmidt
Keyword(s):  
Vocational Education ◽  
Social Mobility ◽  
Social Theory ◽  
Education And Training ◽  
Critical Social Theory ◽  
Vocational Education And Training ◽  
Competency Based Education ◽  
Competency Based ◽  
The Impact ◽  
And Training

Internationally, vocational education and training (VET) is intended to fulfil important economic and social objectives. There is, however, a concerning discourse relating to funding, esteem, reputation and quality, and questions have been raised about whether social mobility aspirations of the sector’s students are achieved or achievable. This paper argues that rather than resulting from deficiency or fault of VET, these issues are, instead, manifestations of the sector’s structural oppression. Further, unless this oppression is recognised and addressed as an underlying cause, VET’s troubles will remain. While acknowledging the claim may be contentious, the paper applies Freirean philosophy and contemporary critical social theory to examine the case of Australian VET, identifying the oppressive structures and policies which have progressively rendered the sector powerless and lacking the autonomy needed to enact positive and necessary change. It expounds upon Australian VET’s vulnerability to neoliberal educational reform along with the impact of competency based education and training (CBE/T), its reductionist curriculum, and the de-professionalisation of VET, its teachers and the vocations it serves, before proposing that any further reforms must be led from within the sector itself. While the paper focuses on Australian VET, its examination will likely hold meaning elsewhere.

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 Reforming Technical and Vocational Education and Training (TVET) on Workplace Learning and Skills Development

2020 ◽  
Vol 8 (5) ◽  
pp. 2964-2967
Keyword(s):  
Vocational Education ◽  
Workplace Learning ◽  
New Economy ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Skills Development ◽  
Skilled Workers ◽  
Private And Public ◽  
Technical And Vocational Education ◽  
And Training

Technical and Vocational Education and Training (TVET) plays a crucial role in promoting high-skilled workers in Malaysia. In order to establish and manage TVET, it is significant to revisit in the existing TVET system to make a greater impact to improve TVET ecosystem including governance and management, teacher training, curriculum and pedagogical, social partners, and innovation in TVET provision in the context of private and public engagement. This paper applied systematic review as a methodology. The results, show that TVET ecosystem and interventions need to be implemented in line with the need of 21st century ‘new economy’ skills and challenges will always appear in hindering the success of preparing future skills demand. Hence, this paper further discusses the issues and challenges faced by Malaysia in reforming TVET for the world of work. Additionally, this paper covers strategic planning and recommendations on TVET development that could be beneficial to Malaysia.

scholarly journals Vocational Education and Training Graduates: Challenges in Practical Skills to the Job Market

2016 ◽  
Vol 3 (3) ◽  
pp. 141-145 ◽  
Author(s):  
Basanti Roshan Pradhan Shrestha
Keyword(s):  
Vocational Education ◽  
Curriculum Design ◽  
Education And Training ◽  
Training System ◽  
Vocational Education And Training ◽  
Job Market ◽  
Existing Problems ◽  
Competency Based ◽  
And Performance ◽  
And Training

The purpose of this study is to describe the challenges facing vocational education and training graduates to the job market. Many studies and research has been done to identify the causes of the problem that vocational graduates are facing after they employed in the job market. But still problems are existing in job market as vocational graduates are facing difficulties to transfer their learning. Hence, it challenges the vocational Education and training system. Therefore, this study also focused on the possible interventions to solve the existing problems that vocational graduates and job markets have been facing. The gap and weak linkage between vocational training providers and job market challenges curriculum design and performance in job. So, Competency based training based curriculum design improve the quality of instruction through experienced instructors and training providers are the possible intervention to fill the gap.Int. J. Soc. Sc. Manage. Vol. 3, Issue-3: 141-145

Sign in / Sign up

Export Citation Format

Share Document