scholarly journals Market conditions of international VET providers: a comparative analysis of Australia, UK, USA, and Germany

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Susanne Peters
Keyword(s):  
Research Question ◽  
Vocational Education And Training ◽  
Market Conditions ◽  
The Usa ◽  
Worldwide Phenomenon ◽  
Market Driven ◽  
The Uk ◽  
Micro Analysis ◽  
Training Services ◽  
And Training

AbstractVET (vocational education and training) is a highly complex, multidimensional worldwide phenomenon with diverse structures. Additionally, very different actors define the functions of a national (or even a regional) VET system. The paper contributes to a better understanding of the policy frameworks and current states of such systems. Therefore, we focus on selected VET systems in order to understand their specifics and thus, their market conditions. A qualitative approach is used to answer the research question regarding which conditions create or support market-based opportunities for the provision of commercial vocational training services. We find that the liberalism and deregulation of the VET sectors, as well as the marketisation of VET practices, lead to incentives to internationalise VET offers. Thinking in terms of skills, the kind of education system does not play a role. This is the case in liberal market-driven VET approaches (here, the UK, the USA and Australia) and is mirrored in the micro-analysis categories of curricula, learning location, content, and learning process.

scholarly journals Samarbeid og lærerprofesjonalitet

2021 ◽  
Vol 11 (2) ◽  
pp. 68-90
Author(s):  
Stein Rafoss ◽  
Hilde Witsø
Keyword(s):  
Vocational Education ◽  
Research Question ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Teacher Professionalism ◽  
Practical Training ◽  
Teacher Role ◽  
Vocational Teachers ◽  
Data Basis ◽  
And Training

This article is about the importance of collaboration in the development of teacher professionalism, and we have asked the research question: How can group collaboration between vocational education and training (VET) students contribute to the development of their teacher professionalism? The data basis is interviews with ten VET students in practical pedagogical education for vocational teachers that we conducted in the winter of 2020. In addition, we studied all internship documents that the ten students produced during the internship period. The students are in practical training at their own school with their own students and collaborate with each other to strengthen their own teacher role. We have applied Dale’s (1989, 1993, 2001) theory of teacher professionalism. To analyse collaboration, we used the theories of Hegel (1999), Honneth (2008, 2009), Barth (1994) and De Hei et al. (2018). We found that this internship made it possible for students to talk and reflect on didactic questions related to Dale’s three areas of expertise.

scholarly journals Towards understanding of policy transfer and policy learning in adult education in the context of United Kingdom

2021 ◽  
pp. 174549992110612
Author(s):  
Natasha Kersh ◽  
Andrea Laczik
Keyword(s):  
Young Adults ◽  
Adult Education ◽  
Social Inclusion ◽  
Policy Transfer ◽  
Policy Learning ◽  
Vocational Education And Training ◽  
The Uk ◽  
And Training ◽  
Country Specific ◽  
Policies And Practices

Over the past decade, adult education and Vocational Education and Training (VET) in the UK context have been strongly affected by the implications of unstable political, social and economic situations, specifically in relation to social and economic inclusion of vulnerable young adults. This paper argues, that the development of policy transfer and policy learning in adult education has been characterised by its multidimensional nature and has been influenced by the implications of contemporary global challenges, country-specific priorities and the European agenda on inclusion. The notion of policy learning in adult education highlights the complex interdependencies between policies and practices. We will endeavour to consider how the complex interplays between country-specific priorities, global discourses and the European agenda on active citizenship (AC) contribute to national policies and practices for social inclusion of young adults in the UK context. Selected case studies will demonstrate the ways this policy agenda transfers into specific programmes for vulnerable young adults.

scholarly journals Indonesia-Germany Cooperation in Vocational Education and Training

2019 ◽  
Vol 2 (2) ◽  
pp. 178
Author(s):  
Astrid Wiriadidjaja ◽  
Lelly Andriasanti ◽  
Andrea Jane
Keyword(s):  
Human Resources ◽  
Vocational Education ◽  
Education System ◽  
Research Question ◽  
Labor Demand ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Transfer Of Knowledge ◽  
Developed Country ◽  
And Training

To reduce the unemployment rate, Indonesia has focused since 2007 on the development of Vocational Education and Training (VET). VET is one of solutions that would enhance human resources quality in Indonesia, which has 262 million people. However, the number of unemployed graduates from vocational education is still high until 2019. It means there is something wrong in Indonesia’s current VET system. Meanwhile in Germany, VET is a pillar of national education which is based on a dual system. This system is successful in Germany. As one of the biggest donor countries in promoting VET, Germany tries to introduce a dual education system through bilateral relations with developing countries such as Indonesia. Indonesia seems to need to try to develop VET base on dual education system through cooperation with Germany. Thus, the research question of this article is “why does Indonesia need to make a co-operation with Germany in developing VET based on a dual education system?’ To answer the research question, this paper uses qualitative method which results in the following conclusion: Cooperation with Germany would open the opportunity for abundant human resources in Indonesia to fulfill a huge labor demand in Germany particularly and Europe in general. Moreover, the cooperation makes Indonesia gain support in developing the VET system in this country and get transfer of knowledge and technology from Germany as a developed country

scholarly journals Effectiveness of Hospitality Programme Design in Developing Skills among the Graduates from Vocational Education and Training in Arusha Region, Tanzania

2021 ◽  
Vol 8 (11) ◽  
pp. 5785-5794
Author(s):  
Sharifa Mbagga ◽  
Prof. Joseph Malusu ◽  
Dr. Eugene Lyamtane
Keyword(s):  
Research Question ◽  
Structured Interview ◽  
Vocational Education And Training ◽  
Skills Development ◽  
Programme Design ◽  
Training Institutions ◽  
Hotel Managers ◽  
Arusha Region ◽  
And Training

Tourism and hospitality sector in Tanzania contributes to 18 percent of the Gross Domestic Product (GDP) and about 10 percent employment rate in the country. However, industry professionals are complaining about the quality of human resource from training institutions. While some authors have addressed the quality of human resources in relation to graduates’ skills possession using the managers, trainers and the nature of services they render, the researcher could not find a study that has addressed the issue in relation to programme design from the trainers, heads of department and hotel managers. This study was set to answer the main research question: How is VET hospitality programme designed to contribute to skills development among the graduates in Arusha region? The study employed convergent design to assess VET hospitality programme design in developing skills among the graduates. Participants were obtained through simple random sampling of training institutions and purposive sampling of hotels belonging to HAT in Arusha region. Data were collected through semi structured interview with the hotel managers and heads of department, structured interview with the trainers and content analysis of programme document. Data were analyzed by transcription of data from the interviews. Programme activities were used to analyze the collected data and used for data interpretation. Interpretation and discussion of data analysis results were summarized and compared with the reviewed literature and theories. The findings for this study indicated that VET programme for Food and Beverages Service and Sales and Front Office Operations are well designed to enhance skills development among the graduates and if well implemented should lead to the acquisition of hospitality knowledge, skills, values and attitudes. English and communication skills, as a supporting course needs to be structured for implementers to understand designated learning outcomes, learning activities, teaching and training methods and assessment activities.

Tracing Teutonic footprints in VET around the world?

2014 ◽  
Vol 38 (8) ◽  
pp. 745-763 ◽  
Author(s):  
Matthias Pilz ◽  
Junmin Li
Keyword(s):  
Design Methodology ◽  
International Management ◽  
Vocational Education And Training ◽  
Content Type ◽  
The Usa ◽  
Research Gap ◽  
Employment Systems ◽  
Different Cultures ◽  
And Training ◽  
Practical Implications

Purpose – This paper aims to focus on the vocational and training behaviours of German corporations at their subsidiaries in the USA, China and India. Although all three countries are important markets for Germany, they are characterised by very different cultures, vocational education and training (VET) systems and employment systems. The transfer of the German VET system to other countries has been the topic of discussion and controversy. Design/methodology/approach – In this study, the authors rely on interviews with local training experts of German subsidiaries to analyse VET activities. Their analysis is based on convergence (standardisation) versus divergence (localisation) theory borrowed from approaches in international management studies. Findings – The findings indicate a “localisation” effect in all three nations. The similarities can be explained partially by the stronger focus on off-the-job trainings and greater preferences for academic careers. Research limitations/implications – The study is a pilot study. Practical implications – The transfer of the German VET system to other countries seems to be very difficult. Originality/value – Beyond this general debate, the specialist literature pays virtually no attention to the training practices of German companies abroad. The authors have tried to fill this research gap.

scholarly journals The pressures for the remuneration of volunteer governors of UK educational institutions and the potential consequences

2021 ◽  
pp. 174114322098515
Author(s):  
Colin Forrest ◽  
Ron Hill ◽  
Chris James
Keyword(s):  
Northern Ireland ◽  
Vocational Education ◽  
Vocational Education And Training ◽  
Educational Institutions ◽  
Publicly Funded ◽  
Board Membership ◽  
The Subject ◽  
The Uk ◽  
And Training

The members of the governing boards of schools, colleges which provide vocational education and training, and universities in the UK have traditionally been volunteers. In some contexts, however, for example, colleges in Northern Ireland, governors are now paid. Whether volunteer governors in other or all settings should be remunerated is the subject of debate. This article analyses the various aspects of that debate. It considers the nature of volunteering; the socio-political context of volunteering; and the growing momentum for the remuneration of governors of all UK educational institutions. The article also considers the arguments for and against governor remuneration, which include remuneration and: the way governors and the governing of educational institutions are valued; the visibility of governing; governor recruitment; the diversity of governing board membership; the quality of governing; the remuneration of other publicly funded agencies and organisations; the accountability governors experience in their role; the market for school governors; and whether a policy which implemented governor remuneration could be reversed. The article also considers aspects that would need to be resolved in practice: who would be paid and for what; the level of remuneration; the funding of governor remuneration; and the organisation of remuneration.

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